B.
Ed ELTS Teaching Practice Lesson Plan Year 3 and 4
Date: Time: SST: Lesson: 4-6-2012 12:00 Ms. Monika Where did the English come from? The impact of French on the English Language. Student: School: Class: No. Ss Fatima Ali& Aishah Saeed FWC J06 20
Main Lesson Aim Students will be able :
The spread of the English language. Where did it come from? Is it the same as Latin? Who are these Germanic Tribes?
Personal focus: in this lesson we are working on . Time planned activities to fit the allocate time frame Check the students understanding at the end of the class. Give a chance for each student to participate in the class. Manage the students misbehavior.
Materials:
Prior Knowledge (Refer to what you think students already know/need or can do)
Language Problems students may have
Solutions:
This area is to show that you understand the target language. It is not necessarily what you will present to students) (grammatical structure)
Language Analysis
Language Area:
Target Language/Model Sentence(s): What sentences/questions do you want to be able to use? What vocabulary items are you teaching? Student and teacher Language:
What sentences/questions do you want to be able to use?
What vocabulary items are you teaching?
Time (1 h)
2mins
Stage
Brainstorm
Interaction
Who
Teacher (Activity and Language)
-T greets student, ask how are you?, and take the attendance?
Student
-Sts respond to Ts greeting.
5mins
Engagement
Who
-T activates the students background knowledge by asking What articles do you use in your writing? -T lets Sts to answer in their group.
-Sts respond to Ts questions.
Group work
-T distributes small cards to let students order them in three columns (a, an and the).
-Sts work in group and try to order the cards.
10mins Presentation
Who_ Tindividual student
-T explains when to use the different articles separately. -T lets Sts think about when is (A) used?, and when is (the) used. -T shows a clear difference between the articles by using the power point presentation. -T asks question to check if the students understand or not.
-Sts participate as much as they can.
3mins Guided activity Who class
T lets Sts look at the picture of the girl and let each group make one sentence in their groups using a, an, or the.
-Sts discuss then say the sentence.
5mins
T lets Sts stand up and make a circle and let one student to say a word and the other student say the sentence about the same word using the appropriate article.
-Sts make a big circle and participate in the activity.
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5mins
Free
Who
-T asks Sts what time conjunction do you know? -T shows an example of each kind of activities for example using simultaneous, interpreting, and sequence. T explains the past time clauses by asking the same questions for each sentence.
Sts respond to Ts questions.
6mins
Presentation
Who
1. 2. 3.
How many events are introduced? How many parts are in the sentence? How about the events, are they happening in the past or in the present?
4. 5. 6. 7.
In both events, what is the tense that we use in these sentences? How the events are here? Are these two events are happening at the same time? Are these two events are happening at the same time, one after the other, or event interrupting it ?
8.
Are these two events are happening at the same time, or one after the other?
-T shows a clear differences between the three activities (are these two events are happening at the same time, one after the other, or is one event stopping the other (interrupting) -T writes in the board how the verb tense is deferent in each sentence.
20mins
Guided
Individually
-T distributes small cards of O,I,ST. -T gives Sts cards of (O,I, ST) -T shows an example and ask Sts which one you will use for the same time, and the students will raise their cards. T explains the second and third activities and let Sts raise their cards.
Sts raise their cards to say if the sentence is happen in the same time or interpreted or order.
-T lets the Sts to open their book p.71 and do the exercise.
Sts work individually.
At the end of the class, T makes three groups.
4mins Stages
Free Groups
T lets each group think about two actions using when, while, before, after and as soon as. -T lets Sts act out the two actions. T shows a model to help students act out Sts think about two actions
Engagement
2 Core (Include one or more of the following stages: Presentation, Practice, Production) 3 Closing
