Module 12, Assignment 1. Lesson Plan using a Language from Text Approach
All sections in grey have already been completed. You must complete the sections in white.
Level of Students: High Intermediate, B-2 Length of Class: 90 minutes
Lesson Objectives:
1) Students identify the main ideas and details from news articles on food safety to practice reading comprehension and strengthen skills. They
demonstrate comprehension through written and oral tasks.
2) Students accurately use four modals found in the article (may, might, can, and have to) orally and in writing.
Materials needed:
• A class set of the article “Is Plastic Really Microwave-Safe? Studies say it may be hurting your health.”
https://www.reviewed.com/microwaves/features/is-plastic-really-microwave-safe
• What other materials are needed? Complete this list.
Stage Aim Interaction Procedures
pattern &
timing
To create T>S How will you create interest in this topic? Describe what the teacher and students will do.
interest and S>T I'll show the learners an image of a microwave with food in a plastic container and ask them if they've
prepare 5 minutes ever eaten food from plastic containers like the ones in the photo, and whether they like it. The students
students for will next be asked to describe what they perceive in the picture to their companions. Following that, I
coming topic will solicit words and sentences from the pupils.
To remove any T>S Work on these 2 words: microwave-safe and seep.
barrier to S>T How will you set a context and clarify their meaning, phonology, and form?
reading 10 minutes I'll use a projector to show the students a larger version of the image displayed on the whiteboard, then
comprehension point to various things and try to elicit their names. I'll point to the image and pronounce the word as I
hear it, and the students will repeat it. After that, I'll employ the term in a sentence. This will be repeated
by the pupils. After that, I'll distribute student copies of the image. I'll put the word on the projected
picture on the whiteboard, then I'll have the pupils write it on their own copy of the picture. Microwave-
safe and seep will be the focus words. I will explain to pupils what each word means and how to
pronounce it so that they understand it.
To read for T>S What task will you set for this aim? What steps will you use?
main idea or S>S 1) On the board, I'll put a simple question: "What does Leonardo Trasande propose people avoid by
gist S>T avoiding plastics?"
10 minutes 2) The students will be required to read for four minutes.
3) After that, the students will double-check their answers with a companion.
Copyright © 2012-2016 Bridge Education Group, Inc. All rights reserved.
All sections in grey have already been completed. You must complete the sections in white.
Level of Students: High Intermediate, B-2 Length of Class: 90 minutes
Lesson Objectives:
1) Students identify the main ideas and details from news articles on food safety to practice reading comprehension and strengthen skills. They
demonstrate comprehension through written and oral tasks.
2) Students accurately use four modals found in the article (may, might, can, and have to) orally and in writing.
Materials needed:
• A class set of the article “Is Plastic Really Microwave-Safe? Studies say it may be hurting your health.”
https://www.reviewed.com/microwaves/features/is-plastic-really-microwave-safe
• What other materials are needed? Complete this list.
Stage Aim Interaction Procedures
pattern &
timing
To create T>S How will you create interest in this topic? Describe what the teacher and students will do.
interest and S>T I'll show the learners an image of a microwave with food in a plastic container and ask them if they've
prepare 5 minutes ever eaten food from plastic containers like the ones in the photo, and whether they like it. The students
students for will next be asked to describe what they perceive in the picture to their companions. Following that, I
coming topic will solicit words and sentences from the pupils.
To remove any T>S Work on these 2 words: microwave-safe and seep.
barrier to S>T How will you set a context and clarify their meaning, phonology, and form?
reading 10 minutes I'll use a projector to show the students a larger version of the image displayed on the whiteboard, then
comprehension point to various things and try to elicit their names. I'll point to the image and pronounce the word as I
hear it, and the students will repeat it. After that, I'll employ the term in a sentence. This will be repeated
by the pupils. After that, I'll distribute student copies of the image. I'll put the word on the projected
picture on the whiteboard, then I'll have the pupils write it on their own copy of the picture. Microwave-
safe and seep will be the focus words. I will explain to pupils what each word means and how to
pronounce it so that they understand it.
To read for T>S What task will you set for this aim? What steps will you use?
main idea or S>S 1) On the board, I'll put a simple question: "What does Leonardo Trasande propose people avoid by
gist S>T avoiding plastics?"
10 minutes 2) The students will be required to read for four minutes.
3) After that, the students will double-check their answers with a companion.
Copyright © 2012-2016 Bridge Education Group, Inc. All rights reserved.
