Lesson plan - TKT- reading

TTC + TKT LESSON PLAN

Teacher: Claire	Observer: Dona
Lesson No.: Teaching Speaking	Length: 20’
Level: Intermediate (B1)	Date: 10/31/2014

Main Aim  By the end of this lesson, Ss will be able to express future intentions, wishes, desires and hopes  for the new year. Subsidiary Aim  By the end of this lesson, Ss will have improved their speaking skills in the context of holidays, beaches, problems with tourism and develop new vocabulary about tourism. Class Profile This group comprises five students with ages ranging from 20 to 50. They are all false intermediate, but they need to improve their reading and speaking skills. Carolina is very dedicated and she has a large vocabulary and she tends to speak a lot during the activities. André is very outgoing, he gets along with everybody. Maria is the oldest one and she feels insecure when she needs to make decisions in group. Monique is very quiet and she doesn’t like to make risks. Eduardo isn’t so dedicated and he sometimes misses classes, but he has a good speaking and is a natural leader. Timetable fit Students have already worked with some vocabulary related to travel and activities on holidays, idiomatic expressions such as: I like/ I don’t like. Students have been working extensively on vocabulary related to trips and tourism. They have already learnt some expressions to talk about favourite holidays. Assumptions Students know Simple Present and Simple Past. WH- questions, My favorite Holiday is… and some vocabulary to talk about Holidays activities. Personal Aim In this lesson, I hope to improve my timing management and my voice intonation.

STAGE (purpose)	PROCEDURES	INTERACTION PATTERN	TIMING	LEARNING STYLES	TEACHING AIDS	ANTICIPATED PROBLEMS AND SOLUTIONS
Lead-in (to contextualize the lesson) Skimming (To understand the context) Scanning (To find important information) Reading for detail (To increase Ss’ accuracy when using reading skills) Jigsaw Reading Deducting meaning from context Follow up (to allow Ss’ to personalize their use of the reading skills)	T starts the class by greeting the Ss and asking Ss how they are then put some pictures of beaches landscapes on the board: four pictures to elicit Ss to the context of the lesson. T asks  Ss what their favorite holiday is and what activities they usually do in these holidays. T asks students to think about holidays. Put the students in small groups and give each student a copy of the worksheet. T asks them to look at the different holidays and to brainstorm activities. T puts Ss into pairs and asks them to look at question two and tells each other what kind of holiday they prefer. T explains that ‘to get away from it all’ is to leave a busy job or town and relax. T tells students they are now going to read the first paragraph and try to understand what topic the text is and after Ss will read the text quickly just to complete the table in question three on the worksheet. T does a short open-class feedback session and writes the ideas on the board so students can refer to these for the next task. T gives each student a copy of the text and divides the class in two groups and asks them to read half the text each group. T tells students they are now going to read the text in more detail to check if the the table in question three on the worksheet is correct. T asks students to use different words in each column. That means they can’t write fewer hotels /more hotels, or less noise / more noise. They have to be more specific and use more vocabulary. T asks Ss to share the information,(in which students share what they read with peers who read different parts of the text), not read the text again. Once they’ve finished, students can compare their ideas with each other.  T asks students to find the first word in question four and underline it. Then get them to read the whole sentence. If the developers are happy because of the building work, does this help them to understand what a developer is. T asks students to find the other words, underline them, and then read the whole sentence they are in. They should then have a better understanding of the word. They can do this with any other words in the text they are uncertain of. If the Ss don’t understand, T will give an explanation. Finally, T asks students to answer the question “Is this progress?” There are some starting sentences on the worksheet to help them. For example, Yes, I think things are better because there are more jobs and better roads. Ss can share their opinions in partners.	3’ 5’          5’ 3’ 2’ 3’	T – Ss PW T -Ss        WG PW PW I PW	V K     V A V A A V V A K	Individual Worksheets Beaches pictures landscapes and markers. Text: Tourism TKT Questions about progress in the worksheet.	P1.: Ss may take too long to do the exercise. S1.:T interrupts Ss politely. P1.: T may spend a lot of time in this process. S1. T interrupts politely P1.: Ss may have problems with the order to ask and answer questions. S1.: T writes examples on the task paper. P1.: T may spend a lot of time in this process. S1. T interrupts politely P1.: Ss may have problems with pronunciation and new vocabulary. S1.: T says the word and asks Ss to repeat and gives examples using the new vocabulary P1.: Ss may have problems with pronunciation and new vocabulary. S1.: T says the word and asks Ss to repeat and gives examples using the new vocabulary.

Tourism

Coconut Island is a beautiful, tropical island with, of course, coconut palms, golden beaches and clear blue sea. I’m sorry, I made a mistake there. Coconut Island was a beautiful island.

There are still coconut palms, golden beaches and clear blue sea but not like before. So, what happened?

Well, the beach is full of people, sunbeds and umbrellas. The sea is full of speedboats, noisy jets skis and surfers. There are fewer palm trees because there are more and more buildings. Hotels, holiday resorts, guest houses, restaurants, swimming pools… you name it, Coconut Island has it. Paradise is no longer here, but the Paradise Hotel is.

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