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Phase2 Lesson Plan Template Classroom and School
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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 2 Lesson Plan Template Page 1
PHASE 2 LESSON PLAN TEMPLATE
A. Students and Setting
Students:
Grade 6, their ages between 11 - 12 year olds. Students are multinational, from different nationalities
who live in Dammam in Saudi Arabia. Students are from Saudi Arabia, Egypt, Syria, Jordan, Lebanon,
India etc, School is an international school supervised by Saudi Ministry of Education and accredited by
Cambridge. Students' selection criteria depend on sitting for entry exam and exit exams. Level of
English Beginner. Practice English Unit 2
Setting:
Private language school where students are studying English as a Foreign Language as first
language. Students have access to a multi-media lab where they can scan images, use
computers for writing, create PowerPoint presentations, access the Internet, etc. There is a
whiteboard, TV, and VCR in their classroom. Classes are 45 minutes long and meet 3 times a
week.
B. Lesson Background:
In this lesson, students will be introduced to and play games to review classroom furniture and
objects. They will sing a song or watch a video with which they will practise either classroom
language or using must and mustnt to talk about rules, and either role play being the teacher
or write rules for their ideal school. Then they will do a survey about school subjects and look at
different rooms in a school and activities which are happening there. Finally they can design
their own school uniform and bring all their work together in the form of an ideal school project
poster.
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 2 Lesson Plan Template Page 2
C. Learning Objectives/Expected Results:
To practice (depending on stages chosen):
vocabulary: words connected to school, school objects, rules, subjects, rooms and uniforms
structure: Have you got ? and Can I have ?, must/mustnt for rules, be good/bad at,
present continuous
skills: integrated skills (listening, speaking, reading, writing)
D. Materials and Sources:
Materials
Smart Board
Coursebook has the meanings for new vocabulary and exercises to let students apply and
complete.
Pictures
A copy of PPT attached.
Sources
British Council Learn English Kids
Game: Classroom label the picture
http://learnenglishkids.britishcouncil.org/en/word-games/label-the-picture/classroom
Game: School find the pairs
http://learnenglishkids.britishcouncil.org/en/word-games/find-the-pairs/school
Game: School multiple choice
http://learnenglishkids.britishcouncil.org/en/word-games/multiple-choice/school
Game: School hangman
http://learnenglishkids.britishcouncil.org/en/word-games/hangman/school
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 2 Lesson Plan Template Page 3
E. Procedures / Timing:
Teacher does/says . . . Students do/say . . . Approximate Time
Introduces the topic by playing the label the picture game. Play the game and explain any new vocabulary by pointing to the same thing in their classroom. Is their classroom similar to or different from the ones in the games?
Depending on their level, either prepare labels in advance or ask students to write them themselves. Then they go round and stick the labels on things in the room.
- Students look at the picture and start to do the task. - 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.
10 mins
Classroom objects
Show students the flashcards
one by one. Do they have the
same thing in their bag or on
their desk? Ask them to find it
and hold it up.
Now play a drilling game.
Show them two flashcards. Hold
one out in front of you, say the
word and students repeat. Do
the same with the other card.
Now slowly alternate between
each card, holding one out in
front of you and then the other,
with the students saying the
word. Gradually speed up how
quickly you alternate, until its so
fast the students cant keep up.
When students are confident
with the vocabulary, play the
school find the pairs game with
the students in teams.
Students look at flash cards and try to find a match or similar to identify the meaning. Students listen and repeat in chorus to learn new vocabulary Students listen again and try to check their guessing about each spelling for each word
Students play the school find the pairs game in teams to compete with other teams
15 mins
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 2 Lesson Plan Template Page 4
group project
To bring the work done all
together, provide students with
large colored paper.
You might like to ask students to
add other aspects of their school
to the poster. For example, they
could write a leaflet for parents
saying why they should send
their child to the school, or they
could design a timetable for the
students.
- Students are divided into groups of three and are asked to match each word with the right picture.
They can stick their room plan of
their ideal school in the middle, then
think of a name for the school. They
can design the name, the emblem
and the motto of the school and
stick it at the top of the paper. Then
they can also stick the uniform they
designed and the school rules they
wrote on the paper to produce the
poster of their school.
Students give answers by displaying the schools around the room. Report back individually when called upon by teacher. Partner may mention what was discussed in pair work.
15 mins
Round off activity
Play the school hangman
game to review lots of the school
language covered in the lesson.
- Students are divided into groups of three and are asked to play hangman. - Students exchange information within their groups. Report back individually when called upon by teacher. Partner may mention what was discussed in pair work.
5 mins
F. Alternative Assessment: As I circulate among the pairs and groups I will make notes on how students engaged, reply and talk with partners. 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.
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 2 Lesson Plan Template Page 5
NEW FOR PHASE 2 G. CLASSROOM MANAGEMENT In order to manage the classroom, I have given a sheet where they can write down the names of people in their group and what story they will do. This will help me keep track of where everyone in the class belongs and what tasks they should do. Having students choose their recorder gives them a sense of involvement with the group process. Having just the recorders report back will ensure orderly responses to my questions. In later class sessions, I will make sure the role of recorder is given to other students in turn. H. EXTENDED REFLECTION - Phase 2 As I have mentioned in my Phase 1 lesson:
The student project will use authentic material in the form of online and other resources
designed for school and classroom, and it has learners work in teams. I give them material to
use. This time they will be doing authentic material in the library, on the Internet, and in
interviews with personalities in their community. Their preparation will allow them to use
more skills.
This lesson also gives students more responsibility than they have had before as they
manage work in their teams painting. The project will produce authentic materials that can be
used as models by other students in other English classes. The lesson is appropriate for these
students because it mirrors the kind of work they might do in creating materials related to their
school.
(a) Changes from Phase
1: This lesson integrates previous readings with speaking in a small group, so it integrates different skills. The lesson includes alternative assessment during the group activity and individual interviews. This will help me find out which students need more individual help with reading or speaking assignments. I have added here an informal assessment checklist with names of students and the vocabulary or grammar they will need help with. For classroom management, I have added a note that the recorder and other roles in the group will change with each meeting of the group. This will give students with different levels of proficiency a chance to have a turn at writing and reporting back, editing, costume-making, etc. This takes into account individual learning differences, but encourages students to try things that may not be their strongest points. (b) Additional elements in Phase 2:
I take into account learning differences by grouping stronger students with weaker students. This way the groups are balanced and the weaker students can learn from the stronger. I want students to use their individual strengths and preferences during the creation of the plays, but I also want them to practice other roles and get used to contributing to the group in different ways. So students who are good at writing and editing will in subsequent lessons have a chance to swap with students who are visually or handicraft oriented and might want to just stay with
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 2 Lesson Plan Template Page 6
making costumes. With younger classes, I would let them keep the same roles throughout this process, but have them later try different roles in another project. Since the recorder will change in each group meeting, learners with different proficiency levels will have more chance to write and speak. In order to manage the classroom, I would allow the students in groups to choose their own recorder. Only the recorder will report back. In later classes, the role of the recorder will rotate to other students. The sheet with names of people in the group will help me keep track of all the students. Also, I will mix the groups so that stronger students can help weaker students. This will balance the groups and ensure that everyone can participate fully.