Planning (Saturday Afternoon)
Course code: JRB-01-01-14S
Date: 26/04/2025
Resources: Pages to work with:
Book: Time Zone 1 Activities: Pages 10, 11.
Unit 1: Where’s the lion? Homework: Page 144
Objectives: Talking about technology and important Materials needed: Teacher’s book, Laptop,
moments in the past Radio, Projector.
Lesson: 3
1. Warm-up & Pre-Reading (10 minutes)
Activity A: "Look at the photos" (Page 48)
Procedure:
o Direct students' attention to the main
photo of mochi and the title "From
Japan to Hawaii."
o Ask them to look at the photos and
check the boxes for what they think the
article is about: Japanese food, a family
tradition, or a vacation in Hawaii.
o Prediction/Discussion: Ask students to
share their ideas with the class. This
activates prior knowledge and sparks
interest in the topic.
2. Reading & Comprehension (15 minutes)
Activity B: Main Reading (Page 48)
Procedure:
o Instruct students to read the article
"From Japan to Hawaii."
o First Reading (Skim): Tell them to
read quickly to find the general idea and
answer the question in Exercise C,
"What is mochi?"
o Second Reading (Scan): Tell them to
read more carefully to find the specific
information needed for the
comprehension questions.
Activity C: Comprehension Questions (Page
49, Exercise A & B)
Procedure:
o After the reading, have students work
individually or in pairs to answer the
comprehension questions in Exercise A.
These questions test their understanding
of the main ideas and specific details.
o Then, have them reread paragraphs B
and C to answer the questions in
Exercise B, which require them to locate
specific information.
o Review the answers as a class. For
question 6 in Exercise A, ask students to
explain their reasoning for why Nora's
parents came to Hawaii.
3. Vocabulary & Grammar Focus (15
minutes)
Activity D: Vocabulary Completion (Page 49,
Exercise A)
Procedure:
o Direct students to the "Vocabulary"
section on page 49.
o Ask them to read the words in the box:
tradition, especially, continue, odd,
local, enjoys.
o Have them fill in the blanks in the
sentences based on the context of the
article. This exercise reinforces new
vocabulary in context.
o Review the answers as a class,
clarifying the meaning and use of each
word. For example, explain that
especially is an adverb that means
"more than usual."
Activity E: Family Tree and "Great" (Page
49, Exercise B)
Procedure:
o Draw students' attention to the blue box
explaining the use of "great."
o Explain that we use the word "great" to
talk about a generation that is one step
further removed from us (grandparents
are two steps, great-grandparents are
three).
o Have students look at the family tree
and fill in the missing family member
terms. This connects back to the
previous unit's vocabulary.
4. Speaking & Writing (15 minutes)
Activity F: Critical Thinking (Page 49)
Procedure:
o Facilitate a class discussion based on the
critical thinking question: "Nora's mochi
is both Japanese and Hawaiian. What
are some other examples of food from
two cultures?"
o Encourage students to share examples of
hybrid foods or traditions from their
own culture or others they know.
Activity G: Email Writing (Page 49, Writing)
Procedure:
o Explain the task: to write an email to a
new friend describing themselves and
their family.
o Go over the example email provided.
o Tell them to use the three steps in the
instructions:
A. Read the email.
B. Plan an email: Have them jot
down notes about their own
family (e.g., how many siblings,
cousins, etc.).
C. Write an email: Have them
write their own email in their
notebooks. This provides a
practical application of the
vocabulary and grammar from
this unit and the previous one.
o Homework: Students can finish their
emails at home.
