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    Lesson Plan 06 Advertising

    Uploaded by

    Kouam Abdelkader
    1) The lesson plan is for a third year secondary school class on the topic of advertising, consumers, and safety. 2) The plan includes warm up activities to motivate students and involve them in the topic, such as looking at pictures and asking questions. It also includes tasks for students to complete individually and in pairs, such as reading a text and answering comprehension questions. 3) The main activity is for students to read a passage on the impacts of advertising and then answer questions about the text, identify references in bold type, and consider the tenses used in the passage. The lesson aims to develop students' reading, critical thinking, and language skills.

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    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd

    Lesson Plan 06 Advertising

    Uploaded by

    Kouam Abdelkader
    160 views4 pages
    1) The lesson plan is for a third year secondary school class on the topic of advertising, consumers, and safety. 2) The plan includes warm up activities to motivate students and involve them in the topic, such as looking at pictures and asking questions. It also includes tasks for students to complete individually and in pairs, such as reading a text and answering comprehension questions. 3) The main activity is for students to read a passage on the impacts of advertising and then answer questions about the text, identify references in bold type, and consider the tenses used in the passage. The lesson aims to develop students' reading, critical thinking, and language skills.

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    lesson plan 06 advertising

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    1) The lesson plan is for a third year secondary school class on the topic of advertising, consumers, and safety. 2) The plan includes warm up activities to motivate students and involve them in the topic, such as looking at pictures and asking questions. It also includes tasks for students to complete individually and in pairs, such as reading a text and answering comprehension questions. 3) The main activity is for students to read a passage on the impacts of advertising and then answer questions about the text, identify references in bold type, and consider the tenses used in the passage. The lesson aims to develop students' reading, critical thinking, and language skills.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    160 views4 pages

    Lesson Plan 06 Advertising

    Uploaded by

    Kouam Abdelkader
    1) The lesson plan is for a third year secondary school class on the topic of advertising, consumers, and safety. 2) The plan includes warm up activities to motivate students and involve them in the topic, such as looking at pictures and asking questions. It also includes tasks for students to complete individually and in pairs, such as reading a text and answering comprehension questions. 3) The main activity is for students to read a passage on the impacts of advertising and then answer questions about the text, identify references in bold type, and consider the tenses used in the passage. The lesson aims to develop students' reading, critical thinking, and language skills.

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    © All Rights Reserved
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    1

    Lesson Plan:06

    UNIT two: SAFETY FIRST

    Level: third Year (scientific streams) Kasar Abd allah Secondary School-el ksour -

    Theme: Advertising, consumers & safety

    Project: Making a survey on the impact of advertising on Algerian consumers.

    Sequence Two: Read and consider

    Rubric: Getting started/ Taking a closer look Teacher: Mr

    Course book: new prospects

    Communicative learning objective: By the end of this lesson my SWBATo:

    - Skim/scan a text.
    - Interpret a written message

    Cross-curricular Competencies:

    1. Intellectual competencies :
    Target competencies: interacting – interpreting-producing
    *interpreting picture
    2. Methodological competencies :
    Lesson focus: Grammar( expressing hypothesis)
    *skimming/ scanning a text
    Materials: Coursebook, datashow and some pics.... 3. Personal and social competencies:
    *expressing opinions
    Core values: People should balance between energy intake & energy expenditure. *defending points of views
    * arguing for/against an issue.
    2

    time Framework Procedure Focus Objectives Materials VAKT competen


    SWAT /Aids M.I s
    5 Warm-up TT. Interacts with his pupils to elicit information related to the previous session. L/L To motivate pics visuals *Interacti
    min TT asks his pps some questions: pps and *Interpret
     What was the last lesson about? involve them (orally)
     What was the cause behind the change in our eating habits? Advertising, ….. in the topic
    PP. respond orally to T’s questions.

    15 Getting started T/C slides *Visual


    min To
    TT asks his pps to look at the picture on page113, and then asks them questions: ? understand *Interacti
    *Interpret
    PPs respond to T’s questions orally the topic
    (orally)
    Pre-reading T asks pps some questions:
    1) What do the pictures represent?
    To train the
    learners to
    Pps respond orally to T’s questions.
    GW speak from
    T directs pps attention to the data show and classify those items in the table.
    notes .
    pps do the task and the teacher checks their answers as he moves around.
    To be able to
    Key:1- scan for
    Healthy products Unhealthy ones T/C ( detailed infor)
    Fruits/vegetables/eggs & milk Hamburgers/sweets/frozen meat…

    PPs correct and copy down.


    (Taking a closer look) to listen for
    Audito
    15 Task01: specific *audio Interactin
    ry
    min While T asks pps to read the text and say whether the sentences are T or F after he had details of Interpreti
    reading delivered them the handouts information (written)

    PPS read and do the task. coming in a


    T checks their answers while moving between the rows. spoken
    3

    T asks pps to compare their answers and discuss the statements interaction
    T asks them some questions: Do you agree with them? justify involving
    Key:
    A B C D E

    T T T T F

    PPS correct and copy down. Pair


    Task 02: Read the text again and answer the questions that follow.
    w
    1- What will happen if people eat too little food?
    2- Do people take enough exercises?
    3- What are the causes/ Consequences of obesity according to the text?
    4- What should be done to limit the influence of advertising?
    Pps read and answer the questions.
    T checks their answers as he moves between the rows.
    Key:

    Task03: A/ what or who do the words in the bold type refer to?
    T asks pps do the task and the teacher checks their answers.
    Pps do the task . T/C
    To use A written
    Key:
    passage
    §1)they→ line 3 = people/ this→ line 5= when we eat enough food …we take information in
    §2) they→ people/ their→ people/ them→ fatty and sugary foods. the passage
    §3) their→ a large number of people/ / those→ people/ this→ a recent study/ their→ to produce a
    parents/ they→ a great many of these children/ short
    §4) ones→ slim people/ their→ obese people
    20
    §5) which→ a loss of energy balance/ they→ advertisements of unhealthy foods.
    min
    Pps correct & copy down.
    B/ choose the correct answer:
    The text is: a) prescriptive b) narrative c) expository.
    Pps do the task. The right answer is: c
    4

    The pps copy down. A written


    Post T asks pps to consider the tenses of most used verbs in the text. To be able to text
    LL Producing
    reading T asks pps to justify their answers. recognize the visual
    Pps do the task with the help of teacher. type of
    T asks them: In which situations we use the simple present tense? Give examples discourse
    Pps do the task
    Key: the text belongs to expository prose. It raises an issue and suggests a solution to it.
    The author uses the simple present because s/he presents facts that are regarded as true
    all the times.
    The form of the present: Affirmative/Interrogative/ Negative.
    We use it in these cases: habitual actions ( routines) e.g. I generally get up at 6 on
    weekdays and at 8 at weekends. Timetables e.g. the train leaves at 07:00 next Saturday./
    Frequent actions, how often sb does sth

    The teacher’s comments:


    What worked What hindered Action Points
    * * *
    * * *
    * * *

    *VAKT: Visual, Auditory, Kinaesthetic, Tactile. **M.I: Multiple Intelligences

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