Background Information Sheet

Name & Class	Date & Place		Lesson		Plan		Topic			Length	Level
Rose Lomuntod Tesol01	10/27/16 Room602		Reading		PPP		Princess Diana			30mins	Intermediate
Class profile Number of students: 11 adults Age: 25 – 35 years Nationality: Korean Motivations: Social relationships, particularly among their foreign colleagues. Individual or class hobbies and interests: Current affairs and discussing different things Special considerations:
Main aim ( Skills ) Students learn and practice reading comprehension, using a combination of top-down bottom-up models. Subsidiary aims (language focus / skills) Students practice speaking fluency during an informal discussion and in a formal public setting. Students practice keywords and lexis from a text about “ Princess Diana”
Description of language skills specifically used/practiced: Reading – Ss read a text about “Princess Diana” Speaking – Ss pair discussion – small talk about their resolutions. Listening – To their partner, and other ss pairs if possible. Writing – Answering worksheets						Description of language systems specifically used/practiced: Lexis – Fame, natural, charities Discourse – Small talk, informal, opinion sharing.
Anticipated difficulties with lesson activities and classroom management: Some of the vocabulary may be challenging. Students are inclined to be overly cautious so as not to make any mistakes.
How I can deal with these difficulties: Emphasize that is leading to a speaking activity and in this instance the detailed understanding is not necessary. Lead-in to encourage warm, relaxed classroom atmosphere, reducing anxiety and increasing self-esteem and motivation.
Assumptions: The Ss will be interested in the content of the text, That the language in the text will be difficult but the content should be interesting enough To overcome language problems.
Material(s) needed: PPT, computer, whiteboard, eraser and pens, 11 copies of handouts.
Checklist. Tick those included in this lesson plan (or N/A)
model sentences for target language				concept questions for target language					analysis sheet for target language
stages clearly titled and separated				purpose of each stage indicated					anticipated timing included
interaction pattern marked				a board plan (if relevant)					examples of all tasks used
answer sheet to all exercises				tape script					all materials labelled and numbered
Personal aim : To give skim reading practice and to give freer speaking practice.

Stage 1:_Lead-in The purpose of this stage is to ease into the topic, relaxing both teacher and students by focusing their attention on an interesting subject and encouraging the class to share their opinions freely, thus increasing STT and participation. This stage may be	Inter action	Time	Instructor’s comments
Greet to the students “Good morning everyone! How are you today? Me: Today I want to show you this picture ( Show ppt1) 1.What image do you have in your mind when you hear the word “Princess”? 2.Do you know some famous Princess? Who? give one example. Instructions: Think and share your answers with your partner. I will give you a few 1min to talk about it. After sharing your answer with your partners, let’s share to the whole class After sharing with their partners discuss it to the whole class Feedback: Me: So did you share your answers with your partner? Okay, now let’s share it to the whole class (each group nominate 1 student) - I should write on the board their answers. - I should get words Fame, Charities, Natural from the student.	T-S T T S-S T-S	1min 1min 1min

Stage 2: Presentation The purpose of this stage is to make the reading less challenge to the students by making use of guiding questions which help predict expected content; answers to these questions may be guessed during this stage and checked later in the lesson; pre-teaching keywords and phrases from the text. Knowledge of the purpose of the text, form and style could be highlighted to further aid comprehension. Thus, schema is activated.	Inter action	Time	Instructor’s comments
Pre-teach vocabulary – use ppt1 Feedback with the projector. Briefly elicit/ccq the keywords that students had difficulty with, using the ppt1 and board. Drill the pronunciation of specific words. Guiding questions- show worksheet1 Instructions: Write T or F .read the statement below. If the statement is true write T beside the sentence and if it is false, write F. if the statement is false. Demonstrate guessing the answer for question number1 as an example. I will give you 1min to answer the worksheets. After answering compare with your partner your answers. For 1min. Handout the worksheet1 Student work individually ( Monitor) Pair-work. Ss compare their answers. Monitor for completion. -Ask them if they are finish tell them to keep beside their worksheets. No feedback required yet	T-S T S S-S T	2min 1min 1min 1min

Stage 3:Practice – Skimming and scanning for gist comprehension The purpose of this stage is to allow the students to practice rapid reading skills to identify the main idea and key points of interest. Specific and authentic exercises designed to encourage these reading skills should be used in a natural way. Students draw on their world knowledge (top down) to make an initial impression and general sense of the text and perhaps comparing the accuracy of their guesses to the guiding questions used for the text.	Inter action	Time	Instructor’s comments
Teacher: This is an article about “Princess Diana” are you familiar with her? Instructions: Scan the text to check if you guessed correctly. (Gesture skimming and scanning) You have 1 minute to, so work quickly. You must stop after 1 min and compare your answers with your partner. ICQs: Should you read all the words in the whole article? (No) Must you quickly check your answers? (Yes) How much time do you have? (1 minute) -Ss work individually, skimming and scanning the text. Announce to stop and pair checked, even if ss have not finished. ME: Stop.. turn over the text now. Compare your answers -Ss pair-check their answers. Feedback: Nominate each student for an answer and compare each answer with the classes answer. If most have wrong answer, refer to the text referencing the paragraph, and invite the students to re-answer correctly. Me: okay now let’s check if you answered correctly our worksheets I will call 1 student from each pair Answers: 1.T 2. F 3.T 4. T 5.F -Commend their speed, and perhaps encourage them to be faster next time.	T T-S S T S-S T-S	1min 1min 1min 1min

Stage 4: Practice- Detailed comprehension The purpose of this stage is for students to focus on literal meaning, e.g. of vocabulary, phrases, topic etc. A variety of exercises may be used and should be constructed to be simple yet somewhat challenging. The information highlighted should, Ideally, be of significance to the stage.	Inter action	Time	Instructor’s comments
Instructions: 1. Individually, read the text again and match the following phrases from the article. 2. Check with your partner and compare your answers. 3. For example, number 1.... ( refer to the text the match phrase is letter D) -Handout the worksheet2 Students work individually for 3mins. Pair check answers, explain their answers with their partners. Answers: 1.D 2.G 3.A 4.I 5.F 6.C 7.E 8.J 9.B 10.H	T S S-S	1min 3min 1min

Stage 5:_Practice – more detailed comprehension The purpose of this stage is to allow student to read intensively for inference. Discriminating between fact and opinion and understanding the writer’s true thinking ate possible considerations during this stage. Contrasting ideas may be highlighted, and use f certain language which affects meaning can be analysed in context.	Inter action	Time	Instructor’s comments
Instructions: 1. For this exercise, write your answers briefly to these questions by referring to the text. 2.Explain your answer to your partner after you have finished. ICQ: 1. Are you writing your answer first? (yes) 2. When you have finished writing all the answers, must talk to your partner? (yes) -Handout the worksheets3 Write your answer to these questions by referring to the text. Explain your answer to your partner. 1.What do you know about “Princess Diana”? 2.What happened to “Princess Diana” when she divorced with “Prince Charles? 3.Why was “Princess Diana” called the “peoples princess”? -Students work individually. Monitor, pointing out relevant paragraphs if the student stuck -Pair check if they are finished. Feedback: Verbal, Nominate 2 students for each questions if possible Me: Will your share your answers ( called their names) -Answers on the questions are all in the text.	T S S-S T-S	1min 1min 1min 1min

Stage 6: Practice – more detailed comprehension The purpose of this stage is to complete the final step in reading comprehension by getting students to apply to themselves the information from the text and which was focused on during the practice stages. The task should take into account your students background information in order to be suitable as an applied task. Speaking or writing skills may be practiced here. This stage is an important part of language acquisition.	Inter action	Time	Instructor’s comments
Show the three questions on the ppt Instructions: 1.I want you to discuss any of these questions in pairs. Handout the worksheet4 Discuss any of the questions below in pairs or groups. 1. What did you learn from the text about “Princess Diana”? 2. What questions would you like to asked to “Princess Diana”? 3. How would you like to remembered by the people who know you? -I will give you 3mins to talk about this questions. Students discuss in pairs. Monitor for a strong student pairs to answer afterwards.	T S-S	1min 3min

Instructor’s Final Comments

Overall strengths of this lesson (planning and teaching)	Areas to work on
Overall comment For this stage of the course, your lesson today was Above standard To standard Below Standard
Instructor: …………………………… Date: …………/……………/………… Student/s: ……………………….. .…………………………..

Stage 7: Wrap-up The purpose of this stage is to end the lesson with some feedback about the lesson and the students participation. Review the ideas from the production stage if possible, and perhaps offer the error correction. Classroom management should be considered, such are collecting worksheets, giving homework, stimulate interest in the next class or arranging desk etc.	Inter action	Time	Instructor’s comments
Feedback. Ask a discussion from the task above to nominate students -Let’s share your answers (nominate 1 students for each pairs) *Offer any error correction after several students have spoken Announcement: - For homework read the text again and prepare for a small quiz for tomorrow. - That’s all for today have a nice day everyone. Class dismissed.	T-S T	5min