Cambridge Celta Lesson Plan

Teacher Lesson Focus Date Level Mins Class Profile Materials/References Reem Ibrahim In a Mix of Culture (Main Idea) 29/Nov./10 Picture dictionary Grade 7  Lap top 50 A class of bilingual female eleven year olds. All Ss are UAE natives. There is  Question cards  Data Show some variation in level and some Ss are very quiet and others tend to  Elements of Literature book dominate. Ss. Levels vary between average and low. page 188 & 189  Movie (Tips about gardening)

Lesson Aims Al-Ittihad National Private School Standards 5.1 Establish and adjust purpose for reading, understand, interpret, enjoy, solve problems, predict outcomes, answer a specific  Identify the main idea. question, form an opinion, skim for facts, discover models for own  List evidence that supports that idea (supporting details). writing. 5.5 Reflect on what has been learned after reading and formulates ideas, opinions, and personal responses to texts. 7.1 Use reading skills and strategies to understand a variety of informational texts, textbooks, including letters and diaries; print media, news stories, and magazines. 7.2 Know the defining characteristics of a variety of informational texts (textbooks, biographical sketches, letters, diaries, magazines, news stories) 7.3 Use new information to adjust and extend personal knowledge base.

Anticipated Problems Anticipated Solutions 1- The text is includes Mexican names and Spanish words, which will be 1- Teacher will read the text for the Ss. to complete the first task. For hard for the students to read and pronounce. other tasks Ss. will be required to read the text independently. 2- The text includes few Spanish expressions, which the Ss. are not 2- The teacher will clarify the meanings of these expressions prior to familiar with. reading the text. 3- The text includes many names of unfamiliar plants. 3- Teacher will provide the Ss. with a Picture dictionary. 4- Some Ss. are somewhat slow, and inferring the main idea won’t be an 4- Teacher will set the task for the Ss. to list the main details first, so easy task for them. inferring the main idea would be easier.

1 LANGUAGE ANALYSIS FORM

What is the language you are teaching…and what are the examples of this language? Target Language: new vocabulary Example: lease, perennial, reclaim, scarred.

What context will you use to convey it?

Explanation and definition.

What does it mean?

Lease: rent, pay money to use the land or house. Perennial: a plant that survives and grows again year after year. Reclaim: to take back.

How will you concept check it? lease:  Do you own the land or house? No  Are you able to use the land or house? Yes  Do you have to pay money to use the land or house? Yes Perennial:  Do you need new seeds to grow these plants? No  Can we say that an apple tree is perennial? Yes Reclaim:  If you reclaim something, was it yours to start with? Yes  Was it easy to take it back? Probably not.

What is its form/grammatical properties?

Lease: verb.

Perennial: Adjective.

Reclaim: verb.

What are its phonological/pronunciation properties?

Lease: /lis / Perennial: /pərɛɛniəl / Reclaim: /riklem /

2 Whiteboard Plan

3 Time Stage and Stage Aim Interaction Procedure 5m. Lead in (to engage the T – SSS  Watch a video about gardening and answer a question about it. students and generate  Establish that today we are going to find the main idea of a text and the supporting details. interest in the topic Set Task: with your group write a list of the instructions the lady in the movie is giving you.

ICQ:  Are you working alone or in a group? In a group  Are you writing a dialogue or instructions? Instructions  How many lists is your group writing? One

T Teacher plays the movie. SSS Students list the instructions.

5m. Feedback (for students T – SSS The teacher approves the correct list, and writes it on the board. to find out the results The teacher elicits that this list is the details of the video and prompt Ss. to infer the main idea. and have closure to the task)

7m. Clarifying: (for students T - SSS Teacher will clarify that a main idea is the central, most important point in a text. to know what is a main A main idea of a text can be: idea and how to detect -stated directly it.) -or you have to think about the details in the text and guess the main point. To find the main idea you should: - Look at the title. - Look at the sentence at the beginning or at the end of the text. - It can be a sentence in the middle of the text. - Look at the most important details.

CCQ: SSS – T  What is a main idea? Remembering +  Where can I find the main idea of a text? understanding  If the main idea is not stated clearly, what should I do?

Set Task: Read the Title of the text and predict what the text is about. Notice that the word “Olio” means a T-SSS collection.

ICQ: SSS – T  Are you reading the whole text or only the title? Only the title  Why are we reading the title? To guess what is the text is about.

4 Time Stage and Stage Aim Interaction Procedure Feedback (for students T - SSS Teacher approves the correct answer, and points out that we were guessing and we can only make sure after we read to find out the results the text. and have closure to the task)

5m. Clarifying: (for students T-SSS Teacher will clarify that an informational text helps the reader gain more information and facts about a certain topic to know what is an or event. informational text and Understand more about the world around us. its features) Gain more vocabulary.

Examples of informational text are: Articles in a newspaper or magazine. Textbooks. Manuals

Remembering + SSS – T CCQ: understanding  Why do we read informational text?  Mention some examples of informational texts.

b) Lease c) Perennial 6m Pre-Teaching:(To clarify T – SSS Elicit: Elicit: lexis essential for Definition: to pay money to the owner of a land or a Definition: when a plant survives and grows again year understanding the text) house to allow us to use this land or house. after year. Model: Model: Say the item clearly. Say the item clearly. CCQ: CCQ:  Do you need new seeds to grow these plants? No  Do you own the land or house? No  Can we say that an apple tree is perennial? Yes  Are you able to use the land or house? Yes Drill:  Do you have to pay money to use the land or Say the item clearly. Get students to repeat house? Yes (chorally – individually) Drill: Written Form: Say the item clearly. Get students to repeat Write the item on the board, and elicit the (chorally – individually) part of speech.

Written Form: Write the item on the board, and elicit the part of speech.

Time Stage and Stage Aim Interaction Procedure a) Reclaim Elicit: 5 Definition: to get back something that was yours and someone else took it.

Model: 6 Procedure Time Stage and Stage Aim Interaction

5m. Evaluation:(measure the T-SSS Set Task: read the questions in page 189 and circle the correct answer. Work alone. level of Ss comprehension) ICQ:  Are you working alone or in a group? alone  Are you going to fill in the blanks or circle the correct answers? Circle.

Feedback (for students SSS – T Ss. will be asked to switch their books, and use a green pen to correct for each others. to find out the results and have closure to the Ss. will share the answers with the class. task) T. will approve the correct answers, and explains why.

Time Stage and Stage Aim Interaction Procedure Tutor Comment

7 Time Stage and Stage Aim Interaction Procedure Tutor Comment

8 Time Stage and Stage Aim Interaction Procedure Tutor Comment