Lesson Plan

LessonPlan

LESSONPLAN 1: PRESENT CONTINUOUS STRANDS

BACKGROUND:

Context: France

Course/level: High-Beginning Level

Students: 20 students

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

Texts/materials: Pictures, Sentence Strips

Lessonaim(s): by the summation of this lesson, students are expected tohave a grasp of how statements are made using present continuousStrands.

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. It uses materials/tools relevant and familiar to the students from the preceding lessons. For this case, we will revisit the lesson on creating language focused and fluent sentences.

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.

Replicate the present continuous

Ss:

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

Normal class seating

Using the computer, the teachers will make use of the direct link to the school library catalogue to gain access to the online and offline notes or handouts. Otherwise, he/she may come to the class with printed notes available from the teachers section in the teachers’ plaza.

  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 manila paper 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 so 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 easy communication among them.

The instructor is advised to bring his/her laptop or tablet to the classroom just in case he/she may need additional information. Or when his/her materials are not located at the teachers’ plaza. Each laptop provided has a document with the required link to retrieve notes from the school library.

  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 of 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 with full explanation of their meanings.

Normal class seating arrangement

Teachers are advised to store their teaching materials in their laptops for easy retrieval incase of loss of the printed class notes.

  1. Evaluation

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

T: I will go round looking at your workbooks to see how well you have understood the lesson.

Ss:

To prove their comprehension of the lesson, every student should offer a verbal example of a sentence of his/her own.

Tactile

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

  1. Application/Closure/ 5 minutes.

This activity needs learners to apply new information to 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 from study groups to discuss the lesson so far. This may be through verbal practice as well as written.”

(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 selected at random.

Refer back to the lesson materials for reference.

LESSONPLAN 2: GRAMMAR SPATIAL PREPOSITIONS

BACKGROUND:

Context: France

Course/level: Intermediate Level

Students: 20 students

Overallcourse goals: To enable students to understand the differentprepositions used in the English language

Texts/materials: wooden blocks, toy person, model house, handouts (containing 2stories, diagrams and examples), and exercise sheet (students to fillblank spaces with correct prepositions).

Lessonaim(s): Learners are expected to correctly use and differentiate 14selected English spatial prepositions (above, at, against, below,around, between, from, by, in, over, on, through, under, toward).

Previousclass work/what do Ss know that prepares them for the lesson: Previous lesson on the formation of sentences would be highlyrelevant to this particular session.

PROCEDURES:

Activity/

Timing

Objective(s)

Materials/

Equipment

Step-by-step details

Interaction/

Seating

Contingency plan/ other notes

  1. Warm Up/Review

To ascertain the comprehension of the students since the last learning session. Get the Ss ready for the lesson.

3 wooden blocks, toy person, model house, handouts, exercise sheet

T: “Hope you have been well. Please let me know of any new expressions or words you have come across and you could not comprehend what they meant since the last lesson. I expected all of you to respond and discuss meanings together.”

Ss:

Each student to give at least a single example of a word of expression they had and found it hard to discern its meaning or structure. This should be done verbally.

Normal class seating arrangement. All students facing the board or the teacher.

The teacher Introduces the new lesson to the students as well as state what the lesson entails plus what is expected from them

The tutor states: “Today we will be learning how to utilize some common English prepositions in the correct way. We will also learn how to choose the most appropriate preposition for a particular circumstance.

Ss:

Be attentive as the teacher introduces the new lesson content. Each of them will be expected to illustrate how they have understood the lesson at he end.

Seating arrangement is not altered at all. The same as in the warm up session

  1. Presentation:

(a). Allocate handout #1

(b). Distribute handout #2

To ascertain the English level of each student. This is achieved by asking them to read, write and fill blanks in a form

Handouts, Exercise

T:

(a). Allocate handout #1: “As students you are asked to read the paragraphs aloud. Please let me know if you do not understand any sentence for interpretation.” (If yes, the tutor should continue. If no, make clear the meaning of the sentences as required). After this, you ask the class to identify the spatial prepositions in the text.

(b). Distribute handout #2: the handout contains pictures with the meaning of each preposition being learned down one side. The other side contains descriptions of each image.

Ss:

Students should be asked to draw a line from each sentence to picture that precisely describe it. Teacher to go over the student response and elucidate meanings as required.

  1. Practice Activity:

a). Practice activity #1

b). Practice activity #2

c). Practice activity #3

Ascertain if students are able to fill out forms correctly

Exercise forms, Model House, toy person

(a). Distribute exercise #1: students are instructed to read and fill in the appropriate blank spaces. Teacher to offer help as needed.

(b). Take out 3 wooden blocks (name them A, B, C) and move into various positions. Have the students are asked to illustrate spatial relationship between the blocks (for instance, Block B is over block A).

(c). avail the model house and toy person and give it a name (especially after a student in the class). Place the toy in different positions around the house. Then ask the students to describe where he is (for example above, below, at etc).

Student to sit in groups for easy discussions

Use of a visual presentation is encouraged if the students do not understand the instructions contained in the handouts.

  1. Summary

To introduce the contents of the next lesson.

Handout with proposition for further practice

T: “In summary, we have all learnt how to form verbally grammatically correct sentences and sounds. For next lesson, please be ready to learn the more English words used in various contexts. Please be practicing what we have learnt so far to improve your vocabulary and understand how proper English is used by native speakers.”

Ss:

“Practice to utter correct English words. Try to listen to many conversations as possible. Remember that practice makes perfect.”

Ss:

To come up with sentences before the commencement of the next lesson. They reflect the items covered during this session.

Students revert to their normal sitting arrangement that is, facing the class board.

  1. Assignment

To ascertain the English words that are difficult for students to master.

Television outside classroom

The tutor is advised to ask the learners to watch a TV show of their choice and write down any words they feel are not clear to them. In addition, they should also jot down sentences that they view as complex and difficult to comprehend.

Normal sitting arrangement

  1. Application/Closure (Teacher’s Experience)

To ascertain the experience of the tutor during and after the lesson.

The teacher is asked to express his/her feelings, thoughts, hardships, nature of the class at the conclusion of the lesson. This may be done in one’s own words. Also, he/she is required to state the lessons learned from the teaching experience and areas to improve.

LESSONPLAN 3: PURCHASING BASIC BUILDING MATERIALS

BACKGROUND:

Context: France

Course/level: intermediate level

Students: 20 students

Overallcourse goals: To teach students how to make grammatically correctpronunciations and vocabularies.

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

Lessonaim(s): Students are expected to learn the names of ten common toolsand materials found in a building materials store or hardware. Inaddition, they will use the following words in grammatically correctverbal sentences generally used in a similar setting.

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

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. Ur This should be in collaboration with your group members.

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 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. 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 include feelings about the lesson, observations, obstacles overcome and recommendations for the next lesson.

References

Matsuda,A. (2012). Teaching materials in EIL. Principlesand practices for teaching English as an international language,168-185.