Lesson Plan
LEVEL:
TIME:
MAIN AIMS:
SUB AIMS:
PERSONAL AIMS:
(Teaching skills I as a
teacher want to improve)
CLASS PROFILE:
(short description of your
class, highlighting main
characteristics)
ASSUMPTIONS:
(what guesses you can make
with regard to your learners’
prior knowledge, readiness,
interests)
ANTICIPATED PROBLEMS
AND SOLUTIONS:
(Based on the assumptions,
what kind of challenges do
you anticipate and how will
you solve them if they arise)
ASSESSMENT TYPES
(which assessment forms do
you plan to use - summative,
formative, peer, self)
METHODS:
(specify the concrete tools)
AIDS/MATERIALS:
(list all the resources you
will need for implementing
the planned lesson)
Pre-Intermediate
35 minutes
By the end of the lesson, learners will be able to:
 Learn new words and expressions
 Learn different kinds of reading strategies
 Practice speaking about mysterious places in the context of
Machu Picchu.
 To raise students’ interest on the topic
 To make the lesson varied and engaging
 To engage everybody from the class
The class is monolingual. It consists of 20 students. All of them
wrote a placement test and were belonged to this group, so they
have more or less the same level of knowledge of English
language. However, some students are really bright.
Students are good at understanding the main idea of the text. They
will find the topic of the text interesting.
PROBLEM: Students may find it difficult to work in pairs, because
there is a chance of somebody dominating.
SOLUTION: To monitor pair-work carefully.
PROBLEM: Students may find it difficult to match new words
from text to their English definitions.
SOLUTION: Pre-teach vocabulary on their mother-tongue.
Formative assessment: Observation and giving positive feedback
Facts&figures
PPT
Board, markers, pens, pencils
Teacher: __Nana Avakishvili____ Grade: _7________ Date:__3.05.2022________ Duration:__35 min____

Lesson focus: Reading

Stage Aim Procedure Time and Interaction

Lead in To set the context and generate
interest in the mysterious place
called Machu Picchu.
Pre-teaching To highlight the key words to
vocabulary prepare Ss for the reading
Teacher shows the students a picture of Machu Picchu and 5 min.
asks them to work with their pairs and tell each other T - Ss
what they know about the place. E.g. where it is, what it Ss-Ss
is, etc. Then students change partners and share each
other what they found out.
Teacher introduces new words. Ss learn and then match 7 min
the words with their English definitions in the book. T - Ss
Teacher carefully monitors and assists when necessary. Ss

Reading for gist To develop reading for gist skill Ss read the text quickly and answer the multiple-choice 5 min
question what the text is about. Ss

Feedback To check Ss understanding of T conducts feedback to check their understanding of the 2 min
the text and provide support text. T-Ss

Reading for details To develop reading for details Ss read the text again and do True/false question task and 5 min
skill/ to find detailed answer open questions from the text. Tasks are done Ss
information in the text to individually, then checked in groups and finally, as one S–S
perform the tasks. class. Ss - Ss

Feedback To check Ss understanding and T checks tasks with students and discusses what the 2 min
provide support correct answers are with them. T-Ss

Speaking skills To improve speaking skills on Teacher groups students in pairs and they discuss what 5 min
activity the topic of mysterious places. they found interesting in the article and what they would T - Ss
love to have more information about. Teacher walks S–S
around the room and monitors their speech. Then they Ss - T
discuss their findings with the teacher.
Feedback To evaluate the lesson and T writes the mistakes that she heard during students’ 2 min
enhance students’ speaking conversation on the board and asks students to correct the T-Ss
skills. mistakes. Ss

Homework To work on mini-projects T asks Ss to make a poster about one of the mysterious 2 min
places of the world. Ss choose from the list teacher T-Ss
prepared for them beforehand.