Purpose: Run a complete lesson using Chapter 2 and the Student Self-Study page as the student material.
Recommended Level: A2–B1 | Lesson Length: 30–45 minutes (with options to expand to 60+)
1) Lesson Overview
- Theme: Welcome, tradition, first impressions, and leadership.
- Skills: Listening, reading, speaking (polite conversation + opinions), short writing.
- Outcome: Student can summarize the dinner scene and discuss how people create a “welcome” feeling in new places.
Tutor tip: Keep the story page open (audio + text) in one tab and the Student Self-Study page open in another tab.
2) Materials
- Chapter 2 page (audio + story text)
- Student Self-Study lesson page (vocab + questions + prompts)
- Optional: student notebook / Google Doc for writing task
- Optional: Tutor Note on using the Student Writing Workbook
3) 30–45 Minute Lesson Flow
A) Warm-Up (3–5 minutes)
Ask 2–3 questions. Keep it conversational.
- What is a “welcome” you remember (a place, a person, a moment)?
- Do you have traditions in your family (weekly meals, holidays)?
- If you meet a boss for dinner, how do you act?
Goal: Activate topic language (welcome, polite, tradition, host/guest, first impression, respect).
B) Pre-Teach Vocabulary (5–7 minutes)
Choose 6–8 items only. Quick definition + student sentence.
| Target Word/Phrase | Simple Meaning | Quick Prompt (Tutor Use) |
|---|---|---|
| tradition | a usual custom | “What traditions do you have?” |
| porch | outside entrance area | “Do houses in your country have porches?” |
| apron | clothing for cooking | “Who wears an apron?” |
| wiry | thin but strong | “Describe a wiry athlete.” |
| interrogate | ask intense questions | “When do people interrogate someone?” |
| hearty | filling meal | “What is a hearty meal?” |
| threshold | doorway entrance | “What happens at the threshold of a house?” |
| worth his keep | useful enough to be kept | “Is it polite to say this about a person?” |
Pronunciation tip: Drill “tradition,” “interrogate,” “threshold,” and “hearty.” Model → student repeat → short sentence.
C) First Listening (Big Idea) (4–6 minutes)
- Open the Chapter 2 page.
- Student listens once without reading (or reads minimally).
- Ask: “In one sentence, what is this chapter mainly about?”
Expected big idea: Jake goes to the ranch house for a traditional dinner, meets Mary and Mr. Caldwell, and begins to feel at home.
D) Read While Listening (8–12 minutes)
- Play audio again while the student reads along.
- Pause briefly after these moments:
- Mary opens the door and welcomes Jake (and Boone)
- Jake meets Mr. Caldwell at the table
- Mr. Caldwell questions Boone’s value
- Mr. Caldwell challenges Jake as foreman
- Jake leaves feeling more settled
Mini-checks while pausing: “What just happened?” “How does Mary act?” “How does Caldwell act?”
E) Comprehension Q&A (6–10 minutes)
Use the student page questions. Student answers aloud first.
- If the student struggles, ask smaller guiding questions.
- Encourage complete sentences, but don’t over-correct.
Helpful follow-ups: “Which details show Caldwell is strict?” “Which details show Mary is kind?”
F) Speaking Output (10–15 minutes)
Choose 2–3 prompts depending on time. Aim for 1–2 minutes per answer.
- What makes someone feel welcome in a new place?
- Is it good for a boss to “test” a new worker? Why?
- Describe the ranch house atmosphere (smell, light, sounds).
- Compare Mary and Caldwell. How are they different?
- If you were Jake, what would you do to earn Caldwell’s trust?
Fluency trick: After the student answers, ask: “Tell me again, but simpler.” Then: “Tell me again with more details.”
G) Writing Task (Homework or In-Class) (5–10 minutes)
If there’s time, do it in class. If not, assign as homework.
- Option A: Write 5–8 sentences summarizing the chapter.
- Option B: Write about a time someone made you feel welcome.
- Option C: Continue: write the next day when Caldwell tests Boone.
4) Optional Expansions (for 60+ minutes)
A) Role-play (5–10 minutes)
- Scene 1: Jake arrives at the door and meets Mary (polite greetings).
- Scene 2: Dinner conversation with Caldwell (polite answers + confidence).
- Goal: Use polite language: “Would you…?” “Could I…?” “Yes, sir / ma’am.”
B) Retell Challenge (5–10 minutes)
Student retells using this structure:
- Setting (Friday evening at the ranch house)
- People (Jake, Boone, Mary, Caldwell)
- Tension (Caldwell tests Jake + Boone)
- Warmth (Mary makes it friendly)
- Ending feeling (Jake starts to feel at home)
C) Light Grammar Focus (Optional, 5 minutes)
- Polite questions: “Can he…?” “You think you can…?”
- Past tense verbs: led, stepped, rapped, swung, sat, grunted, returned.
5) Simple Wrap-Up Script (1–2 minutes)
Wrap-up: “Today’s chapter shows how tradition and kindness can help a new person feel welcome. Mary’s warmth and Caldwell’s test both shape Jake’s first impression.”
Final question: “What detail best shows ‘welcome’ in this story, and why?”