Archer - Lesson Plan - Reading Comprehension

Archer - LESSON PLAN (Adapted from CELTA course: lesson plan & language analysis)
Level: Pre-Intermediate Mins: 60

Topic: Having Children Date: 22nd June, 2022
Lesson Focus: Predicting, scanning for
details and connecting
OBJECTIVES
CONTENT LANGUAGE
By the end of the lesson students should be able to: They will achieve these by:
• Make predictions about the text • Writing down predictions
• Scan the text for specific details • Verbally sharing predictions with
• Make connections between the a partner and the class
text and their own lives • Reading a story
• Increase their vocabulary • Completing a graphic organizer
• Discussing opinions on the topic
in small groups
• Writing answers to questions on
the text and topic
ASSUMPTIONS
What assumptions do you have about students’ knowledge and interests in the lesson and tasks?
• As adults, the students will relate to the choice of whether to have children
or not, so they will find the story interesting.
• The graphic organiser provides a more visually interesting way of
capturing details.
ANTICIPATED PROBLEMS SOLUTIONS
Some sentence structures and Encourage students to focus on the

grammar will be unfamiliar to the overall meaning of the story.
students.
Some vocabulary may be unfamiliar to After reading the story, ask students
the students. for any words they do not know that
are not defined at the bottom of the
text, and teach those words.
Students may have very strong views Encourage students to be open to

on the topic and get into disagreements hearing different viewpoints.
with classmates.
TARGET LANGUAGE
Write target language here – the actual language you will be teaching and will present in the lesson.
• cool
• guy
• royalties
• be/get involved (with)
• quiz
• godfather
• complicated
• getting used to
• look after
MATERIALS
Write, and reference when needed, all materials you will use in your lesson.
- Handout with "A Man and a Boy", Chapter 1.
- Copies of graphic organizer (self-made with image from
https://cliparting.com/free-person-outline-42638/)
- Worksheet with questions (self-made)
- Paper, pens
- White board
- White board marker
- Dictionary
TIME &
STAGE & AIMS PROCEDURE
INTERACTION
Activation 5 mins Greet learners
- To activate prior T-S Set up: Write topic on WB and the

knowledge title of the story.
- To set the context S-S Sts on task: Sts use the think-pair-
share strategy to predict what the
- To ready L for learning story will be about.
T-S Feedback: T monitors and listens for

TL; makes note of any structures used
correctly and any structures used
incorrectly.
Connection 15 minutes Students use a modified version of the

DRTA (Directed Reading Thinking
- To practice making Activity) to make and evaluate
predictions while predictions while reading.
reading
T-S Set up: T shares out "A Man and a
Boy" text. T explains that they will
stop at intervals in the text in order to
predict what will happen next.
S-T Sts on task: Sts take turns reading

the text aloud. At the following points
in the story, sts write down their
predictions for what will happen next.
"He wanted to keep his life simple."

"...Will had been invited to see her."
"He decided not to visit them again."
At the end of the story, sts share their

predictions and whether they were
correct.
TIME &
INTERACTION
T-S Feedback: T listens, praises and

corrects.
Teach Vocabulary 10 minutes T ensures that sts know the meanings

of important and unfamiliar
vocabulary in the text.
T-S Draw sts attention to the definitions of

vocabulary words at the bottom of
each page.
S-T Sts identify any other unfamiliar

words or phrases. Anticipated words
or phrases: complicated, getting used
to, look after.
Sts use their prior knowledge and the

dictionary to find definitions for
unfamiliar words or phrases.
T-S T praises sts efforts and confirms or

corrects definitions.
Strategy: scanning for 10 minutes Sts complete a graphic organizer that

details requires them to identify details about
Will's attitudes and lifestyle.
- To teach scanning for
details T-S Set up: T shares out graphic
organizer.
Check sts understanding with ICSs:

Are we working individually or in
groups?
Are we writing or speaking?
How much time?
S-S Sts on task: Sts fill out graphic

organizer in pairs. Each pair then
shares their answers with another
pair.
T-S Feedback: T monitors and listens for

understanding of details; makes note
of any errors and gives corrections to
the class as a whole.
TIME &
INTERACTION
Strategy: making 10 minutes Sts are provided the opportunity to

connections discuss the story's main themes.
T-S
- To make connections Set up: T writes discussion questions
between the text and the on the board:
sts lives Do you think having children makes
you happier?
Should all people have children?
Do you think Will should become
Imogen's godfather?

Are we working in groups or
individually?
How much time?
S-S Sts on task: Sts discuss their

answers to the questions in small
groups.
T-S Feedback: T monitors during activity.

When sts have finished, T praises and
corrects the class as a whole,
correcting any recurring errors and
pointing out what was done well.
Affirmation 10 minutes Sts are assessed using a short

question and answer sheet.
- To assess individual
understanding of the T-S Set up: Share out question sheet for
text. sts to answer questions individually in
writing.

Are we working in pairs or alone?
Are we taking this home?
S-T Sts on task: Sts work to complete.
T-S Feedback: T praises sts for

completing and dismisses.

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Archer - LESSON PLAN (Adapted from CELTA course: lesson plan & language analysis)

Level: Pre-Intermediate Mins: 60

ANTICIPATED PROBLEMS SOLUTIONS

Some sentence structures and Encourage students to focus on the

Students may have very strong views Encourage students to be open to

Activation 5 mins Greet learners

- To activate prior T-S Set up: Write topic on WB and the

T-S Feedback: T monitors and listens for

Connection 15 minutes Students use a modified version of the

S-T Sts on task: Sts take turns reading

"He wanted to keep his life simple."

At the end of the story, sts share their

T-S Feedback: T listens, praises and

Teach Vocabulary 10 minutes T ensures that sts know the meanings

T-S Draw sts attention to the definitions of

S-T Sts identify any other unfamiliar

Sts use their prior knowledge and the

T-S T praises sts efforts and confirms or

Strategy: scanning for 10 minutes Sts complete a graphic organizer that

Check sts understanding with ICSs:

Are we writing or speaking?

How much time?

S-S Sts on task: Sts fill out graphic

T-S Feedback: T monitors and listens for

Strategy: making 10 minutes Sts are provided the opportunity to

Check sts understanding with ICSs:

Are we writing or speaking?

How much time?

S-S Sts on task: Sts discuss their

T-S Feedback: T monitors during activity.

Affirmation 10 minutes Sts are assessed using a short

Check sts understanding with ICSs:

Are we writing or speaking?

Are we taking this home?

S-T Sts on task: Sts work to complete.

T-S Feedback: T praises sts for

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