PHASE 1 LESSON PLAN TEMPLATE Directions:
Use this Template to fill out your lesson plan. (Add more space to any section if you need it.) Don’t forget the reflection at the end (part F), as well. Refer to the rubric to be sure you have included all elements. A. Students and Setting: Students: Briefly identify the age, grade level, and previous English experience of your students. Include anything that would help other teachers understand who your target students are. Setting: Is this a private school, public school, university, other institution? How many students are in the class? How often will you meet this group of students, and for how long, etc.? nd
Students: Students: 2 grade (age 7-8 ), beginning be ginning English, 23 students in class Setting : Public primary school, 40-minute-English lessons twice a week for 8 months. The teacher has the same students throughout the school year. The classroom is spacious and students already sit in groups of 4. B. Background: What kinds of lessons have immediately preceded this one? Are you expanding a previously learned/practiced point? beginning a new module? offering extended practice? Include anything that will help other teachers understand your lesson.
1) In the previous modules t e stu ents acqu re t e voca u ary or co ours an num ers; big/small; They are familiar with the structure structure I’ve I’ve got/ He’s got..and got..and plural plural – – s. Most of them recognize the written from of the words. No t competent in writing. 2) This lesson offers extended practice on face and body parts vocabulary . On the previous lesson the students listened to a short story and got familiar with the body parts voca bulary: head, eyes, ears, mouth, teeth, nose, arms, legs and the written form of the words. In this lesson students practise the vocabulary and structures through different activities. They’ They’ll illustrate what they read to show they understand.
C . L e a r n i n g O b j e c t i v e s /E /E x p e c t e d R e s u l t s : How will students improve or change as a result of this lesson? Use objectives that describe what learners will be able to DO as a result of this lesson.
A ter comp et ng t e esson, t e stu ents w e a e to 1) recognize spoken and written form of the words for parts of the body 2) accurately identify parts of the body 3) describe body parts in short sentences. 4) apply new vocabulary in previously learnt structures. 5) They will practise listening, reading and speaking skills D. Materials and Sourc es: . Materials: What objects or realia will you need to make or collect? What authentic materials will be used, and will you need to prepare or enhance them beforehand? Will you need any worksheets or written instructions? (Please include a copy of worksheets with your lesson plan.) Sources: List where your materials or realia came from so that others may find them.
Materials: - 1 monster puppet - Colours, numbers and body parts flashcards - Worksheet 1-matching activity - Pictures of monsters - 5-6 blank sheets of paper possible A3 (for the group activity) - Slips with sentences printed (or written by teacher) on p aper in different color. Sources: - Monster puppet from my child’s child’s supply (any toy store can do or the teacher can make one out of cardboard) - Pictures of monsters made by students from other classes. (they can also be printed from the internet, cut out from storybooks, magazines etc. A file with monster pictures will be attached if you need to print them. - Pearson Longman, English Longman, English Adventure 1, flashcards package http://www.english-adventure.net/be/overview-and-components/flashcards.html. But you can use the flashcards from any book or website such as: Colour flashcards http://esl-kids.com/pdf/colors/large-colors.pdf Numbers flashcards flashcards http://esl-kids.com/pdf/numbers/large-numbers.pdf All topics flashcards https://learnenglishkids.britishcouncil.org/en/category/interactive-types/flashcards - Schindler, A. (2006). Channelling children's energy through vocabulary activities. English activities. English Teaching Forum, 44(2), 44(2), 8-12. Retrieved from http://americanenglish.state.gov/files/ae/resource_files/06-44-2c.pdf
E . P r o c e d u r e s / Ti Ti m i n g : List step by step what you will do in class, and what you expect the students to do. How will you provide opportunities for students to talk to each other, for example with group or pair work? Your lesson should be about 40-60 minutes long. Try to divide the steps logically, where the teacher moves to a different activity.
This is a program of the U.S. Department of State, administered by the University of Oregon. Oregon . MOOC Shaping the Way We Teach English. Copyright 2013 University of Oregon. All rights reserved. Phase 1 Lesson Plan Template Page 1
P r o c e d u r e s / Ti Ti m i n g : Use the table below. Each new action by the teacher can be a
separate row in the table if you have enough rows. Remember to do Section F, Reflection, at the bottom of the page.
. . .Teacher does/says
. . .Students do/say
Approxim ate time needed
Teacher brings back the monster mon ster puppet from the previous lesson. Do you remember….? remember….? (Ss named the puppet last time) What colour is it? Is it big or small? T gives the puppet to a student: How many (eyes) has it got? T gives the puppet to another student: Students look at the puppet and answer Can you show me the ears? teacher’s questions. They hold the Has it got a big blue nose? puppet and point. 3 min Game : smack-spin : smack-spin off The teacher sticks flashcards (colours, numbers, body parts) on the board. Divides the students into two teams, each team stands in line, one behind the other, 1.5 m from the board. T calls out a word, the first two students in line race to the board. The first student to smack the correct item Students form teams. Listen to the wins a point for the team. The flashcard is removed teacher calling out words, race to the from the board. The game ends when there is only one board and smack the correct item using flashcard. The team with the most points win. their hand. Go back last in line. 5 min
Teacher gives signal to Ss to return to their seats. Teacher gives out a handout (worksheet 1 ) 1 ) to every student. Explains the activity. - Can you find the picture for ‘ a mouth’ mouth’ ? - Where’s the word ‘mouth’? Let’s match them. - When you finish, compare the sheets with your friends on the same table. Students do a matching activity T observes the work especially when they compare the individually, than they compare their worksheets and gives guidance and feedback. answers among them. Teacher puts students in pairs. - You’re going to do the next activity in pairs. - Turn to your partner. - I’ll give each of you a picture of a monster. monster. - Show the picture to your partner and ask them questions? What’s this? What colour is it? Is it big or small? Each students gets a picture of a Example T-S monster and shows it to their partner. Teacher observes the activity and provides help where They start asking and answering necessary. questions in turns.
5-6 min
5 min
Teacher holds a picture of a monster towards the students. - I’m going to describe the monster you’re you’re looking at. I can’t see it and I might make a mistake. Listen carefully and if I make a mistake stand up-sit down quickly. - Let’s start: I’ve got three yellow ears…I ears…I haven’t got ive arms… Teacher helps organize groups (5 groups of 4-5 students). -We’re going to work in groups and draw a monster. - Each group will get a blank sheet to draw your monster. - Your group will choose 7 slips from my hand; ellow, red, blue, green, pink, white. - You’re going to read the sentences sentences on the slips together and draw the monster. - Read carefully and pay attention to the colours and numbers in the sentences. For an ex. If it says: I’ve got our small teeth- What do you draw? ( Teacher Teacher asks students to mime) - Name your monster - Choose one student from your group to tell us about our monster when you’re done. ( the slips should be in different colours: sentences about nose-yellow, about mouth-red etc so that the teacher doesn’t get confused and one group gets the same body part twice)
Students listen to the teacher. Stand up and sit down quickly if they think the T has made a mistake. 3 min
Students form groups. Follow T’s instructions, mime to show they understand. They choose one member of their group to present the monster to the rest of the class. They read the slips together, help each other, Check and correct their own and their peers’ language. Ss name their monster. 10 min
Teacher rotates among groups and offers guidance. Gives positive feedback. Teacher holds the slips of the group presenting. p resenting. If a mistake has been made, T doesn’t correct, instead reads the corresponding slip aloud, the rest of the class agrees One student from each group stands if it’s correct or not. up, holds the drawing in front of the Ex. class and presents the monster: I’ve monster: I’ve - I’ve got three red arms. What do you think? Has the ot… monster got three red arms? Students listen and make corrections.
5-7 min
Total lesson time (not including preparation of materials) 40 min In the next lesson Ss will describe themselves (write a few sentences) using I’ve got…I haven’t got… Ss use their imagination for the ‘ha ven’t got’ sentences.
This is a program of the U.S. Department of State, administered by the University of Oregon. Oregon . MOOC Shaping the Way We Teach English. Copyright 2013 University of Oregon. All rights reserved. Phase 1 Lesson Plan Template Page 2
F. Reflection - Week 2: How does this lesson demonstrate the use of realia and/or authentic materials and peer or group work? How is this lesson appropriate to the age/grade level of student you are targeting?
In this lesson I use a puppet in revising the vocabulary as I realized that it makes the lessons memorable, creates a link between the object and the word. Pictures of o f monsters made by students in other classes will be used as authentic visual material to reinforce reinforce the direct relationship between the language classroom and the outside world. As the lesson is for young learners whose attention span can be very short and who often find it difficult to sit still, there’s there ’s a a variety of different activities and tasks to accommodate students’ different learning styles. They styles. They work with more than one skill (reading, listening, and speaking). They will revise some of the language through a game which is an enjoyable and powerful learning opportunity. It engages all students and keeps them motivated. They will work in pairs and groups where they the y will have the opportunity actively participate p articipate and learn from one another, self-correct their language and give each other helpful feedback.
This is a program of the U.S. Department of State, administered by the University of Oregon. Oregon . MOOC Shaping the Way We Teach English. Copyright 2013 University of Oregon. All rights reserved. Phase 1 Lesson Plan Template Page 3