Lesson Planning
Studying a Lesson Plan LESSON PLAN Date : 17th June, 2005 Time : 11:00am ? 12:10pm (1 hr 10 mins) Class : 3A (36 students) Aims: To encourage students to participate in pair work and group work in order to solve a puzzle based upon listening to information from a tape. Ss will have the opportunity to work together and share opinions on their choices. The Ss will also be exposed to new vocabulary items and be able to express agreement and disagreement. The lesson is designed to take an integrated approach to the teaching of listening, reading, writing and speaking.
Objectives: Language form and use: By the end of the lesson, students are expected to be able to i) develop a better vocabulary bank, in particular on the names of animals and how those names are pronounced ; and ii) use phrases that they have learned in previous lessons to express personal opinions and to provide reasons and justifications. Language Skills: By the end of the lesson, students should be able to i) state reasons and justifications with the help of prepositions, comparatives and superlatives; and ii) express agreement and disagreement in group discussions as well as reasons for their decisions; iii) Ss will also listen to a tape recording containing information necessary for the completion of the task and write down key points for later use in the task.
Students’ Prior knowledge: Students have learned a) how to use prepositions of direction and place; b) how to express their opinions using phrases such as “I think…”. “In my opinion…”, “I feel that …” ; c) how to agree and disagree with peers using phrases such as “I think you are right…”, “Yes, that sounds right. I agree…”, “I am sorry but I can’t agree with what that…” ; d) how to give reasons to support their views using terms like “because” , “since” and “as.” Anticipated Problems and Possible Solutions:
1
Lesson Planning Students may have problems with some of the words in the layout (e.g llama, pelican etc) so the T will have a picture of each animal to help reinforce comprehension. Students may have problems pronouncing the animal names so the T will model the words for the class after they have been asked to pronounce each one. Teaching materials and aids : Blackboard , Cassette recorder Photos of certain animals, tape, handouts of zoo Layout, evaluation sheet
Extended task:
Students who complete the task earlier than the given time will be asked to think of another change that has happened to the zoo and then provide this to the class as an additional puzzle to solve.
Follow-up:
In the following lesson, the teacher will revisit some of the language structures featured in the discussion of the zoo problem. The teacher will also prepare feedback on errors made in the group discussion on both language form and use as well as language skills.
2
Lesson Planning
STEPS Start T enters the class and asks the students to put away their books. T walks around the class. Lead in/Set T asks the class if they have ever visited a zoo either in Hong Kong or overseas. T asks the students to take out a piece of paper / use a page from their class notebook. T asks the class to write down as many animals as they can think of that would be found in a zoo. They are asked not to show their words to their neighbour. T sets the time limit using a timer. Step 1 T tells the class that their time is up. T invites Ss to share their answers in pairs. Step 2 T elicits answers from students by randomly calling out names from the class. T puts words on blackboard and asks Ss to spell unusual vocabulary items (ie. hippopotamus) T helps to clarify the different animals so that Ss understand. T asks Ss to write down the words in
CLASSROOM TIME/DURATION PURPOSE ORGANISATION T>C 1 min ? To gain Ss’ attention and to ensure that Ss are prepared for the lesson
T>C C>T T>C Ss on their own
1 min
? ? ? ?
To arouse interest and elicit prior knowledge from the Ss
2 mins
? T>C Ss > Ss 1 min
Teacher is giving students a chance to share their ideas. This allows them to feel more secure before providing answers to the whole class. It encourages peer support.
T > Ss Ss > T
3 mins
T>C
3
Lesson Planning
their vocabulary books as they appear on the blackboard.
Step 3 T asks the Ss to predict what they are going to do in the lesson. T then tells Ss that they are going to be zoo keepers and that they have a puzzle to solve at work. T asks Ss to suggest what a zoo keeper does every day. Step 4 T distributes the handout to Ss. T gives one handout of the zoo layout between two students. T asks Ss to read the zoo plan together. T asks Ss to name any animals that are on the handout but which were not mentioned in the class brainstorming (see Set/Lead in). The T elicits the pronunciation of each animal name and models the word for the Ss. Step 5 T tells Ss that they are going to listen to a tape recording which will give them information on the changes taking place at the zoo. The Ss are asked to write the information down on a separate sheet of paper. T checks to see if Ss are ready before
T > Ss
1 min
Ss > T
2 mins ? By giving one handout between 2 students, the teacher is facilitating cooperation between the students (if they both have the same copy, there may not be the need to communicate with each other)
T > Ss Ss as I Ss > T
2 mins 2 mins ? ? ?
T > Ss
1 min
4
Lesson Planning
playing the tape. Step 6 T plays the tape and watches the Ss as they write down each instruction or piece of information. After two pieces of information have been given, the T pauses the tape and asks the Ss to relay what they have heard. This continues until the tape finishes. Step 7 T asks Ss to compare their notes with their partner. T walks around to monitor. Key words and notes are placed on the blackboard. Step 8 T asks Ss to work in pairs to rearrange the zoo animals according to the information on the tape. T sets the timer for 5 mins and walks around the class Step 9 After the timer has rung, the T asks pairs to team up with another pair to form a group of
  4. Each group is asked to compare their answers and agree on a final plan. The timer is set for 5 mins. Ss are reminded to give reasons for their choices. Step 10 T gives each group a larger copy of the zoo layout and a marker pen. The
T>C
12 mins
T>C Ss > Ss
3 mins
Ss > Ss
6 mins
Ss > Ss
6 mins
T>C
5 mins
5
Lesson Planning
Ss complete the new layout and then put their posters on the blackboard. Ss are asked to rehearse their oral presentation. Step 11 T invites one or two groups to suggest an answer. Ss to look at the different posters and point out any correct or incorrect plans. Ss are encouraged to explain why some answers may be inaccurate. Step 12 T consolidates the activity by providing the suggested answer and inviting questions and comments. Feedback on Ss answers and participation is given. Step 13 T distributes an evaluation sheet which encourages Ss to reflect on their experiences of working within a group and on the task. Ss are asked to identify something which they felt positive about in their performance and contribution as well as something they would like to improve for next time. T collects sheets at the end. Step 14 T thanks the Ss for their work and reminds them what they will need for the subsequent lesson.
C as I ? T>C Ss > C 6 mins ?
T is able to involve the whole class in giving feedback to students on their work. Peer correction is encouraged with students actively involved in the feedback stage of the lesson
T>C Ss > T T > Ss T>C C as I
5 mins
5 mins
? T > Ss 1 min ?
T signals the end of the lesson providing positive reinforcement for the students. Focuses them for the next English lesson
6
Lesson Planning
7
 

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