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Name of the Teacher Date Level of the class Length of lesson
Alicia Oosthuizen 15/03/2022 Upper-intermediate (B2) 60-minutes
Lesson Type:
Four Skills - Reading
Lesson Topic:
Excerpts from the book “Pan’s Labyrinth”
Lesson Aims: Lesson Outcomes:
By the end of the lesson, students will be better able to… By the end of the lesson, students will have…
1. Students will be better able to obtain information from and 1. Students will have read a passage of text that tests and
formulate an understanding of a text by employing reading increases their comprehension of written and spoken
techniques to help practise and improve their skills. The language.
specific reading skills being practiced and employed are 2. Students will have attempted to exhibit a comprehension
reading for gist and reading for understanding. of new vocabulary (new words that appear in the text that
2. Students will be better able to read for gist and specific the students may not have encountered or used yet).
information when reading a text. 3. Students will have attempted to complete activities based
3. Students will be better able to understand the meaning around reading for gist or overall meaning of what the core
and use of the new vocabulary introduced in the text. idea of a text is.
4. Students will be better able to identify important words 4. Students will have attempted to completed activities based
from within the text. around reading for understanding or focusing on each word
5. Students will be better able to glean an understanding of in the text to ensure sufficient contextual understanding of
text through utilizing a range of reading techniques in the text.
relation to the book “Pan’s Labyrinth”. 5. Students will have used different reading techniques and
, worked as an individual and with a partner to answer and
discuss target words and terms in the text.
6. Students will be able to complete the worksheet activities.
Anticipated difficulties: Suggested solutions:
1. Some students may have difficulty or not be familiar with 1. The potentially tricky words will be focused on in a
some of the words presented in the text. (These words are vocabulary section of the lesson that will focus on the
included in the list of vocabulary to address during the meaning, use and pronunciation of the words. This will
lesson). Pronunciation of difficult words may also be a occur during the Presentation phase of the lesson. In order
difficulty, as some students may not fully grasp the to prevent the students from not knowing the meaning of a
meaning of the text due to poor word recognition, certain part of text, I will let them use dictionaries to look
especially with more complex words, terms and phrases. up the words they do not understand.
2. Some students may have trouble during the “Reading for 2. Before the students begin the activity, an example can be
Understanding” activity where they are expected to provided making use of the first 1-2 sentences (from both
summarize their assigned text. The students may be unsure Excerpt 1 and 2) to showcase both what information and
about identifying the main ideas from the text or how how much information should be taken for the summary.
much information should be included in the summary. 3. It can be stated to the class that the main aim of the lesson
3. Some students may not read as well (comprehension) or as is to improve their reading skills. The focus is more on
fast as other students as they may feel discouraged with correct comprehension of the text and being able to
their abilities (or progress, if this lesson isn’t the first successfully identify the gist of the text. A more focused
reading lesson). understanding of a text (reading for specific information) is
4. All students in the class come from Spain. Some students a skill that will be improved with more practice so the
may face difficulties with specific pronunciations, because students should be reassured that with practice, their
there is no distinction between long and short vowels in abilities will eventually improve and that they should not
their language and they may find it difficult to utter words worry about that aspect of their abilities too much. I will
that contain certain diphthongs such as /əʊ/ in “boat”, and also give enough reading time to allow for students to read
/eɪ/ in “great” and /aɪ/ in “right” and adding extra vowel the articles as many times as needed, and encourage them
sounds (“th”, “ng” and “r” sounds). to read for understanding, working on their comprehension
5. Students may decide to interact in their L1 seeing as the skills.
, class is monolingual and the students are all Spanish. 4. I will then revise sections that are particularly difficult for
6. Due to the varying ages and genders, students may not feel students to help them with recognition and inferring. I will
comfortable with their classmates as the younger students repeat the words that students struggle with and then drill
would not have much in common with the older group, and the students by having them repeat after me until they are
vice versa as they all have diverse inspiration. This can have doing/pronouncing it correctly (can make use of the
a disadvantage during the class due to the diverse thinking phonemic chart to drill pronunciation- see materials :
of each individual which can then have an impact on Image ).
creating activities for each individual where all learners can 5. We will agree on class rules limiting the amount of use of
communicate together and learn evenly. their L1 and I will make it clear that only English must be
7. Some students may become disheartened, bored or lose spoken during the class, even during group work and we
interest and lack enthusiasm throughout the lesson as they will agree why this will benefit their language development.
may not understand the reading or words in the text. Teachers can also walk around in the class and observe, and
8. Some students might be more dominant and may make ask if there are any problems or uncertainty as to why
other students reluctant to participate. English is not being used.
6. Pair students of similar ages together if it feels necessary,
also make use of the warmer to get everyone interacting
with each other. Give positive compliments/feedback to
students and remind students that they are at a similar
level of English language and reinforce/encourage the idea
of teamwork for class activities through highlighting their
unified motivation to improve their English language.
Creating the same worksheets for all the students can be
an advantage for you as a teacher as you can inspect all the
students by reviewing their worksheets that are at the
same level and identifying each individual students’
abilities and level and can review and help those students
more who may be weak and struggling in certain areas.
7. I will make use of a variety of exercises to keep interest
raised, making it clear that they are not expected to know,
or to learn all the text given. A sticker system for good work
, could also be beneficial as this would create a sense of
achievement for students. Also students will work in pairs
or groups which will help them to feel more comfortable
about communicating and interacting with each other.
8. I will encourage students to engage in conversation and
split the class into smaller groups of two.
1 i-to-i LOVE TEFL Lesson Plan
Authentic Text
Excerpts from the book Pan’s Labyrinth (743 words)
Excerpt 1 (363 words)
The image took shape in more and more detail while Ofelia read the words appearing on the right-hand page: Use the chalk to trace
a door anywhere in your room. Chalk. Ofelia reached into her coat pocket for the piece of chalk the Faun had given her. For a
moment she was afraid she’d lost it, but finally her fingers found it. The image in the book was still unfolding. The girl in the green
dress and white apron appeared beneath the Pale Man, in clothes as clean as if Ofelia had never ruined them in the woods. The
three Fairies were by her side. The girl smiled out at Ofelia. Then she knelt with the chalk in her hand and drew the outline of a door
onto the wall. And more words appeared: Once the door is open, start the hourglass and let the Fairy guide you. . . The open door
now framed by a stone arch was held by two columns that took shape beneath the Pale Man’s right arm. Don’t eat or drink anything
during your stay, the words on the right page warned, and come back before the last grain of sand falls. More images were forming,
but Ofelia found it by now all far too much to remember, so she closed the book and knelt with the chalk as the girl in the illustration
had done. The attic wall was covered in spiderwebs and quite uneven, but the chalk left a clear line on the plaster. It turned into
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