1.

Lesson Plan

Lesson Type: Reading Level of Class Number of Length of Materials

students lesson
Lesson Aims Upper-intermediate (B2) - Worksheets with gap fill questions
18 60 mins - Pictures for introducing vocabulary
Main aim: Can students - Cards for role play activity.
skim and scan for gist and
specific detail?



Lesson Objectives:

Students will answer

questions that require
understanding the gist of
the article, scanning for
information, and practicing
intensive reading skills. In
the final stage, students
will practice speaking.

Stage Aim Timing Interaction Teacher activity Student activity

1. Warmer a. Introduce topic of 5 T-C/st-C Greet students and begin telling Students sit down, listen attentively to
the reading with a anecdote. personal anecdote and repeat new words
relevant personal - Tell students that they will read and phrases.
anecdote while an article. But first, they will
explaining certain hear a story about myself.
abstract vocabulary - While telling anecdote, elicit,
items in the process. drill and check meaning of:
way of life (phrase), tradition
(noun) and settled (verb).

1 Tell student to form 2 groups of 4

and 2 groups of 5, while writing
discussion questions on the board
and putting up pictures of
clothing (noun), needles (noun)
and hunting (noun).

b. Get students to 4 Groups Tell students to discuss the Working in their groups, students have 3
predict some of the following questions: minutes to discuss the questions given.
content of the article
and further 1. What do you think the article is
vocabulary items. going to be about?
2. How many things in the
pictures can you name?

Monitor student discussions.

1 T-C/st-C Ask students to give answers to Students give answers to Q1.

Q1, followed by feedback

3 Elicit, drill and check meaning of Students give answers, repeat vocabulary,
given vocabulary items. and write the words in their notebooks.
2. Introduce a. To acquaint students 3 T-C/st-C Use pictures and context to elicit Students suggest answers, listen and
and practice with additional mud (noun), nomadic repeat, copying down words into their
additional vocabulary items in (adjective), tools (noun), seals notebooks as vocabulary is introduced.
vocabulary the text. (noun) and animal skins
items (phrase). Drills items as they are
introduced. Give more details
about context is necessary.

1 T-C Group students into pairs and

hand out worksheets with gap fill
questions.

b. Practice and 3 Pairs Monitor and offer feedback if Students do worksheets with a partner.
consolidate necessary.
vocabulary items.
3. 1st Reading To quickly read over the 2 T-C Write the following questions on Students listen attentively to instructions
article in order to get a the board: and questions.
general understanding.
1. Was the article about the same
thing as you thought it was
going to be?
2. Which traditional activities do
modern Inuits practice?

Check if students understand

questions and instructions.

3 Individual Write questions for the 2nd Students read the article by themselves for
readings on the board. 3 minutes.

2 T-C/st-C Feedback Students give answers.

4. 2nd Reading To read the article 2 T-C
carefully in order to
understand the text in
detail.
Give instructions for 2nd reading. Students listen attentively.
Explain questions. The questions
are:
1. Where did the Inuits come
from and where did they settle?
2. What materials did the Inuit
use to build their tents in the
summer?
3. Which four animals did the
Inuit eat?
4. Which animals were used to
make traditional Inuit boots?
5. How do you travel to Point
Hope?
6. Which two things do modern
Inuit houses have that
traditional Inuit houses did not
have?

5 Individual Monitor and help if necessary. Students read the article again, this time
for 5 minutes.

2 Pairs Students discuss answers with a partner.

2 T-C/st-C Ask students to give answers. Students offer answers.

Focus on students who did not
give answers for the 1st reading.
Offer feedback.
5. Speaking To consolidate 2 T-C Introduce role play activity to the Students listen attentively to instructions.
activity understanding of main class. In this activity, students
ideas in the article and will be grouped into pairs. One
to practice speaking. student will play the role of a
modern Inuit, while the other will
play a traditional Inuit. The
modern Inuit will ask the
traditional Inuit for information
on what to eat for food, and what
animals to hunt for clothing and
tools.

3 Groups Divide the class into 2 groups of Students discuss possible questions and
9. One group will be traditional answers.
Inuits while the other will be
modern Inuits. Distribute role
cards, and let each group discuss
possible questions and answers.

9 Pairs Monitor and note errors. Students find a partner from the other
group and begin activity.

2 T-C/st-C Get groups to share examples of Students share examples of questions and
questions and answers. If students answers, acting out dialogue if they
are comfortable, they can act out choose.
their dialogue in front of the
class.

3 T-C Praise what students did well. Students listen attentively.

Make corrections. Assign
homework.
 2. Teacher Language

A. Presenting Vocabulary Items

Zheng Yang: “Good morning, everyone! Please take your seats. We’re going to read an article
today, but first I’m going to tell you something about myself, just to get us started. OK! As you
already know, I am Canadian by nationality. But I wasn’t born in Canada. I was born in China,
and my parents and I immigrated to Canada when I was 6 years old. We were looking for a new
home and were planning to stay in Canada. We certainly weren’t tourists! Can anyone tell me
the word for this? When you move to another place and make that place your new
home….Yes? OK, Peter!”

Peter: “I think the word is ‘immigration.’”

Zheng Yang: “Very good. It’s a different word, but ‘immigration’ comes really close in meaning.
The word is ‘settled.’ My parents and I settled in Canada. Let’s repeat the word. Say it after me.
Settled.”

Class: “Settled.”

Zheng Yang: “Spot on! Can anyone tell me which syllable the stress is on? This might be
tricky, but give it a try. Yes, Jenny, go ahead.”

Jenny: “The stress is on the first syllable.”

Zheng Yang: “Excellent. Let’s say the word one more time, paying attention to the stressed
syllable. Settled.”

Class: “Settled.”

Zheng Yang: “Great! OK, back to my story. When we first arrived in Canada, we weren’t used
to the way Canadians behaved. We used chopsticks at home, but every time we went out to
eat, there were only knives and forks. I remember being shocked when I saw people talking
loudly on the subway. You don’t do that in China, because it’s considered rude. In Canada it’s
not. These differences in how people live their lives…does anyone know the word for this? My
bad! It’s not a word, it’s a phrase. OK, John, take a guess.”

John: “Is it ‘lifestyle?’”

Zheng Yang: “‘Lifestyle’ comes really close to the phrase I’m thinking about. In fact, it contains
the same word. OK, the phrase is ‘way of life.’ Canadians have a different way of life than
Chinese people. Everyone repeat after me…way of life.

Class: “Way of life.”

Zheng Yang: “Excellent! OK. During my first year in Canada, I was sent to elementary school.
When Halloween came around, I remember feeling really surprised and excited about all the
activities going on in the school. Students and teachers dressed up in costumes and everyone
had a great time. This was during the early 2000s, and holidays like Halloween weren’t
celebrated in China. It’s certainly not the case today. You only have to walk around Shanghai in
October to find out. I had the same feeling of surprise with Thanksgiving and Christmas. Does
anyone know the word for these special holidays and customs, or special things about a
culture in general? I’ll give you a hint, it’s something related to a people’s way of life….Yes,
Erica.”

Erica: “‘Tradition.’”

Zheng Yang: “Perfect. That’s exactly right! Do you know which syllable the stress is on?”

Erica: “Is it on the first syllable?”

Zheng Yang: “Right again! We say different cultures have different traditions. OK, let’s repeat
the word. Tradition.”

Class: “Tradition”

Zheng Yang: “One more time, with emphasis on the stressed syllable. Tradition.”

Class: “Tradition.”

Zheng Yang: “Great!”

B. Instructions for 1st Reading

Zheng Yang: “Ok, everyone. From the words you have learned, you probably have a pretty
good idea about what the reading is going to be about. We’re going to do a quick reading of
the article, but first, look at the questions on the board. Think about these questions as you
read the article. When you think about the first question (“Was the article about the same thing
as you thought it was going to be?”), don’t just answer ‘Yes’ or ‘No’. Instead, think about how
the article is different from what you thought it would be. Does everyone understand? OK.
Now, look at the second question (“Which traditional activities do modern Inuits practice?”).
We just learned about the meaning of ‘tradition’. In this case, “traditional activities’ mean those
things which people with the same culture have always done. Traditional activities have a long
history. Modern activities, like using cellphones, have a short history. So the question is asking:
what things do modern Inuits still do which people in their culture have always done? Think
about this question as you read the article.”

 3. Materials

A. Vocabulary Worksheet

Carefully read the sentences below and fill in the blanks with the following words and phrases.

Nomadic Tradition Seals Tools

Settled Way of life Needles Clothing

Mud Hunting Animal skins

1. Andrew and Jenny grew tired of staying in the city. One day, they decided to sell their home
and travel the world. In doing so, they began living a ____________ lifestyle.

2. The ancient Romans built many wonderful things. They could not have done so without
possessing many advanced ___________.

3. In the state of Minnesota there are many wild animals. Often, to acquire food, people go
__________ for these animals in the forests.

4. Native Americans built many dwellings from wood, leaves and _____.

5. John’s family has been in America for a long time. His grandfather, Albert Finnegan
McDowell, _________ in New Jersey in 1865, right after the Civil War.

6. While tourism is beneficial for the Hawaiian economy, it has damaged the environment and
disrupted the people’s __________________.

7. To survive, humans need food, shelter and ___________.

8. In many parts of the world today, not only is hunting illegal, but also the buying and selling
of _____________.

9. The Arctic, while barren, contains a vibrant ecosystem. On the shores of Nunavik in
Northern Canada, you will often find polar bears, whales and _______ living in close
proximity.

10. __________ are sharp. They should not be given to children unless there is adult
supervision.

11. A country with a long and vibrant ___________ often has a rich and diverse culture.

B. Images

Images are hyperlinked in the descriptions below. To avoid redundancy, they will not be given in
the bibliography.

Nomadic:

Picture of a house

Picture of a tent with people

Seals:

Picture of some seals

Tools:

Picture of some tools

Needles:

Picture of needles

Clothing:

Picture of some clothes

Mud:

Picture of person standing in mud

Hunting:

Picture of hunters

Animal skins:

Picture of leopard skin

C. Cards for Role Playing Activity

Imagine you are a modern Inuit and you

want to learn about your tradition.
Suppose you meet a traditional Inuit
from 1000 years ago who has just time
travelled to the present. Think of some
questions you can ask your new friend.
What did they eat? How did they make
clothing? Where did they live? There
are many questions you can ask!

Imagine you are a traditional Inuit from

1000 years ago and you have just time
travelled to the present. You meet a
modern Inuit who wants to learn more
about his tradition. They want to ask
you all about your way of life. Think of
some of the questions they will ask and
how you will answer them. Your new
friend might ask you about what you
eat, how you dress and even where you
live! What a curious guy!
 4. Vocabulary Teaching Table

Item Meaning How meaning will Pronunciation Grammatical and Concept questions
be conveyed to other information (if needed)
students
Way of life The manner a culture Through a personal /ˈweɪ ˈəv ˈlaɪf/ - Phrase No.
or a group of people anecdote and ooo
choose to perform elicitation.
the basic functions of
existence.
Tradition The customs and Through a personal /trə’dɪʃən/ - Noun - Is the activity old?
beliefs particular to a anecdote and Ooo - When explaining Has it been done
culture or a group of elicitation. the adverb many times in the
people. ‘traditionally’, focus past? (YES)
on explaining how - Is the activity new?
what is deemed (NO)
traditional is implied
to have a long
history.
Settled The act of moving Through a personal /‘setəld/ - Verb No.
from one place to a anecdote and Oo
new place and elicitation.
making the latter
your home.
Clothing Things you wear. Through a picture. /‘kləʊðɪŋ/ - Noun No.
Oo
Needles A tool you use to Through a picture. /‘ni:dəlz/ - Noun No.
make sew and to Oo
make clothing.
Hunting The act of acquiring Through a picture. /‘hʌntɪŋ/ - Noun No.
animals for food. oO
Mud A combination of Through a picture. /‘mʌd/ - Noun No.
earth and water, o
usually soft or sticky.
Nomadic A manner of living Through two pictures /nəʊˈmædɪk/ - Adjective - Is the person in the
based on wandering and concept oOo - Mention to students picture staying where
rather than questions. One that the ‘nomadic’ is he is permanently?
settlement. picture will show a derived from the (NO)
house, the other a noun ‘nomad’, - Is the person in the
tent and pack meaning a person picture going to
animals. with no permanent many places? (YES)
home.
Tools Things used to build Through pictures. /‘tu:lz/ - Noun No.
or make other items. o - When explaining,
tell students that
needles are a kind of
tool.
Seals Do not need to Through a picture. /ˈsiːlz/ - Noun No.
define. o
Animal skins Do not need to Through a picture. /ˈænɪm(ə)l ˈskɪnz/ - Phrase No.
define. Oooo
 5. Bibliography

Oxenden, C. & Latham-Koenig, C., 2015. New English file, Oxford: Oxford University
Press.

Thornbury, S., 2013. How to Teach Speaking, Harlow: Pearson Longman.

Thornbury, S., 2015. How to Teach Vocabulary, Harlow (Reino Unido): Pearson
Education.

Thornbury, S. & Kerr, P., 2017. Scott Thornburys 30 Language Teaching Methods,
Cambridge: Cambridge University Press.

Anon, Word Stress. TeachingEnglish | British Council | BBC. Available at: https://
www.teachingenglish.org.uk/article/word-stress [Accessed December 6, 2018].
 6. Assignment Check List 


Teacher A separate document entitled “Teacher language” that shows the X

Language actual words you will use for:
Language a) Presenting 3-5 of your selected vocabulary items including how
grading/ you would elicit them, and concept checking the more abstract
Lesson pitched items

at appropriate b) instructions to ONE of your planned reading comprehension
level tasks
Lesson plan A warmer/lead-in to introduce the topic X
Appropriate use
Vocabulary pre-teaching X
of standard
procedure to Ways of checking understanding of new vocabulary including X
produce an some concept questions
effective
Skimming and scanning task(s) for first reading X
reading lesson,
including:
 A more detailed comprehension task for second reading X

A follow up communicative speaking activity as the final stage, X

which is designed to consolidate understanding of the text
practise some of the new vocabulary and promote fluency.

Materials and Copies of any visuals, flashcards, worksheets etc. you would use X
aids

Vocabulary Complete this table for the 8-12 vocabulary items you have X
Teaching Table selected for
pre-teaching.

Bibliography Provide a bibliography with at least two references. X