Planning (Saturday Afternoon)
Course code: JRB-01-01-14S
Date: 26/04/2025
Resources: Pages to work with:
Book: Time Zone 2 Activities: Pages 10, 11.
Unit 1: What do you like to do? Homework: Page 144
Objectives: Talking about technology and important Materials needed: Teacher’s book, Laptop,
moments in the past Radio, Projector.
Lesson: 3
Vocabulary: Sports/Countries
Lesson Plan: Incredible Teens
Target Level: A2 (Pre-Intermediate) / B1
(Intermediate)
Main Objective: To improve reading comprehension
by identifying main ideas and specific details, to learn
and use new vocabulary and phrasal verbs, and to
engage in spoken and written communication about
personal hobbies and skills.
Materials: Textbook pages (the two images provided),
whiteboard, markers.
Part 1: Warm-up and Reading Introduction (10
minutes)
1. Teacher's Role: Begin by directing students' attention
to the title and the large image of the girl playing the
violin.
2. Student's Role: Answer questions to activate prior
knowledge and connect to the topic.
3. Activity:
Teacher: "Look at the title, 'Incredible TEENS.' What
do you think this article is about? What does the word
'incredible' mean?"
Teacher: "Look at the picture. What is the girl doing?
She is playing the violin in an orchestra. What does it
mean to be very, very good at something?"
Teacher: "Read the definition of 'prodigies' in the top
right corner of the article." Explain the word and its
meaning: people with excellent skills at a very young
age.
Part 2: Scanning and Skimming (15 minutes)
This section covers activities A and B on the first page.
1. Teacher's Role: Explain the difference between
scanning (reading quickly for a general idea) and
skimming (reading for specific details).
2. Student's Role: Read the article to perform two
different comprehension tasks.
3. Activity:
Task A (Scanning):
Teacher: "First, scan the article quickly. Which of the
three descriptions describes a prodigy? Don't read
every word, just get the main idea."
Students: Scan the article and check the correct box
(the answer is "has an amazing skill").
Task B (Skimming):
Teacher: "Now, skim the article for details. Read
about Alma and Esther again and underline some of the
amazing things they did."
Students: Reread the article more carefully and
underline specific details (e.g., Alma started composing
at age four, Esther started university at age six).
Part 3: Detailed Comprehension & Critical
Thinking (15 minutes)
This section covers activities A and B under
"Comprehension" and the "Critical Thinking" section
on the second page.
1. Teacher's Role: Lead a detailed reading check and a
discussion.
2. Student's Role: Answer multiple-choice and short-
answer questions and then participate in a group
discussion.
3. Activity:
Teacher: "Work individually to answer the questions
in sections A and B." This checks for a deeper
understanding of the articles.
Students: Answer the questions. The teacher circulates
to provide help.
Teacher: Review the answers as a class. For question 2
in section A, guide students to deduce the meaning of
"prodigies" from the context of the sentence (the
answer is "parents"). For question 2 in section B, help
students with the correct order of the steps.
Teacher: "Now, let's talk about the 'Critical Thinking'
question. Do you think it's good or bad for child
prodigies to start college at a young age? Why?"
Students: Form small groups or pairs to discuss the
question, giving reasons for their opinions.
Part 4: Vocabulary and Writing (15 minutes)
This section covers the "Vocabulary" and "Writing"
sections on the second page.
1. Teacher's Role: Introduce new vocabulary and phrasal
verbs and then transition to a writing task.
2. Student's Role: Find words from the article, match
them with definitions, and then write a short email
about their own hobbies.
3. Activity:
Teacher: "Let's look at the 'Vocabulary' section. First,
find the words in the article and circle the correct
answers for the first five sentences."
Students: Complete the task individually. The teacher
provides support.
Teacher: Review the answers. Then, move to the
phrasal verbs section. "Read the descriptions and match
them with the phrasal verbs from the box." (e.g., look
out, look up, take back, take up).
Teacher: "Now, let's move to the 'Writing' section.
First, think about your own hobbies. How often do you
do them? Then, write a short email to a new friend
about your hobbies."
Part 5: Wrap-up and Homework (5 minutes)
1. Teacher's Role: Summarize the main points of the
lesson and assign a follow-up task.
2. Student's Role: Ask any final questions and take note
of the homework assignment.
3. Activity:
Teacher: "Today, we read about two incredible
teenagers. We practiced our reading skills, learned
some new vocabulary, and discussed important
questions."
Teacher: "For homework, please finish writing the
email to your new friend. Use the vocabulary and
grammar we reviewed in the past two classes."
