Reading
Skill Practice Lesson Plan (RSPL Plan)
Aim: To teach
and practice reading for general and specific information.
Objective: By
the end of the lesson, the students will be able to:
1. skim and scan the texts to answer the questions
2. develop reading skill for specific information
3. read and discuss an article about jobs and schedules
Target Item: To revise the Present Simple with time
expressions
Material/Textbook: Interchange I, Third
Edition, Unit 2, Page 13 and handouts.
Lesson
Opener: (3Mins)
· Greeting: The
teacher says, “Good evening, everyone”
· Asking the date: The teacher asks, “What day is it today?”
- Today it’s Monday.
· Checking the Students’ Attendance: “Who’s missing?”
· Warmer: Chatting with the students about
their jobs using Present simple
· Title of the lesson: Today we’re going to study ‘Reading’.
I.
PRE-READING TASK: (10 Mins)
1.
Revising/Pre-teach vocabulary
- be expensive (adj) (opposite)
- to save (v) (explanation)
- salary (u.n) (explanation)
- an allowance (n)
(translation)
- a college (n) (example)
- take care of (phr.)
(explanation)
2. Pre-Reading Task:
(Predicting True/False Statements)
-
The teacher says, “Now you’re going to predict some
statements about Theresa Glass, Kerin Thomas and Lamar Andrews”.
-
The teacher gives the pieces of paper to the students.
|
Statements
|
Prediction
|
Listening
|
|
Theresa wants to save money
|
|
|
|
Kerin needs to earn more money for her college
|
|
|
|
Lamar loves going out on the weekends.
|
|
|
|
Kerin wants to buy a new house.
|
|
|
- The teacher gives instruction and confirms the
instruction.
- The teacher
checks the students’ understanding about all the statements.
- The teacher gets
the students to put T if the statement is true, F if the statement is false in
the Prediction column.
II. MAIN READING TASK: (20 Mins)
1. Main Reading
Task 1:
(True/False Statements)
- The teacher gets
the students to read the texts (Theresa Glass, Kerin Thomas, Lamar Ansrews).
- The teacher
gives instruction and confirms the instruction about the point A.
- The teacher checks
the students’ understanding of all the statements.
- The teacher gets
the students to check (√) the boxes.
- The teach moves
around the class, notes mistakes made by the students and provides help as
needed.
- The teacher gets
them to compare their answers with their partners
- The teacher
checks the answers on the board.
- The teacher corrects
the mistakes if necessary.
2. Main Reading
Task 2:
(Matching)
-
The
teacher gets the students to work in pairs and read the texts again.
-
The
teacher asks the students to read Point B, page 13.
-
The
teacher explains the task and confirms the instruction.
-
The
teacher asks some questions: After reading the text, what is Theresa’s schedule
like? What experience does she have? What jobs are good for her? Why?
-
The
teacher elicits the answers from the students.
-
The
teacher lets the students match the texts by choose jobs in B for Theresa,
Kerin and Lamar in pairs.
-
The
teacher moves around to monitor and provides help as needed.
-
The
teacher gets one or two pairs to share about their work to the class.
III.
POST-READING TASK (10 Mins)
-
The
teacher gets the students to work in group of five to discuss about “their
daily schedules and jobs they want to work”.
-
The
teacher confirms the instruction.
-
The
teacher monitors the class and provides some help as needed.
-
The
teacher gets one student from each group to share about their group work to the
class.
-
The
teacher corrects some mistakes if necessary.
LESSON CLOSURE: (2 Mins)
- The teacher
says, “Thanks for hard working today”.
-
The teacher gives feedback, “Today, we have learnt
Present Simple with time expressions to talk about daily activities/schedules
and jobs”.
-
The teacher says, “Have a nice dinner”.
-
The teacher says, “Goodbye”.
