Lesson Plan 1
A .STUDENTS AND SETTINGS
Fifth grade ( ages 13-14); pre- intermediate ESL. Children have no exposure to English outside of class. There are 13 children in the class. English is practiced 45 minutes three times a week. They have been having English from 8 years old.
This is a Secondary School where I have three lessons a day with different children.
B .LESSON BACKGROUND
Students are reading a love story. In previous classes they have read a classical story . Students have learnt some words about each story they read. They have listened to them and have done some grammar exercises previous lessons.The learners have read the interesting stories and discussed them in pairs and in groups. I am expanding a previously learned point. The following this lesson I will suggest children written practice according the topic as a homework. This is a reading lesson. It is the fourth lesson in the topic.
C. LEARNING OBJECTIVES/EXPECTED RESULTS
The aim of the lesson is to expand students` vocabulary, to tell a love story according a plan (enclosed) .This lesson in the series of activities leading to students` creative writing about love , based on the text they have read. They will write their own real story as a homework. They will be able to use new vocabulary, their oral performance during the discussion. Their creative writings will be evaluated by their peers and their teacher. The lesson will allow students to express their attitude to the topic, their thoughts and maybe feelings.
D.MATERIAL AND SOURCES
Paper and pen. Students` Book a, plan for retelling( handout made by teacher), pictures for describing, СD
Michael Harris, Anna Sikorzynska, Maria Verbitskaya, Irina Shishlova Choices Pearson Education Limited 2012-133c-34c
Approximate Time Needed
Shows some pictures
Says:Look at the pictures
-What can you say about them?
-What do people feel?
Warms up students, motivates them for working.
Encourages students to use English in replies.
Have you read love stories about ?
Have you watched films about love?
Would you like to read? I promise it will be very exciting.
Give their answer and predictions.
Respond with something about their own stories.
Says:But before reading we are translating some words for better understanding.
SB ex1 p34
Go out with somebody, fall in love with somebody, meet somebody, get married, go on a date, get on well with somebody, ask somebody out, get engaged ( they are in the SB)
I`d like you to work in pairs. I will come around and help you.
Helps students with translation.
Checks up the translation.
SB ex2 p126
Read the title of the story. What do you think the story is about?
Read and listen to the story. Answer the question.
How did Michael and Juliet meet and get engaged?
Translate the words in pairs
Read the title, predict the content.
Listen to the story and try to answer the question
Says: Now we are coming to our reading.
You are reading the text individually. Than you are making up a sinquan about the text in groups using the algorithm. I will come around to help you.
Assigns students to teams (3 persons), mixing levels and abilities.
Circulates around groups to make sure the story is being read; and each student has taken part in making up a sinquan .
Determines which students have difficulty reading the story, helps them to make up a sinquan
Read the story individually
Form teams with teacher`s guidance, and pull chairs together to read.
Make up sinquans.
( a noun (topic)
A synonym of the first noun
Says:Now you know what the story is about. So, try to retell it using your sinquan
Tell your another story you read or watched
Retell the story (using a sinquan)
Helped contacted agreed
Michael and Juliet have just got married.
Says: Use the plan (enclosed)and write your own story about love.(use stories you read or watched earlier)
Write the homework down and ask question they have.
Plan for creative writing
1. I read a love story.
2. It was about…
F. ALTERNATIVE ASSESSMENT
For this class, the teacher will make a note of students` reading and speaking. She will help students with vocabulary and phrasing as they speak t.She will check individually with students who had problems with reading and speaking. The teacher uses a simple checklist of student names to keep track of which students have read and spoken.
This lesson integrates reading , speaking and making up sinquans in a small group. So it integrates different skills: reading, oral performance and writing (as a homework). The lesson includes alternative assessment during the group activity and later when I speak individually with students who couldn`t read. This will help me find out which students need more help with reading and speaking assignments. I will keep track of the students who need more help, and check later in the term to see their progress.
This is a new lesson plan.
In the lesson plan I used differentiated instructions when I explained how to make up a sinquan.
.As all the groups are mixed, so I suggested to higher level students help those who had difficulties.
Students worked together and taught each other. So they listened
to their peers` answers and could evaluate them. I organized the class, observed the pair work, group
work and individual work. I could control students` discipline, too. All the learners were quite busy at
the lesson. They had no time for misbehavior. The students were interested in the topic. Some pictures kept their motivation. Different
types of work at the lesson kept their motivation, too. They didn`t notice when the lesson was over.
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