Lesson Plan Template
Background Information-Content
Student name: Marwa Rashed
ID#: H00204430
Lesson
Title/Reference:
links in a food
chain ( Fox)
Students
No. of
grade: 11
students: 25
Learning Outcomes
Speaking
Date:2710-2015
The students will talk about the video and
answer to the teachers questions.
Listening
The students will listen to the teachers
questions and their colleagues answers.
Time: 9:00
School: Jamila bouhired
school
-9:50
Target Language
Encouragement words: Good job,
excellent, well done.
What was the video taking about?
What does the fox eats?
What does the Fox grab the prey?
Reading
The students will read the pome.
Writing
The students will writer sentence about
the new vocabulary.
Vocabulary
grabbed, swallowed, gobbled, bug, nibbled, plain, soil, rotted away.
Phonological features
Correct pronunciation: (swallowed-swl), (nibbled -nbl)
Other (eg affective domain)
Increase students confidence by working in groups. Increase Ss social skills by
taking turns in a game. Increase Ss imagination and creativity by getting them to
write own pome about their understating of the lesson.
Rationale: (Why am I teaching this? Place in teaching sequence?)
This lesson about the some facts of a Fox. This poem very nice of their age and
teach them how to read it. (Reading , Speaking, Vocabulary )
Anticipated Concerns and Plan of Action: (e.g. Classroom Management;
Appropriacy of Goals; Suitability of Activities etc.)
The teacher must be clear with the instructions when working in pairs or groups.
Teacher may need to model the activities before giving them.
Resources and Materials:
o Bored
o Projector
o Marker
o Worksheet
o PowerPoint
Time/Stage
Teachers Activity
and language input
10 min/ The teacher
Engagem
will play a
ent
video about a
Students Activity
Interaction
Pattern
Why
The students
Teacher
Engage
have to watch
and
students
the video and
students
interest and
fox , after that,
answer to the
set context
the teacher will
teachers
for lesson
ask them about
questions.
it.
What was the
video taking
about?
What does
the fox eats?
What does
the Fox grab
the prey?
Feedb
ack
The students
The teacher
have to
will introduce
repeat after
the new
the teacher
vocabulary
and write
from the video.
them down .
The teacher
The students
will let the
have to write
students to
sentences
Checking if
they
understood
the new
vocabulary.
write sentences include the
include the
new words.
new words.
The teacher
The students
35 min/
billing
will let the
knowledg
e
students to
Students
have to skim
the reading
open the page
and know the
19 in students
idea of the
book and start
reading.
to skim the
pome and
know the idea
of the reading.
The students
Students
have to listen
and
The teacher
to the teacher
teachers
will play a
,than they will
sound of forest
read together.
and will start to
read the pome
and then the
students will
read together.
The students
have to
The teacher
answer the
will give the
questions in
students
pairs.
questions sheet
and do it in
pairs.
5min/
transfor
mation
The teacher
The students
Teacher
will discuss the
have to
and
questions with
answer the
students
the students.
questions
from their
5 min/
The teacher
Presentat
will let the
ion&
Reflectio students to
n
create their
one pome.
worksheet.
The students
Individual
Checking
have to create
for their
their one
understandi
pome..
ng.
Reflection
I started the lesson by playing vide to the students about a fox and asking the students
questions about it. I started like that to engage the students and make their predations
about the lesson. After that, I discussed the now vocabulary from the video with the
students. When we fished the discussion I led them to the activity which is mapping word
and the students have to write sentences include the new words.
According to (Thornbury, 2002) Without grammar very little can be
conveyed, without vocabulary nothing can be conveyed. Then, I led
the students to open page 19 and skim the pome. I used skimming to help the
students to help them to get the main idea of the text and highlight the important things.
Then, they read all the pome and get the main ideas. After that, I started to read the pome
to them , then we read it together and finally in pairs. That develop students skill when
we do more practice in different interaction. Then, I gave the students questions
sheet and do it in pairs when they finished, I discussed it with them. In
the last stage, led the students to create their one pome about the new
information they learn it from the lesson and that help the teacher to
check their understanding to the pome.
Bibliography
Thornbury, S. (2002). How To Teach Vocablary. England: Personal Education.
