Professional Documents
Culture Documents
Activity/Procedure/Stage
Objectives &
Homework Review
Interaction Time
T
1min
SS-SS
3min
SS-T
5min
Activity 1:
Grammar: Present
perfect and simple
past tense
1.1 Pre-Stage:
Students get out their homework sentences and
in pairs, discuss whether they think the simple
past and present perfect tense were used
correctly.
Ask if they have any questions.
Briefly refresh their memory on present perfect
and simple past tense.
1.2. During Stage:
Students will be randomly assigned to partners.
With their partner, they will talk about 1) things
they did yesterday and 2) things they have done
in their life that are interesting. They are
instructed to remember one thing from each
others answers.
1.3 Post-Stage:
Students return to their seats. Using the simple
past tense and present perfect tense, students
Transition to #2: We write down their partners answers individually.
will continue to review Report their answers back to the class.
the present perfect
tense in the future. In Tangible Outcome & T. feedback/peer feedback:
the meantime, lets
Students written sentences. Peer feedback given
move on to the
as students interact with each other. Teacher
passage you read for will check whether students used the grammar
homework.
correctly while they are reporting back.
Activity 2:
Reading: Vocabulary
in context &
Identifying main ideas
2.1 Pre-Stage:
Ask students a question about the reading: What
was this entire passage about?
Explain the importance and usefulness of
identifying main ideas. Give instructions for
activity.
2.2. During Stage:
Students are randomly assigned to a paragraph.
They will work together with students assigned
SS-SS
3min
SS-T
5min
SS-SS
7min
SS-T
5min
T-SS
3min
3min
SS-SS
7min
Activity 3:
Pronunciation: -ed
clusters
2.3 Post-Stage:
One group member from each group will write
their main idea on the blackboard. Another
group member will explain to the class why they
arrived at this conclusion.
SS-SS-T
7min
SS-T
3min
SS-T
2min
SS-T
5min
3.1 Pre-Stage
Review the pronunciation of the verbs on p. 7
and have Ss practice reading the sentences.
Read a list of words and ask Ss to listen to the
final consonant cluster. Read 3 from each group
in random order.
/t/ ask, help brush
/d/ turn, praise, drag.
/Id/ flood, trust, paint,
Ask students how many different pronunciations
they hear.
Introduce the three consonant pronunciation: /t/
/d/ /Id/.
3.2 During-Stage:
Categorize consonants and explain the rules.
Read the verbs and ask the Ss to write down the
final consonant letter(s). Ask them to find out if
there could be some rules.
Point out if a verb ends in t d (/t/ or /d/),
then, -ed will be pronounced as /Id/.
Teacher makes a 3-column chart on the board,
Transition to #4: To
practice speaking, we
definitely need to pay
attention to
pronunciation. Also,
we need to listen
carefully to check how
those words are
pronounced. Now lets
do a bit of listening
practice.
Activity 4:
Listening: Different
learning styles
SS-T
1min
SS-SS
5min
SS-SS-T
5min
SS-T
4min
SS-SS
7min
SS-T
12min
SS
2min
4.1 Pre-Stage:
Have the students fill out the questionnaire on p.
6 before your listen.
Clarify vocabulary if necessary.
Ask students to compare their answers and find
something in common.
4.2. During Stage:
Show instructions on the slide. Play the
recording twice. First, ask them to look for the
main idea and use examples mentioned in the
recording to talk about the differences between
the different styles. Clarify the vocabulary.
Play clip again and have Ss fill out the form.
Ask Ss to compare their notes and select one
SS-SS
4min
SS-T
2min
SS-SS
5min
SS-SS-T
2min
Wrap-up
2min
Materials:
textbook, pronunciation practice handout
Anticipated Problems & Suggested Solutions:
Difficult vocabulary in the reading and listening practice. Since our lesson focuses on vocabulary
in context, we will address this skill but go over vocabulary explicitly if needed.
Contingency Plans (what you will do if you finish early, etc.):
If there is extra time after the listening activity, we will have students discuss how people of
different learning styles might best learn the subjects on p.5 of the workbook.
Post-Lesson Reflections:
We had some difficulty with time management, and the activities were somewhat rushed. For
next time, we will focus on fewer activities in which students will have more time to use and
reflect on the skills being taught.