† Listening    Speaking    Reading    Grammar   Writing

Topic: complete the story

Reading Lesson Plan  (Tesol 75th Wendy)

Instructor: Wendy	Level: upper- Intermediate	Students: 14	Length: 30 Minutes

Materials:

Board, 4 Board Markers

Pictures of some prepositions

The 1st  worksheet -  ( 4 copies) : Pre - Activity

Cut out sets of paper - (4 sets ) : Main - Activity

The 2nd worksheet -  ( 4 copies) : Main - Activity

The 3rd worksheet -  ( 4 copies) : Main - Activity

The 4th worksheet ( 14 copie) : Post - Activity

Aims:

Main Aim: Ss will improve their reading skills through reading story and worksheet through activities.

Secondary Aim:  Ss will improve their speaking by working on a worksheet with making sentences using the proposition words, and will also improve their writing, listening skills through writing, discussing and practicing with a partner in group.

Personal Aim:  I want to deliver better instructions, speak in a louder and clearer voice, and make a more enjoyable learning environment.

Language Skills:

Reading: Ss will practice reading by working through activity on ordering and  comple the story                                     and  worksheet.

Listening: Ss will practice listening by listening to other classmate’s dialogues.

Speaking: Ss will practice speaking by practicing through activities with their partners in groups

Writing: Ss will practice writing by writing with activities with their partner and filling out the  worksheet.

Language Systems:

Phonology: none to discuss

Lexis: words or expressions of prepositions.

Grammar: Students can create and answer the sentences using the preposition words

Function: ordering the story and complete the story.

Discourse: none to discuss

Assumptions:

Ss already know the teacher’s style of teaching and the pace of the course.

Ss can read an article using 1000 words

Anticipated Problems and Solutions:

Problems	Solutions
Ss may need more time to work on the worksheet. If time is short. If students finish their tasks earlier than anticipated.	If it takes longer than 5 minutes, cut answer-checking short by verbally sharing the answers instead of having students come up and write on the board. Cut post-activity discussion short and only ask 1~2 Ss to share how they would spend their prize money. Ask Ss what they would do if they can make time long or short.

References:

WWW.google.com (proposition visual)

English practicing(p.83-Worksheet 2, 3)

Lead-In
Materials: No materials.
Time	Set Up	Procedure
2 min	Whole class	Greeting “Hello, everyone? Nice to see you again. And welcome to my class again. Sometimes I think about my old age…. When I am 40, 50 and 60…. When I will be that age I want to have a theater and I want to build a school. When It come true, I may ask you to be a teacher of my school. I expect that. I need friends who can watch each other to make coming true our dreams. Please be a friend of mine. In our life, If we can meet a true friend, It a very, very great gift, I think.

Pre-Activity
Materials: Pictures of some propositions A paper streamer The 1st Worksheet - (4 copies) Board, 4 Board Markers
Time	Set Up	Procedure
8min	Whole Class in Groups	Introduction the topic Today, I’ll give you a story of two friends. But it’s very short and simple. So I want you to help me. Please make the story complete. Ok? So Today’s our job is…. What? Right!!! Today’s our job is “complete the story.” Before we do it together. Let’s practice using some words. Everybody, can you follow me something? Thank you. First, do the motions like me. And let’s sing s song . “In, on, under. In, on, under. In front of, in front of behind , beside behind , beside In, on, under. In, on, under.” (Repeat 2~3 times. And lead Ss change speed of the song during their singing) Can you tell me what kind of words the song uses? Right!! Prepositions!! Using visual & explaining “Now, I’ll show you some pictures. (Put the words card on the board) Where is the ball? OK!! There is a ball in the box. (Put the words card on the board) Where is the ball? OK!! There is a ball behind the box. (Put the words card on the board) Where is the ball? OK!! There is a ball on the box. (Put the words card on the board. ) Where is the ball? OK!! There is a ball over the box. (Put the words card on the board. ) Where is the ball? OK!! There is a ball in front of the box. (Put the words card on the board. ) Where is the ball? OK!! There is a ball under the box. (Put the words card on the board. ) Where is the ball? right!! the ball goes through the box. CCQ’s Are propositions verbs? Cat is a propositions We can use propositions for expressing where is something or some body? Grouping (Point Ss with hand – never fingers ) “ I will devide groups. You are IN, you are ON, you are UNDER, and you are THROUGH . You are Present , you are Continuous …. All INs here, all ONs next to them, all UNDERs there, and all THROUGHs are next to them..” (After All Ss sit down.) Instructions Here are some worksheets. We’ll solve preposition problems. I’ll give you these worksheets now. But I want you to start when I say “start”. I’ll give you 5minutes. demonstration For example I can write “ there is a ball ( ) box” How can I say? Right! I can say “next to” You’ve got it? ICQ’s 1) What are you going to do? 2) How much time do you have? 3) Are you working individually or in groups? (After ICQ’s, give Ss worksheet 1. After giving, “start”) Timing “2minute more 1minute more. 30 second more. Time’s up!” Checking answers O, can you read the number 1 question and answer? And next, O!, can you read the number 1 question and answer? O, can you read the number 1 question and answer? (Ask Ss read their answers with sentences. Then check the answers.)

Main Activity
Materials: - Cut out paper sets(4sets) The 2nd Worksheet(14copies) The 3rd Worksheet)
Time	Set Up	Procedure
15min	in groups	ACTIVITY 1. Grouping (Do not change the groups. We’ll do the next actitvity as the same groups. But make sure Ss that they’ll do a job as the same groups. ) “We’ll do the next job as the same groups. Instructions I’ll give you a story that I said, as sets of cut out paper. Then you should order the story. I’ll give you 2minutes. I hope you to start when I say “start” demonstration For example, I have two sentences. “ And you love me, too”, “I love you” How can I order the two sentences? Right! I can say “I love you and you love me, too” You’ve got it? ICQ’s 1) What are you going to do? 2) How much time do you have? 3) Are you working individually or in groups? 4) Can you start when you get the paper? (After handing out the set of paper, say “start”) Timing “1minutes more 30 second more. 10 second more Time’s up!” Checking answer “One person of each group come out and write your answers on the board?” (After checking) “Good job!!” ACTIVITY 2. Instructions We read the story. But It’s too simple and short. So let’s make our story complete. I’ll give you some worksheets. Please make the sentences have better meanings using the prepositions together. I’ll give you 2minutes. demonstration For example, “I live” the next I can choose among many words “in Anyang” You ‘ve got it? ICQ’s 1) What are you going to do? 2) Are you working individually or in groups? 3) Can you start when you get the paper? (After ICQ’s hand out the worksheet, then say “start”) “1minutes more 30 second more. 10 second more Time’s up!” Checking answers & STT (For checking answers, all Ss read one sentence by order.) Thank you! Good Job! ACTIVITY 3. Instructions We read the story. But I want the story to be more fun. So let’s make our story complete more. I’ll give you some worksheets. Please make the sentences have better meanings using the prepositions together. But this time, We’ll use prepositions with expressing time. I’ll give you 2minutes. demonstration For example, “I have lived in Anyang” the next, I can choose among many words “for the years” You‘ve got it? ICQ’s 1) What are you going to do? 2) Are you working individually or in groups? 3) Can you start when you get the paper? (After ICQ’s hand out the worksheet, then say “start”) “1minutes more 30 second more. 10 second more Time’s up!” Checking answers & STT (For checking answers, all Ss read one sentence by order.) Thank you! Good Job!

Post Activity
Materials: - The 4th worksheet ( 14 copies ) "
Time	Set Up	Procedure
5min	individ--ual Whole class	Instructions Now, I’ll give you worksheets. And then please write your best friend first. And introduce your best friend. And next write about you. Pleas show you what kind of friend you can be for your friends. So tell us that “I can be a friend of you…Please Keek in touch with me”. I’ll give you a chance to show that You can be a good friend. you’ll have 3 minutes. And I want you to start when I say “start” demonstration “For example, “Please be a friend of mine. I am a person that very kind and love people, like to share something with my friends and I can sometimes make you cheerful. So Keep in touch with me. ” you should anything about you. ICQ’s 1) What are you doing to do? 2) How much time do you have? 3) Are you working individually ? 4) Can you show your partner’s picture? (After asking ICQ’s, hand out worksheets Ss. All Ss get worksheets. Say “ start”) Timing 3 minutes more. 2 minutes more. 1 minute more Time’s up! STT First, O!! can you tell us about your best friend? (after first STT) O!! can you tell us about you? OK!! Good job. The best student!! Error correction Review any errors. Closing Thank you all student. Good job to day. Have a very very good weekend!!

Worksheet – post activity

Can you tell us you best friend?

2. We want to know how great person you are.