This lesson plan aims to teach intermediate English learners aged 16-17 how to guess the meanings of unknown words from context. It involves 4 stages: 1) promoting discussion of the topic, 2) introducing the text, 3) interacting with and analyzing the text, and 4) integrating the reading skill with writing. Students will read two texts containing italicized target words. Working in pairs, they will analyze context clues in the texts to guess meanings and fill out a chart. Afterwards, students will write new endings to one of the stories, and find examples of target words outside class for discussion. The goal is for students to practice determining word meanings independently from context.

1. LESSON PLAN- Guessing Meaning of Words from the Context
• Class size: 20
• Proficiency level: Intermediate
• Age: 16-17
Stage Activity Activity Aids Skills Interaction Procedure Time
number name
Pre- T writes the title on the board. The Ss are 10 min
reading 1 Promoting white- predicting, T C asked to predict what the text will be about.
discussion board identifying They share their ideas. The T asks Ss
and topic questions about their own experiences and
prepping for memories.
text
While- 2 texts (one reading for T C T hands out the text and instructs the 15 min
reading 2 Introducing from Activity gist, students to read it silently the first time for
Text 9 on page 37- identifying general meaning. Then, the T calls on Ss to
Grellet), unknown or read portions out loud for the second time.
whiteboard target The T then instructs the S to read the list of
vocabulary sentences. Students are told to notice the
italicized words in each text.
3 Interacting exercise Reading for SS Finally, the T hands out the chart with each 10 min
with and chart detailed of the italic words listed on the side. They
analysis of comprehension find partners to complete the chart, which
text of new words, requires them to guess the meaning of the
interpreting the words by analyzing the clues like their
text functions and purposes in each text. The T
should monitor the pairs to make sure they
are on task and speak English only.

2. Post- Integration Ss must have Making a S,S,S Ts instruct the students to write a new ending 15 min
reading 4 of reading paper, pencil connection T C paragraph to the story. Then, if there is time,
skill with between the they ask if any student would like to
writing text and the volunteer to share their paragraph. If students
student’s own need more time, they could finish it for
text, Writing homework.
skill, speaking
skill (when
they share)
Homework:
Find one of the new vocabulary words in a context outside of the classroom (in a commercial, a book, a magazine, internet). Write the example
down and be ready to share it next class.
NAME: _____________________
POSSIBLE ANSWER KEY (WILL VARY BY STUDENT)
WORD CLUES FROM CONTEXT 1 CLUES FROM CONTEXT 2 YOUR GUESS- WHAT IS
(SENTENCES) THE MEANING?

3. challenge -something negative, since despite the - waking up early and getting ready - something negative or
“challenge”, she feels happy for school: usually unpleasant unpleasant to deal with/manage
plump -she was heavy, since she made the - the more plump(fat) the duck, the -heavy, fat
stick sink when she sat on it more food for dinner
dressed up -something to do with -she “dressed up” for someone she - well dressed, looking nice
clothes/accessories(huge hat, dress loved: wanted to look nice
with butterflies)
shooting stick -function/purpose: it is something she -function/purpose: the fisherman also -a stick used for sitting on
(EXAMPLE) sits on(and it sinks into the ground) sits on the stick
tugged/tug -she was trying to pull the stick out : -puppies are usually at one’s feet, - pull
each tug: a pull they pull at our socks
failure -made a fool of self, made her sad, -Newton made mistakes/failures, he - not succeeding, not good
had red eyes still tried for success (possible
antonym)
sores/sore -something to treat/heal(put sticking- - being sore was a result of playing - painful wound or unpleasant
plaster on them) – something she got soccer for 2.5 hours, something feeling
after dancing unpleasant
forlorn -they were happy, but she was forlorn -lonely, Rose was sad that Jack died - not happy
(contrasting)
disconsolate -they were happy, but she was -parents tried to comfort, but she was -uncomforted
disconsolate (another contrast) not comforted
Find the words’ functions and purposes from the first and second context and make your own guess for each of them.
NAME: _____________________
WORD CLUES FROM CONTEXT 1 CLUES FROM CONTEXT 2 YOUR GUESS- WHAT IS

4. (SENTENCES) THE MEANING?
Challenge
plump
dressed up
shooting stick -function/purpose: it is something she -function/purpose: the fisherman also -a stick used for sitting on
(EXAMPLE) sits on(and it sinks into the ground) sits on the stick
tugged/tug
failure
sores/sore
forlorn
disconsolate