LESSON PLAN 1

LESSONPLAN 1

NameProfessorCourseDate

PresentContinuous Strands

BACKGROUND:

Context:Saudi Arabia

Al-Manarat international school

Course/level:6thgrade, one-hour class

Students: 20 students of ESL students who share the same L1.

Overallcourse goals: to teach students how to form sentences usingcontinuous strands.

Texts/materials:Pictures, Sentence Strips, list of non-action verbs, worksheet

Lessonaim(s): by the summation of this lesson, students are expected tohave a grasp of how statements are made using present continuousStrands. Theproffered English outcome for the mini unit aligns with the requiredstandards and outcomes.

Learners should have the abilityto write and read correct form of presentcontinuous Strands

Previousclass work/what do Ss know that prepares them for the lesson:Previous knowledge acquired during the formation sentences will beessential for this lesson.

PROCEDURES:

Activity/

Timing

Objective(s)

Materials/

Equipment

Step-by-step details

Interaction/

Seating

Contingency plan/ other notes

  1. Warm up and review/5-10 minutes

This activity uses previously taught content to start a new session. Reviewing simple present sentence formation.

Pictures of example of sentence strands and their structure.

T: “Today, we will use images/pictures of individuals performing tasks to demonstrate how meaningful and fluent strands are created. Be attentive please.

Ss:

To show understanding of the message being expressed in the images.

Normal class seating

The teachers will make use of the teacher’s computer to gain access to the online notes and presentation she has previously prepared. Otherwise, he/she may come to the class with printed notes available from her own records.

  1. Introduction/5 minutes

Putting the focus of students on the lesson-asking queries, using visuals.

Uttering the objective and recounting the objective to the preceding lesson.

Sentence Strips

T: Hand over phrase strips using the present continuous. Each student should have a strip for him/herself.

The sitting arrangement will be as usual each student on their desk.

In case there are no strips, it is possible to use notepads with all the intended sentences for the lessons.

  1. Presentation/ 20 minutes

Preamble of fresh information by using different strategies Realia, visuals, written text, explanation, or descriptions. Tutor checks for student understanding through the use of new terminology-grammar structure-life skill-pronunciation

Realia

T: “first, let me act out a sentence to illustrate what you should do in return. Then, I will ask each one of you to tell me the meaning of the sentence and how it can be applied. You will all do the same in order to be attentive.”

At the same time the tutor will ask the class members “what is he doing?”

Ss:

(a). Learners to act out their sentences as par the strips allotted to them.

(b). Then they would try to interpret the meaning of the same sentences.

Verbal Kinesthetic. All student desks should be arranged in a face to face for ease of communication amongst them.

The instructor is advised to bring his/her laptop or tablet to the classroom just in case he/she may need additional information.

  1. Non-action verbs 10 minutes

Identify the verbs that are not usually used in the continuous form.

  1. List the verbs that cannot take the –ing form.

  2. Learners are anticipated to execute the task on the given worksheet.

*The teacher should explain that there are some English verities where adding –ing to non action verbs to form present continuous forms is considered grammatically correct.

(Like in Hinglish)

  1. Practice/10 minutes

Opportunities to put into practice the new acquired knowledge are allowed. This session is conducted through materials and may be comprised by individuals, pairs, small group, or whole group. The tutor creates every activity, supervises progress as well as provides feedback.

T: “students please put into practice writing sentences on the board as well as your workbooks.”

Ss:

Write sentences on the board to illustrate their understanding to the class. As a take home assignment, students are required to come up with sentence strands accompanied with full explanations of their respective meanings.

Normal class seating arrangement

  1. Evaluation

Involves an assessment of each student on attainment of lesson objectives. The assessment can be written, oral, or through illustrated performance

The teacher will go round looking at students’ workbooks to see how well they have understood the lesson.

Ss:

To prove their comprehension of the lesson, every student is supposed to offer his/her own example of sentence in verbal form.

Should have printed notes in case need of referring to the class lesson arises.

  1. Application/Closure/ 5 minutes.

This activity needs learners to come up with new information regarding their own lives or a new circumstance.

T: “At the moment, we will reflect on what we have learnt throughout this session by discussing among ourselves the various aspects of sentence formation.”

Ss:

(a). “To form study groups and discuss the lesson so far. This activity may be achieved through verbal practice as well as written form.”

(b). “Offer help to each other for further understanding and to improve group discussions.”

Formation of four groups consisting of five students each. The groups are randomly selected.

.

  1. Self-Evaluation

To establish the instructor’s experience gained from the lesson.

The teacher indicates the experience he/she had with the class. This may include feelings about the lesson, observations, challenges overcame and recommendations for the next lesson.

LESSONPLAN 2:

Britishvs. American English

BACKGROUND:

Context:Lebanon

New Horizon ESL private institute

Course/level:High-intermediatelevel, 45-minutes class

Students: 20 adult ESL students who share the same L1 (Arabic), some of thestudents are planning to go overseas looking for immigration andstudying abroad opportunities.

Overallcourse goals: Toexpose the students to the various English varieties.

Toeducate leaner’s on how they can identify the discrepancy betweenverities of English (British vs. American)

Toidentify the major differences in word spelling and pronunciationbetween American and British English

Texts/materials:Map,British- American English Glossary, Handouts, Projector, internet,YouTube videos.

Lessonaim(s): Students are expected to learn the words and pronunciation ofAmerican English Vs. British English. In addition, they will watchvideos and be exposed to different varieties of English

Previousclass work/what do Ss know that prepares them for the lesson: Forthis lesson, the students are asked to use their previous knowledgeon word formation, function and pronunciations to understand thecontent of the current lesson.

Activity/

Timing

Objective(s)

Materials/

Equipment

Step-by-step details

Interaction/

Seating

Contingency plan/ other notes

  1. Warm up and review/5-10 minutes

To ascertain if the students understand the concept of different versions of one language.

Map

Teacher “How many languages spoken in the world?”

“How many varieties of the English language that you know are spoken in the world?”

“Do you think that the English language is spoken differently in different countries?”

“Is American English different from British English?”

After discussion the teacher will explain how English differs in form of spelling, pronunciation and articulation in different countries.

The sitting arrangement will be as usual each student on their desk.

*The teacher should go over both the American and British English glossaries.

  1. Introduction/15 minutes

To ensure that the students are able to identify and describe the differences between British and. American English words.

British- American English Glossary

Handouts

Ask the students to go over the glossary.

Allocate handout #1: “As students you are asked to read the sentences aloud. Kindly students can I know whether you are not understanding any sentence for interpretation.” (If yes, the tutor should continue. If no, interpret the meaning of the sentences as required). After this, you ask the class to identify the differences in turns until the whole handout is completed.

The teacher will go round looking at students’ handouts to see how well the content has been understood.

  1. Spelling/15minutes

To elaborate to the students the differences in spelling between American and British English and the factors that make it different.

Projector, internet, YouTube video

The teacher will ask the students to watch the video, prepare notes and write them down in terms of American and British English.

  1. Evaluation/ 5 minutes

To ascertain the understandability of the students. This aims at testing if the students are able to recognize the different English forms.

Whiteboard

The teacher calls out a word in American English and asks the class to guess a similar British English term.

If a team gives the correct term, ask them to write down the two terms in the whiteboard then pick an American English term and ask the teams to give the British English term and so on.

* If the students are not able to recognize the words, provide them with the British-American English glossary.

  1. Application/Closure/ 5 minutes.

To assess if the lesson has been understood by the students

http://www.usf.edu/admissions/international/

http://www.essex.ac.uk/international/

Students are expected to visit the two websites and list as many English words as possible from the two different English forms and establish different words as they can recognize.

.

  1. Self-Evaluation

To establish the tutor’s experience with regard to the lesson.

The teacher indicates the experience he/she had with the class. This may include feelings about the lesson, observations, obstacles overcome and recommendations for the next lesson.

LESSONPLAN 3:

PurchasingBasic Building Materials

BACKGROUND:

Context:Egypt

NewHorizon ESL private institute

Course/level:Beginnerlevel, 45-minutes class

Students: 20 students who share the same L1 (Arabic), some of the students areplanning to go overseas looking for immigration and jobopportunities.

Overallcourse goals:Toteach students how to make grammatically correct pronunciations andvocabularies.

Toidentify and describe different forms of words and new vocabulary

Todevelop informationand communicate the results of their investigation via appropriate,structured vocabulary

Texts/materials:hammer,screw, lumber, screw driver, boards, plywood, wallboard, saw,sandpaper, flashcards.

Lessonaim(s):Studentsare expected to learn the names of ten common tools and materialsfound in a building materials store or hardware. In addition, theywill use the following words in grammatically correct verbalsentences generally used in a similar setting.

Previousclass work/what do Ss know that prepares them for the lesson:For this lesson, the students are asked to use their previousknowledge on pronunciations to understand the content of the currentlesson.

PROCEDURES:

Activity/

Timing

Objective(s)

Materials/

Equipment

Step-by-step details

Interaction/

Seating

Contingency plan/ other notes

  1. Warm up and review/5-10 minutes

To ascertain if students understand the realia in show.

Realia

T: “Today, we will be learning about the hardware setting. I have the materials here with me. Please allocate yourselves at least two items and name them.”

Ss:

Name at least two hardware tools displayed in front of the class in Arabic. This should be in collaboration with your group members.

Ask them if they know the words in English.

Groups of five students each.

Include more images of materials if the examples in the classroom are not sufficient enough for the whole class.

  1. Introduction/5 minutes

To let the students know the content of the lesson for easy flow of the session.

T: “this session will involve a lot of talking and discussion and less writing. You will all be expected to name the various tools found in the hardware in and mention their usefulness.”

Ss:

Should be ready to show their understanding of the tools in display. Furthermore, they should determine their importance in the hardware.

Discuss with the group members for easy comprehension.

Group of five students each.

  1. Presentation/ 12 minutes

To teach the students to pronounce various items as displayed

Flashcards containing Pictures

Display the flashcards with images of similar items. For every item, take a moment to pronounce the name and allow the learners to repeat the same. Ensure that they all learn the exact pronunciation of the item. Then, flip through the flash cards and ask the students to utter aloud the names of the items. Makes sure that all students participate in the process and no one of them is dominating. Finally, expound on the distinction between countable (for example board(s)) and uncountable nouns like lumber. Compare the observation with what they already know (for instance, sandwich (es) and food). Avail and demonstrate probable responses such as “on the other side,” “over there,” “next to,” and many more. Write them on the board as well.

Normal seat arrangement, that is, all seats face the board or the direction of the instructor.

  1. Practice/25 minutes

To ascertain if the students comprehend the meaning of items on the flashcard or realia.

Flashcards, realia

The tutor is advised to utilize the flashcards to prompt learners to raise questions. During the question asking process, be attentive to their grammar and pronunciation so as to correct them as necessary. Use the writings on the board to answer the questions as well. Craft a virtual hardware store by putting realia items in different spots around the classroom. Then, make the students locate the whereabouts of each item. This helps them practice how to describe location of each. After separating the class into pairs, go to the back of the class and display the flashcards one at a time. Partner those who are able to see them and ask the backward facing student to pose a question accordingly. The other partner facing the board keenly listens and checks grammar and reply verbally or by pointing. Finally, have the partners switch roles and continue with same routine. Thereafter, allow the learners to practice on their own (without flashcards). Later circulate the cards to check on them and respond to queries.

Soon after, break up the class into pairs. Utilize “tango seating” with one pair facing the front of the classroom while the other faces the back of the room.

  1. Compare

To compare the vocabulary and pronunciation of the building materials to the standard American.

https://www.youtube.com

/watch?v=8crVY24kcQw

The teacher will paly the video and ask the students to notice the differences in vocabulary and pronunciation and compare it with the standard American English substitutes.

Normal seating arrangement Students facing the board.

  1. Evaluation/ 5 minutes

To ascertain the grammar capabilities of the students after the extensive practice

Circulate and prove that correct grammar, pronunciation and other English vocabularies are well versed.

Normal seating arrangement Students facing the board.

  1. Summary/10 minutes

To assess if the lesson has been understood by the students

Enable learners to raise questions about the language in use plus any extra expressions or terms they would like to learn. Expound “application” to them.

  1. Application/Closure/ 5 minutes.

To practically teach the students how the items in the realia are set up in the hardware

Challenge the learners to go to a real building materials store or hardware and make enquiries about the items learnt in the lesson and many others. They are required to bring back a report during the next lesson.

In case the students know the names of the materials or quickly learn them, present more advanced, relevant vocabulary, for instance, ten penny nail, plywood, a 2×4 board among others. Second, draw images on the board as required. Third, Teach extra question forms and responses as required for this level of students.

  1. Self-Evaluation

To know the experience of the instructor during the lesson

The teacher indicates the experience he/she had with the class. This may includefeelings about the lesson, observations, obstacles overcome and recommendations for the next lesson.