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https://drive.google.com/file/d/1Ivb8NxV5q9TlqlsySj0vy4A7orFI5ZYr/view

1. What is the age of the students you are planning this reading for?

2. Describe your students' language proficiency.

3. List the title and author of the reading.

4. Discuss why you think this reading would be appropriate for your learners.
Hello, teacher Sasha is here. I’m going to plan a reading lesson for adult students. Their age is from
17 years and older. They are interested in sound engineering. The proficiency level varies from
Intermediate to Upper-Intermediate. I’m going to use the article from the text by Bob Katz «Mastering
Audio. The Art and the Science.» I think it would be appropriate for my students because they are
interested in sound engineering. This reading will help them to learn specific vocabulary. And they
can discuss this topic as well because they are professionals on this field.

1. What is the age of the students you are planning this reading for?

2. Describe your students' language proficiency.

3. List the title and author of the reading.

4. Discuss why you think this reading would be appropriate for your learners.

The age of the students i might teach will be adults. Furthermore, Their proficiency would be
conversation prior to my course. The title of the book is Oxford Grammar for Schools 1B by Liz
KIlbey. This reading is appropriate because it reinforces their speaking proficiency but exposes them
to grammatical structure. 

1. What is the age of the students you are planning this reading for?

2. Describe your students' language proficiency.

3. List the title and author of the reading.

4. Discuss why you think this reading would be appropriate for your learners.
1. I am a university professor of communications who is also involved in creating a flipped
curriculum for older teens and adults. That is the age at which I am focusing this assignment.
2. I am presuming the language proficiency of these students to be upper intermediate.
3. As Italy quarantines over coronavirus, swans appear in Venice canals, dolphins swim up
playfully, by Anagha Srikanth, writing for The Hill online newspaper
at https://thehill.com/changing-america/sustainability/environment/488286-italys-coronavirus-
lockdown-shows-what-nature
4. I like using newspaper stories in part because I have been a long-time reporter, editor,
pubisher and journalism professor. For this age group I also like such stories because
journalists are taught to write at about a ninth-grade level. Most of the vocabulary should be
familiar to the students, and yet it is easy to find stories with topics that introduce new and
relevant vocabulary, as well. It is also easy to find related online videos to further broaden
the discussion and enhance students' listening skills. Although appearing in an American
online newspaper, this specific story is internationally current and relevant, and yet it takes
an approach that is refreshingly different than most of the other news stories about the
Coronavirus. Even if this lesson, with this specific story, is used a year or two from now, the
topic will still be of interest because it is taking a unique view of a huge international crisis.
There are obvious discussion topics about the crisis itself, but this story also raises
interesting discussion topics beyond the crisis, such as humans' impact on other living
species, what the world would be like without humans, how we might consciously reduce our
impact on other species, etc.

1. What is the age of the students you are planning this reading for?

2. Describe your students' language proficiency.

3. List the title and author of the reading.

4. Discuss why you think this reading would be appropriate for your learners.

1. The age is around 18.2. The proficiency is around B1.3. The reading is a blog article titled "Beijing
Olympics 2008: A hope lost or fulfilled?", the author is Stephen McDonell.
4. The reading is appropriate since I designed the course for the learners who are mostly high
school seniors in China, and they would be interested in the Olympics event happened a decade
ago in their hometown.

1. What is the age of the students you are planning this reading for?
2. Describe your students' language proficiency.

3. List the title and author of the reading.

4. Discuss why you think this reading would be appropriate for your learners.

 I plan reading activities for teenagers or adults whose language level is intermediate and upper-
intermediate. I would choose the collection of O'Henry's short stories because this writer's language
is very beautiful and vivid. I think his works are great examples of mastering English in the most
extended sense. Besides, every story has a plot which can be easily retold and analyzed.

CELL PHONES: HANG UP OR KEEP TALKING?

Millions of people are using cell phones today. In many places it is actually considered unusual not
to use one. In many countries, cell phones are very popular with young people. They find that the
phones are more than a means of communication - having a mobile phone shows that they are cool
and connected.

The explosion around the world in mobile phone use has some health professionals worried. Some
doctors are concerned that in the future many people may suffer health problems from the use of
mobile phones. In England, there has been a serious debate about this issue. Mobile phone
companies are worried about the negative publicity of such ideas. They say that there are no proofs
that mobile phones are bad for your health.

On the other hand, why do some medical studies show changes in the brain cells of some people
who use mobile phones? Signs of change in the tissues of the brain and head can be detected with
modern scanning equipment. In one case; a traveling salesman had to retire at a young age
because of serious memory loss. He couldn't remember even simple tasks. He would often forget
the name of his own son. This man used to talk on his mobile phone for about six hours a day, every
day of his working week, for a couple of years. His family doctor blamed his mobile phone use, but
his employer's doctor didn't agree.

What is it that makes mobile phones potentially harmful? The answer is radiation. High-tech
machines can detect very small amounts of radiation from mobile phones. Mobile phone companies
agree that there is some radiation, but they say the amount is too small to worry about.

As the discussion about their safety continues, it appears that it's best to use mobile phones less
often. Use your regular phone if you want to talk for a long time. Use your mobile phone only when
you really need it. Mobile phones can be very useful and convenient, especially in emergencies. In
the future, mobile phones may have a warning label that says they are bad for your health. So for
now, it's wise not to use your mobile phone too often.

Note: I intentionally chose this topic because of two reasons. First reason, the topic is an authentic
(from real world). I want my students to study some authentic readings. Second reason, most of my
students are adults and this topic is important and will help them in their lives. Also, this passage will
teach them how to reduce radiations of cell-phones.  

This lesson is designed for students age 9-10 years old with beginner English proficiency.

Business/Materials:
1. A storybook
2. A flashcard about the character in the book

Lesson Objectives:
By the end of this lesson, students will be able to;
1. Identify the book into a certain category
2. Describe the characteristic of the character in the book
3. Infer the message in the book

Warm-up and Objectives Discussion:

Warm-up: The teacher will do an elicitation about his experience when he was a little he wants to be
a superhero because he uses to read a superhero book. He wants to be superheroes for his family,
to help them when they are in trouble. The teacher will invite students to think of a book that inspires
them and let some of the students to share.

Objectives discussions:
The teacher will tell the students that they are going to read a book about "Dare To Dream"

Model and Instructions:

Instruct:
- Explain to the students that they are going to read a story title "The Fearless Eagle"
- Explain to students that they need to read for 15 minutes then, share what they have read to their
friends.

Model:
Students will read a paragraph from a book about "Dare To Dream" and they will be asked to share
their opinion, who is the characters, the moral of the story, and what kind of story is that.

Guided Practice:
Students will be given another paragraph from a book with the same title. The teacher will give them
questions related to the book and they have to answer it.

Independent Practice:
Students will read the book with the title "The Fearless Eagle" and then collect information about the
character, the moral of the story, also in what category the book is categorized.

Assessment:
Students will be asked to write a short summary that contains the characteristic of the character in
the story, what is the moral that they can connect to their daily life and in what category the book is.

Hello everyone, I am Manshi Gogri.

My lesson plan: Cinderella
Std:4th 
Level: Basic

Materials Used: Flash cards having pictures with words from the story,
pictures of other Disney tales, some vocabulary written on the white board.

Lesson Objectives: 
-The students will find out the difference between fiction and non-fiction.
-They will be able to identify the various characters in the story.
-They will also be able to learn new words, their meanings, some parts of
speech and read with comfort.
-They will also explore the power of prediction.
Warm Up and Objective Discussion:
-The teacher divides the class into groups of 4 each and gives each group
a picture of a disney tale along with some flash cards with words or
sentences related to the tale. 
-The teacher gives them 5minutes to think about it, go through the words or
sentences used and try to figure out what the story is about.
-The teacher asks few questions 
1. What did you observe in the picture?
2. Can you read the words or the sentences used?
3. Can you predict what the story is about?
4. Do you think this can happen in the real world?

-The teacher explains the meaning of fiction and non-fiction. Gives

examples to them and also asks the students if they have read any. 
-The teacher also helps the students to predict the plot of the story and how
the children can use the words on the flash cards to complete the story.

-So today we are going to learn about a Disney tale, Cinderella which is a
fiction story. 

Instruct and Model:

-The teacher divides the class into groups of 4 each. She provides them
with a printout of the story, but just the first paragraph, till Cinderella’s
father dies with pictures. 
-She asks the students to read and discuss amongst them what would
happen now, when she lives with her step mother and two step sisters.
-The teacher discusses the various possibilities with the students.
-After that she hands them a picture and instructs the students to observe it
carefully and tell what actually happened.
-The students used various vocabulary given to them at the start of the 
class on a flash card and tried to frame sentences and continued the story.
-The teacher then provided the students with the rest of the story with
pictures, except the ending. The students read the whole story and tried to
make their own ending after discussing it in their groups. 
-In this way they try to learn the power of prediction and also come across
various new vocabularies. 

Guided Practice:
The teacher does both Extensive and Intensive Practices.
Example of Extensive Practice:
-The teacher divides the class into groups of 4 each. 
-She gives each group a disney tale and asks them to read it and write
down an outline of it. 
Here the teacher does help the students with vocabulary and also provides
them with an example of an outline and guides them to write one.

Example of Intensive Practice:

Here the teacher uses the same tale that she used for extensive practice.
She asks the students to identify all the nouns, verbs and articles used in
the story. Before doing so, she recapitulates these concepts in the class. 

Lesson Guided Practice:

For less guided practice, the teacher provides the students with a non-
fiction story and asks them to write an outline for it and also a moral.
(Extensive Practice) 
She also instructs them to find the various parts of speech they know and
identify them.(Intensive Practice)
She walks in class and checks on each student.

Independent Practice:
Here the teacher instructs students to choose any story they like and write
an outline and also find all the parts of speech and identify them. 

Assessment:
The teacher asks the students to read the story of Cinderella again and
instructs them to make a book report on it. She asks them to note down
their favorite character and their favorite scene from the story. Write a few
lines on both. Note their opinion about the story.

Lesson plan on Fire Safety .

Materials 
White boards ,markers, fire Extinguishers ,wood ,papers and match 
Objectives

Learners will understand fire safety and fire fighting equipment.

Warm up and Objectives Discussion 
Orally, students will be asked about fire safety ,types of fire extinguishers and how to use them
properly. 
Instruct and Module 
Write on the boards the types of fire extinguishers and proper use of them .
Handout the students a copy of the use of fire fighting  extinguishers .
Ask the students to read them carefully and guess what signs mean.
Guided Practice a
Distribute a copy of the Fire Fighting Equipment activity page to each student. Have them do
research to find out about each kind of equipment .

Independent Practice 
Assign theoritical and practical practice to each student. 
Make a homework about fire safety at home
Assessment 
Assess students through practice and quiz.

 b