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15 views

Lesson Plan

Uploaded by

gagneyszuch265
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Lesson Plan

Coursebook: Family & Friends 1 (A1/A2)

Lesson Objectives:

 Memorize & pronounce 5 vocabulary words**: pen, rubber, pencil, ruler, book.
 Engage in at least 45 minutes of listening practice.
 Pronounce correctly & repeat at least 70% of the content of the audio and visual
script.

Warm-up (10 minutes):

1. Activity 1: "What’s in My Bag?"


o Teacher reviews class rules and stabilizes the class.
o Teacher asks, "What’s in your bag?" Students guess and remember items.
o Show pictures of vocabulary items. Students pull out corresponding objects
from their bags if available.
2. Activity 2: "I Spy Vocabulary Challenge"
o Teacher says: “I spy with my little eye something that starts with the letter P,”
referring to a vocabulary item.
o Students guess the correct item and repeat its name after the teacher.

Instruct & Model (15 minutes):

 Teach: Teacher introduces vocabulary by holding up pictures or real items of the five
words, saying each word clearly.
 Model: Teacher models pronunciation of each word, using them in short sentences
(e.g., “This is a pencil. I use it to write.”).
 Question: Ask students, “What is this?” pointing to the object. Encourage students to
respond with the vocabulary word and a sentence, e.g., "This is a book."

Practice:

1. Guided Practice (15 minutes):


o Activity: Vocabulary Match and Repeat
 Teacher holds up flashcards. Students say the word, match it to the
picture, and repeat the word aloud.
2. Less-Guided Practice (10 minutes):
o Activity: Find the Item Hunt
Students work in pairs to find hidden vocabulary items in the
classroom and bring them to the teacher, saying the word aloud.
3. Independent Practice (10 minutes):
o Activity: Vocabulary Drawing and Labeling
 Students draw and label the five vocabulary items, then present them to
a partner, practicing the correct pronunciation in sentences.

Assessment Activity:

 Show, Tell, and Explain


o Students hold up an item (or drawing) and say its name and a sentence: “This
is my pen. I use it to write.”
o Higher-Order Thinking Component: Ask students to explain why the item
is useful, compare two items (e.g., pencil vs. pen), or create a short story using
multiple objects.

Evaluation Criteria:

 Pronunciation Accuracy: Can the student say the word correctly?


 Memorization: Does the student recall and use the vocabulary item correctly?
 Higher-Order Thinking: Can the student explain, compare, or use the item in a
meaningful context?

Although my academic background is in finance, my journey into education began with an


internship in a school. This experience highlighted the unique aspects of teaching, and I have
since pursued pedagogical degrees to further my understanding of the field.

At the moment, I am mainly teaching kids in grades 4 and 5, and they are such a joy to be
around. Every day, I feel something new from them—whether it’s their energy, curiosity, or
unique perspectives. They inspire me every day and make teaching a truly rewarding
experience.

In the short term, my goal is to provide them with the foundational skills they need to
communicate effectively. I focus on building their vocabulary and grammar, but my long-
term goal is to improve their enthusiasm for learning. Learning doesn’t stop after school, and
I want to show them that there is always something new to discover.

My teaching style is rooted in the Communicative Approach, which is particularly effective


for teaching kids in grades 4 and 5. This approach resonates with me because it emphasizes
active participation and interaction, key elements for young learners who are full of energy
and eager to communicate. My students are not just learning vocabulary and grammar; they
are developing all four skills—listening, speaking, reading, and writing—through meaningful
activities.
To engage them through language games, group work, and pair work, creating opportunities
for students to practice in real-life situations. This hands-on method encourages them to use
the language naturally and confidently, while keeping them motivated. By focusing on
communication, I help my students build a strong foundation in English, while also fostering
their enthusiasm for learning.

 Which techniques do you use in lesson planning or teaching?


I use scaffolding to build on students' prior knowledge, warm language to create a supportive
environment, and the 80/20 rule, where 20% is teacher talk and 80% is student participation.

 How much time do you spend teaching and how much time do you spend allowing
students to practice language? Why?
I spend about 20% of the time teaching and 80% allowing students to practice via various
activities: hands-on activities, group work, and games, which are key to their language
development.

 How do you motivate students on a daily basis?


I use engaging activities like games, songs, exercises involve actions. Practice is essential for
recall memory and apply what they have been taught in different situations.

 Do you use warm language, teacher talk, language learning strategies, etc.?
Yes, I use warm language to make students feel safe and supported. I minimize teacher talk to
give them more time to engage with the language, and I apply repetition and visual aids to
teaching.

 What are some warm-up/guided practice/independent practice/assessment activities


you use?
For warm-ups, I use simple games or question prompts to activate prior knowledge. Guided
practice includes role-plays or collaborative tasks. Assessments range from quizzes to group
work. These activities keep students engaged and give me insight into their progress.

 How do you evaluate and assess students? Why?


I use both formative assessments like in-class participation and summative assessments like
tests or presentations. This allows me to monitor their ongoing development and adjust my
teaching to better support their needs.

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