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A2-B1 Lesson Plan: Archaeological Mysteries

This lesson plan summarizes a history detectives lesson for 15-year-old English language learners at an A2-B1 level. The lesson introduces a module about archeological mysteries and focuses on learning reported questions and new crime-related vocabulary. Students read about archeological cases, practice changing direct questions to reported questions, and discuss the skills needed to be an archaeologist. The plan outlines timing, teaching methods, student activities, and materials for each stage of the lesson.

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Hodžić Nisveta
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34 views2 pages

A2-B1 Lesson Plan: Archaeological Mysteries

This lesson plan summarizes a history detectives lesson for 15-year-old English language learners at an A2-B1 level. The lesson introduces a module about archeological mysteries and focuses on learning reported questions and new crime-related vocabulary. Students read about archeological cases, practice changing direct questions to reported questions, and discuss the skills needed to be an archaeologist. The plan outlines timing, teaching methods, student activities, and materials for each stage of the lesson.

Uploaded by

Hodžić Nisveta
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd

LESSON PLAN

TEACHER: DATE: TIME: SCHOOL: CLASS:

Class profile: 15 year-olds, A2B1

Teaching unit : Module 9 Detectives; History Detectives

Type of lesson : Presentation, practice

Sources: Challenges 4 Students' Book; Workbook; Teacher's Handbook

Aims and objectives : Read about archeological misteries; learn about reported questions; learn new vocabulary (crime)

Teaching methods : conversation, presentation, reading comprehension, writing, speaking

Class management : whole class, individual work, pair work


Teaching aids, materials
and equipment : students book, workbook, CD; board, chalk, CD-player
STAGES

TIMING
Aims and Class organization procedures and activities Interaction Teaching Possible problems
objectives aids and and solutions
materials

1
partIntroductory
Introduce the Homework check;
topic, elicit ideas Get Ready: Introduce the module and the key words. T Ss SB 10
and vocabulary, CD min
arouse interest Exercise 1: Students look at the pictures and describe the creatures. Encourage them to guess when and T Ss CD player
where they lived. S-S
Provide key
vocabulary and Exercise 2: Play the recording for students to read and listen and find the difference between the 'hobbit' T - SS
Main part

target language and us. They can check their answers from Exercise 1 about when and where the three creatures lived.
in context SB
Exercise 3: Revise vocabulary from Get Ready, Exercises 4 and 5 (page 85) by asking students what T - SS CD
skills and qualities an archaeologist needs. Ask students to say which of these qualities they have. CD player
Students say whether they would like to be an archaeologist and give reasons.
board
Exercise 4: Read aloud the report of the interview and the first entry in the table. Students work T - SS
individually, completing the table. Check answers by asking individuals to read aloud each pair of
original and reported questions. Draw students' attention to the change in verb tense in each pair of 25
Present target min
sentences.
language
Exercise 5: Students work individually or in pairs, reading and answering the questions.
T - SS
S-S
Exercise 6: Check answers by asking pairs of students to read aloud the matched direct and reported
questions. Point our that past simple and present perfect verbs in direct question are changed to past
perfect in reported questions.
Practice target
Exercise 7: Remind students to punctuate the direct questions correctly (with quote marks and question
language T - SS
marks) and change other words such as pronouns where necessary. When checking answers, point our
that 'that' in item 3 changes to 'this' in the direct question.
T - SS
Exercise 8: Set this exercise for homework. Elicit a couple of sentences to set a model.
partFinal

Ending the lesson:


Use target
language Exercise 9: Elicit two or three examples of direct questions (e.g. Have you got any homework? Are you T-S SB 10
going to the cinema at the weekend?) and the reported questions (My mum asked me if I had got any S-S min
homework. My friend asked me if I was going to the cinema at the weekend.)

Homework: Exercise 8.

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