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Background Information Sheet

Name	Class	Date	Lesson Type	Plan type	Length
Judy	TESOL	200701	Reading	PPP	25min

Lesson
Topic	Magic lamp
Main Aim	Ss will practice their reading comprehension.
Secondary Aim	Ss will practice their speaking fluency.

Materials and References

PPT(Picture), Video, Board and markers, Worksheets.

Student Profile
Level	Lower Intermediate
Age	8 Age	Number of Students	6
Detail	Students are all native Korean. A few students have lived abroad and have the local accent. Everyone is motivated to learn English.

Anticipated Difficulties and their Solutions:

Some students are likely to dominate the debate à use Turn Cards

Time: the debate points may not all be debated before time runs out à announce time is finished to end the debate

Desk arrangement: moving desks, spilling drinks à clear desks of everything before the lesson

Technical failure à use my laptop as a backup

My Personal Aim

My personal aim is to manage my teacher talk.

Stage Name: Lead-in Purpose of this stage: To relax both the teacher and students. To focus attention on the lesson. To lead in to the topic, activating background knowledge – this will help to contextualize the text. This is a BEFORE READINING stage.
Materials: List all materials that will be needed in this stage.
Timing	Interaction	Procedure
20 sec 2 min (30s) (1m30s) 30 sec	T T-S S-S T-S	Just Before class. Please, Clean your desk. Take every thing off. Move the desk. Make a desk like horse shoe. Thank you. Greet. Instructions. Hi, Everyone! I'm Judy teacher. How are you today? Good! Today, We are going to have a reading class today. Please listen carefully~ Brainstorm(30s)/talk to a partner.(1m30s) Show you picture. T) I prepared a picture. / Look at this picture! What is this? T) What do you see? -> (Ex. Magic person! Lamp! Genie!) T) Good! Now talk to your partner about him (Point) Ex) What does he do? / What does he live? T) Talk together! You have a minute and a half. (1min 30s) / S-S) Blah Blah~ T) Times up! Feedback if appropriate. (It depend on teacher) T)OOO! What did you talk about? / S) Blah Blah~ T)Good, Well done!

Stage Name: Presentation Purpose of this stage: To pre-teach keywords if necessary, and answer a guiding questions (such as a predicting task, or a specific question). These steps provide extra help for students to comprehend the text. This is a BEFORE READINING stage.
Materials: List all materia ls that will be needed in this stage.
Timing	Interaction	Procedure
2 min 10 sec 2 min 50 sec	T-S T S-S T-S	Pre-teach keywords Elicit – elicit/mime T) Point to video. 1. What does he do? (He is rubbing the lamp.) * Rub T) Convey : What do you call it moved over the surface and to touch them? (rubbed) CCQ – check students properly understand the meaning T) CCQ : If someone rub the lamp, does the genie come out? (Yes) Do I have to rub the lamp to make a wishes? (Yes) Was the rat rubbing the lamp? (Yes) Drill – choral and individual drilling for correct pronunciation T) Listen&Repeat together! / And I'll call your name each other! (One by one) / Well done every body Board – highlight special areas of pronunciation T) How many syllables? (Just one) / There's no point here. / Is it a noun or a verb? (v) Guiding Question T) I'll give you a guiding question! Talk to your partner about 'If you had the chance to make three wishes, What wish do you want?' E.g., Students discuss the question with a partner. Talk to your partner. You have 2 minute! -> S-S) Blah~Blah~/ Times up! Feedback. Nominate a few students to share their ideas. (Optional.) T)OOO! What did you talk about? / S) Blah Blah~ T)Good, Well done!

Stage Name: Practice –Literal Comprehension Purpose of this stage: is to get students to practice reading for literal detail. They will also practice fast reading (skimming and scanning). This is a WHILE READINING stage.
Materials: List all materials that will be needed in this stage.
Timing	Interaction	Procedure
30 sec 2 min 1 min 1 min	T S S-S T-S	Instructions. Set the purpose for reading. Hand out worksheets C. T) 1. Here are 4Q, Find the answers quickly and underline it! Like this! 2. I.C.Q - How many Q are there? (4Q) - Are you guy must read slowly or quickly? (quickly) - When you / find the answer? / what must do? 3. Hand out! (w/s) Students read the whole text for the 1st time, and write answers on the worksheet. T) Read the text and write your answers in the worksheet / You have 2 minute. / Times up! Pair check. Check with your partner. You have 1 minute. / Times up! Feedback to check accuracy. T) OOO! What is the answer to number one, two, three, four? / S) Blah Blah~ T) That's right, Well done!

Stage Name: Practice – Interpretive Comprehension Purpose of this stage: is to get students to get students to practice interpreting a text correctly This will require more detailed, careful reading, and thinking time to arrive at the correct answer. This is a WHILE READINING stage.
Materials: List all materials that will be needed in this stage.
Timing	Interaction	Procedure
30 sec 3 min 1 min 2 min	T S S-S T-S	Instructions. Set the purpose for reading. Hand out worksheets B. T) 1. Here are 2Q, Find the answers! (Read slowly, Think carefuly, Write your answer!) 2. I.C.Q - How many Q are there? (2Q) - Are you guy must read slowly or quickly? (slowly) - When you / find the answer? / what must do? 3. Find the answer to the second question at the bottom of the paper! Students read for the 2nd time. Students write their answers down. Read a w/s! and write your answers in the worksheet / You have 3 minute. Pair check. Monitor. Check with your partner. You have 1 minute. Feedback to check accuracy. T) OOO! What is the answer to number one, two, three, four? / S) Blah Blah~ T) That's right, Well done!

Stage Name: Production - Applied Comprehension Purpose of this stage: is for students to practice their speaking fluency and is related to the lesson topic. This is an AFTER READINING stage.
Materials: List all materials that will be needed in this stage.
Timing	Interaction	Procedure
1 min 4 min 1 min	T S-S T-S	Instructions. Give students a question to discuss in pairs or groups. T) 1. Here are 1Q, Find the answers! 2. I.C.Q - How many Q are there? (1Q) - Are you guy must read slowly or quickly? (slowly) - When you / find the answer? / what must do? 3. Turn over the w/s! / Read a w/s! / What do you think of this question? Students discuss. Talk to your partner! You have 4 minute! Feedback. Students share their ideas with the class. (Optional.) T) OOO! What do you think? / S) Blah Blah~ T) Oh~Interesting! Well done!

Stage Name: Wrap-up Purpose of this stage: is to end the lesson on a positive note so that students feel they have achieved progress. This is an AFTER READINING stage.
Materials: List all materials that will be needed in this stage.
Timing	Interaction	Procedure
1 min	T	Lesson feedback. Tell the class what they did well, and what needs to improve. Offer delayed corrections to the previous stage. Set homework. (Optional.) Inform students about the topic for the next lesson. (Optional.) Today, We had a reading class under the topic of Magic lamp. I think I was able to participate in the English class with the animation that we know. You know what words you don't know, right? Don't forget to remember. So Read the words and meanings five times at home. Next time, We're going to take some time to guess the words we learned today. I'll give gifts to students who get the right words. Make sure you practice!! Thankyou for listening to my class.^^

Please delete this message and the guidelines in the Timing, Interaction and Procedure columns and write your own detail.

Worksheet

Exercise A

- Read a w/s! and write your answers in the worksheet. (Literal practice 4Q)

1) What did the rat find on the beach?

2) How many wishes can you make?

3) What did the rat say he wanted for lunch everyday?

4) Three wishes were dreams?

Exercise B

- Read a w/s! and write your answers in the worksheet. (Interpretive practice 2Q)

1) Why did he rubbed?

2) Why did rat cry?

Worksheet

Exercise C

- Read a w/s! (Applied 1Q)

1) Have you ever had a wonderful dream? And How do you feel when you know it's a dream?

Picturesheet

Instructor’s Comments and Assessment

Pros
Cons
Change
Overall Comments
Grade
Above Standard 85%-100%	Standard 70%-84%	Below Standard 69%-0%
Instructor	Student Signature	Date
Taute, David