Video Viewing Guide C1W1.docx

PHASE 1 LESSON PLAN TEMPLATE A. Students and SettingStudents age18 - 22

grade level Level 4A / Intermediate Level

previous English experienceLevel 3A/B

type of institution, After high School, Vocational for Oil and Gas Apprenticeship Program

number of students in the class15

class meetings per week35

length of each class meeting50 minutes

Students:

Young adults aged 18 to 22 years old Levels (Level 2, high beginner, Level 3 pre-intermediate, level 4 / pre-intermediate, Level 5 high intermediate) language proficiency. Students are Saudi national, graduates from Saudi governmental High Schools. Students' selection criteria depend on sitting for a placement test, majority of students levels are at high beginning level. The program is an Apprenticeship for Oil and Gas industry; it is a mix of Employment English and English for Academic Purposes.

Setting:

SPSP Saudi Petroleum Services Polytechnic vocational Institute is a governmental institute in Dammam in Saudi Arabia. Students are studying English as a Foreign Language for higher level to move to study vocational and technical specialisms needed for Oil and Gas industry and companies such as Saudi Aramco. As up on completing the program apprentices will join their workplace in Saudi Aramco and other oil and gas companies which are multinational companies, English is main language for communication. Some adults may intend to go to another country to study.

English classes have a number of 15 trainees per each. Students have 8 periods a day; each period is 45-50 minutes. I teach 25 hours per five days a week, Sunday to Thursday. I meet my students 5 times a day teaching different skills in addition to some key skills as safety. I teach students according to pacing schedules Listening, Speaking, Reading, Writing, Vocabulary and Grammar. Students have one lab period with internet access with use of instructional web based software (Global English) for extra practice that support blended learning approach. Students are expected to do homework outside of class as well. They have Internet access outside the class for homework and portfolio submissions.

B. Lesson Background:Students are working on their vocabulary and reading skills. The book is Vocabulary and Reading for Oil and Gas industry by Saudi Aramco Curriculum development department. This lesson sequence combines both. This lesson is a beginning for Lesson 1 Oil Spills. Part A is vocabulary overview. Part B is some readings to practice new learnt vocabulary in context. I begin this lesson with part for 1 period (50 minutes).

By the end of this lesson students will learn new vocabulary, read, and speak about:

oil spill accidents

How can an oil spill happen?

Where do most oil spills occur?

Whats the largest oil spill Saudi Aramco has ever had to deal with?

What kind of damage does an oil spill do to the environment?

C. Learning Objectives/Expected Results:Students will apply vocabulary and collocations they have learned through some readings about oils spills. Listen to words related to oil spills

Repeat and memorize words related to oil spills

Identify and recognize the meaning of words related to oil spills

Complete and apply vocabulary related to oil spills in exercises. Read for main idea, gist and comprehension Students will listen to new vocabulary related to oil spills lesson. Then they will repeat and read the new vocabulary. They will work in pairs to pictures to identify their meanings. They will then work in pairs to evaluate each others answers before delivering an oral presentation of their answers about pictures. In this part of the lesson they will begin complete and apply vocabulary related to oil spills in given exercises.

D. Materials and Sources: Materials

Smart Board

Coursebook has the meanings for new vocabulary and exercises to let students apply and complete.

Pictures

PowerPoint Lesson Plan PPT that has objectives and instructions for all activities. Also students listen to vocabulary first and then try to match each one to shown pictures.

A copy of PPT attached.Sources1. Vocab& Reading Coursebook

2. Merriam Webester Online Dictionary, download audio

3. Microsoft Office PowerPoint Software

4. iSpring software to convert PowerPoint Slides into flash

5. Google images for pictures

E. Procedures / Timing: Teacher does/says . . .Students do/say . . .Approximate Time

- Teacher greets students.Seats students in groups of 4-5.Sends students to table with new vocabulary meanings and pictures.

Please look at main picture page 1 figure 1.1 for 2 minutes and describe it. Lets get started! Lets brainstorm!can you tell me what do you see, what is this picture about? Circulates as students share in pairs; discusses their ideas and encourages them to speak in English to their partner.- Students look at the picture in page 1 and try to talk about it.

- Students work in pairs to check their answers. Check each student pair to ask if they need help, and encourage them to just say phrases or ideas to begin with; helps with vocabulary words needed.Students give answers individually.5

OK, lets listen to vocabulary for oil spills, audio only, no vocabulary. Click on audios for vocabulary

OK, lets listen again to vocabulary for oil spills with vocabulary shown on the slide. Click on audios for vocabulary

Students listen and try to guess the spelling

Students listen again and try to check their guessing about each spelling for each word10

OK, lets look at some pictures to identify the vocabulary that match. Circulates as students share in groups; discusses their ideas and encourages them to speak in English to their partner.OK, lets stop for a moment and share what we done.Calls on several students to talk about their ideas.Encourages them to use English as much as possible to express themselves.Asks partner if they have anything more to add about their presenters ideas.

- Students are divided into groups of three and are asked to match each word with the right picture.Students give answers individually.15

- explain that the examples will help them understand the meaning of the words.

Ask students to go to excerciese pages to do T or F, Choose and Fil in the gaps exercises in groups.

Calls on several students to talk about their ideas.Encourages them to use English as much as possible to express themselves.Asks partner if they have anything more to add about their presenters ideas.Makes notes on topics and comments from students and their partners for evaluation and to decide who will need further help.- Students are divided into groups of three and are asked to answer tasks.

- Students exchange information within their groups.

- Students work in pairs to check their answers. Students help each student to ask if they need help, check what they are writing, and encourage them to just write phrases or ideas to begin with; helps with vocabulary words needed.Report back individually when called upon by teacher.Partner may mention what was discussed in pair work.15

Wrap up the new vocabulary through listening and spell the words.

Please put your pictures and brainstorming notes into your portfolio binder so that you can find it quickly tomorrow.

Think some more about your picture when you get home. What else do you want to say about it?File pictures and notes into portfolio as they leave the class.5

F. Alternative Assessment:As I circulate among the pairs and groups I will make notes on how students talk about their own and their partners brainstorming, using the informal assessment checklist (see below). I will help students with vocabulary and phrasing as they speak to the group. Later, I will decide, based on their notes, whether to work further on vocabulary. The brainstorming papers and picture will eventually become part of the students portfolio binders; so that they can themselves see how their vocabulary developed over the course of several weeks.

The brainstorming papers and picture will eventually become part of the students portfolio binders, another form of alternative assessment, where students can see for themselves how their ideas developed over the course of several weeks. For later writing assignments, the teacher will develop checklists or rubrics to help students analyze their own and their peers' writing.

During the oral reading of the students' work, the teacher will encourage students to note what is positive about the writing/brainstorming so that the peer assessment will give students an idea where their strengths are, and can develop those parts further.

Informal Assessment ChecklistStudent name Vocabulary/grammar needed

G. CLASSROOM MANAGEMENTThe teacher gives clear instructions about what learners are to do. At the beginning of class, students are seated in groups of 4-5. They will go to the picture files by group to select their own pictures. At the end of class, they will also return their pictures and writing to the portfolios, proceeding group by group. This classroom management will make for a more orderly beginning and ending to the writing task. Groups waiting to collect their picture and brainstorm materials will read quietly in their seats. This is not the first time they have worked in the learning center, so the students know the classroom routines that the teacher has established.

The teacher circulates to be sure that everyone is on task. This way, she can also be proactive in dealing with any behavioral or other problems that may arise. Also, the teacher encourages pairs to swap partners if they finish early. This means the use of class time is more efficient.H. Reflection - Phase 2(a) I revised the assessment section to include a checklist for the teacher's informal evaluation of what students may need to work on later. I also included a note that the teacher will encourage positive comments from students as they perform a peer assessment of each others' work. This will help students realize what is good about their work and what can be developed further. I added the use of groups to classroom management, in addition to pair discussions within the groups. This will make the class more orderly when students go up to select a picture at the beginning of class, or put their work away at the end. During the class, students can create different pairings to use class time more effectively.

(b) This writing assignment usesintegrated skills(writing, speaking, pronunciation, listening), and allows students to express themselves as they fulfill the assignment. They use brainstorming, which lets them be more creative as they first develop ideas for their topic. They talk to each other about their ideas to help develop them. They will become more aware of the vocabulary they need as they talk about their essay, story, or poem, and then write.

Alternative assessmentwill be formative, and the teacher will get a good sense of how their vocabulary and sentence structure develops during the oral activity and then in writing the brainstorming ideas. Also, the teacher will encourage comments about positive aspects of the brainstorm session so that students will learn more about what is good in their ideas/writing. The students use peer assessment in reading and marking each others' papers. This also helps them learn by doing. The portfolios of student collected work is another form of alternative assessment, where students can see for themselves how much they have progressed.

Having students work in groups allows them a quiet and orderly start to the class, rather than having everyone jump up together and mill around to select pictures or put their work away. Soclassroom managementshould be less of a problem. Also, having students swap partners within the group will allow more efficient use of class time and will keep students talking.

Students can show theirindividual learning differencesby selecting different genres or styles of writing to use in responding to the picture prompt. As students write, I will circulate around the room to see if anyone needs help with vocabulary or grammar, but I will try not to interfere with the writing process, and will encourage them to get down ideas at their own level. I will not expect all students to have the same writing skills. This is a program of the U.S. Department of State, administered by the University of Oregon. Paths to Success in English Language Teaching. Copyright 2015 University of Oregon. All rights reserved.

Phase 1 Lesson Plan TemplatePage 1