PHASE 1
LESSON PLAN
At the Zoo
Name: Natalya Tuzova
A.
Students and Setting
Students: Fourth grade (ages
9-10);
Beginner EFL level; all of
students are Russian speaking.
This is a class of a small
village public school where 100 children study. There are 9 students in the
class.
The teacher has the same
students. English is the only foreign language which is taught at the school.
English is practiced in 40-45 minute lessons twice a week. It’s learning for
three years.
B.
Lesson Background:
In previous lessons, students
have already learned about some wild animals, living in different countries,
their characteristics, tastes, actions, using Present Simple and Present
progressive, read short stories, and poems in English about animals, their
journeys. In this lesson students will practice their language skills
(reading, writing and speaking) and to make posters about the Zoo. Students
will be placed in groups of 3-4. Each group will collaborate create a poster,
where they have to point which animals live at the Zoo, their habitats, tastes;
what time is it open, closed; how much is it for children/ adults; Zoo rules
and other information. At the end of the lesson the groups will present their
own work. In the next class, students will tell and write about their virtual
trips to their classmates’ Zoo/ Park: what they did and saw at the zoo/in the
park, using Past Simple tense.
C.
Learning
Objectives/Expected Results:
By the end of the lesson students
should be able to review and extend their knowledge of animal vocabulary, to
talk about animals; organize their own work using an instruction, to write
about the Zoo and present it.
D.
Materials and Sources:
Materials: Flash cards, pictures,
cards with description of some animals, Pine Walk Koala Park poster, worksheets
with instructions, paper and pencils, markers, clue.
Sources
1.
http://www.teachingenglish.org.uk/?utm_source=te_medium=headertab&utm_campaign=teachingenglish
2.
http://www.teachingwebsites.co.uk/
3.
Integrating technology in the foreign language classroom:
Identifying pedagogical goals, objectives & outcomes. Retrieved from:
http://web.cortland.edu/flteach/mm-course/goals.html.
4.
http://www.lessonplans.com/
5.
http://www.podcastsinenglish.com/pages/freesample.shtml
E.
Procedures / Timing:
|
Teacher does/says . . .
|
Students do/say . . .
|
Approximat e Time
|
|
Present Pine Walk
Koala Park poster Ask:
1.
Which animals can you see in the park?
2.
Where can you have a picnic?
3.
Who can you meet?
4.
What time is the park open?
5.
How much is it for a child?
|
Look, read and answer.
|
5 min.
|
|
Ask: Have you ever been in
our local Zoo? Which animals have you seen there?
|
Answer the questions; name the animals they have
seen at the Zoo.
|
2 min
|
|
Places students in
groups of 3-4 lower level students are placed with higher level students who
can help them. Assemble in groups at a table made of desks pushed .
Say: Today we are going to
manage the Zoo. But we should decide which animals will live there.
|
Read descriptions, go to the teacher’s table and
choose the pictures.
|
5 min
|
|
Have put different
pictures of zoo animals on the teacher’s desk, board. Give the students a
handout with their descriptions. Say: Choose animals for your own Zoos on
their descriptions.
|
|
|
|
After students return to their seats:
Say: Now you should make a poster where you will write about your
Zoos. Use your
Imagination to do your Zoos more attractive and amazing for your
visitors.
Let’s get started! You can write as much as you
like in any order.
Just get some ideas down. Let’s brainstorm! Then circulates to each
student group 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.
|
Begin to write/brainstorm, make a poster.
|
10 min
|
|
Say: Let’s stop for a moment and share what we have written. Please
discuss to your partners what you will tell about your Zoo to invite more
visitors.
Circulates as students share in groups; discusses their ideas and
encourages them to speak in English to their partners.
|
Stop work and talk to partners.
|
10 min
|
|
Please pink your posters to board and present them.
Think some more about your posters when you get home.
|
Report about works, tell about their Zoos.
|
10 min
|
|
What else do you want to say about it?
|
|
|
|
Says: Very good. Next time we will tell about our visits to the Zoos.
Please make sure that everyone has a part to work. Reporters, please give me
your posters before you leave.
|
File pictures and notes into portfolio as they
leave the class.
|
3 min
|
F.
Alternative Assessment:
For this class period and as the
teacher circulates among the groups, she will make notes on how students talk
with partners. The teacher uses a simple checklist of student names to keep
track of which students have spoken in the group, who didn’t speak up in the group.
The teacher will help students
with vocabulary and phrasing as they speak to the group. She will also take
notes on phrase or expressions that students have difficulty with. Later, the
teacher will decide, based on her notes, whether to work further on vocabulary or
review some grammatical structures important to the students. The posters and
pictures with descriptions will eventually become part of the students’
portfolio.
G.
Reflection – Phase 1:
This lesson integrates previous readings with
speaking in a small group. So it integrates different skills: reading, writing
and oral performance. The lesson includes formative assessment during the group
activity. This will help me find out which students need more help with
reading or speaking.
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