This lesson plan teaches new vocabulary to 13 students over 3 periods. It uses various activities and strategies to engage students and help them learn. In the first period, students watch a video and write new words. They then write and read the words aloud. In the second period, students work in groups on a word map activity, defining and using the words in sentences. In the third period, students read a text and answer questions, then write 12 sentences using the new words and read their sentences aloud for peer feedback. The lesson plan uses different strategies like videos, group work and peer feedback to help students understand and use the new vocabulary.
This lesson plan teaches new vocabulary to 13 students over 3 periods. It uses various activities and strategies to engage students and help them learn. In the first period, students watch a video and write new words. They then write and read the words aloud. In the second period, students work in groups on a word map activity, defining and using the words in sentences. In the third period, students read a text and answer questions, then write 12 sentences using the new words and read their sentences aloud for peer feedback. The lesson plan uses different strategies like videos, group work and peer feedback to help students understand and use the new vocabulary.
This lesson plan teaches new vocabulary to 13 students over 3 periods. It uses various activities and strategies to engage students and help them learn. In the first period, students watch a video and write new words. They then write and read the words aloud. In the second period, students work in groups on a word map activity, defining and using the words in sentences. In the third period, students read a text and answer questions, then write 12 sentences using the new words and read their sentences aloud for peer feedback. The lesson plan uses different strategies like videos, group work and peer feedback to help students understand and use the new vocabulary.
This lesson plan teaches new vocabulary to 13 students over 3 periods. It uses various activities and strategies to engage students and help them learn. In the first period, students watch a video and write new words. They then write and read the words aloud. In the second period, students work in groups on a word map activity, defining and using the words in sentences. In the third period, students read a text and answer questions, then write 12 sentences using the new words and read their sentences aloud for peer feedback. The lesson plan uses different strategies like videos, group work and peer feedback to help students understand and use the new vocabulary.
Download as DOCX, PDF, TXT or read online from Scribd
Download as docx, pdf, or txt
You are on page 1/ 7
Lesson Plan 2
Student name: Marwa
ID#: Rashid Salim H00204430 Level 4 No. of Date: Monday, students: 21/3/2016 13 Learning Outcomes Speaking Ss. Will answer the questions. Listening Ss. Will listening to the teacher questions and their classmate answers. Also, they will listening to the video. Reading Ss. Will read the passage and the questions. Writing Ss. Will write sentences include the new vocabulary.
Lesson Title/Reference: peoples
lives ( vocabulary) Time: 3:00 HCT- ( Room518) -3:50 Target Language How are you today? Do you understand? Do you want me to explain more? Could you please use this in a sentence? Could
you
please
write
twelve
sentences include the new words?
What does it means? What do we call this? Could you please read the question?
Vocabulary: Seafarers, confident, charts, pools, laid out, represent. Phonological features: Correct pronunciation. Seafarers- (sfrr) , confident- (knf-dnt) Other: (e.g. affective domain) Students work in pairs or group to ensure communication. Increase students confidence to participate in group discussion. Increase students imagination and creativity through writing sentences include new vocabulary. Rationale: (Why am I teaching this? Place in teaching sequence?) This vocabulary lesson is new lesson to them. It teaches them how to use new vocabulary in a sentences and the definition of each words.
Classroom management: (Anticipated concerns and plan of action)
Give more exercises on using present perfect. Extra guidance to the students through monitoring and scaffolding. Clarify and repeat the
instructions
more than once
(in case students
misunderstood). Divide the groups according to their levels (high, low, learning styles). Resources and Materials: pictures, markers, PPT, worksheet, write board, Ipad.
PROCEDURE Time/Stage
Teachers Activity and language input
Student's Activity
T. will play a video include new vocabulary and I will let them to write the new vocabulary for them in a paper.
T . will ask the
students to write the new words in the white board and read them with the students .
T. will introduce the new vocabulary by using PPT and picture.
Ss. Will listen
to the teacher and repeat the words.
T. will do activity which is word map , she will give each group six words and the students will define the word and put the words in sentences.
Ss. Will set in
four groups and in each group three students. Each students will takes two words and define the words and use them in a sentences.
Engagement
Ss. Will watch a
video and write the new vocabulary for them in a paper.
Building Knowledge 20 min
Why Pre-Activity Teacher makes the students excited and
Tmotivated, Ss/peers activates their
10 min -
Interac tion Pattern
schema, and
Ss. Will write
the new words in the white board and read them with the teacher and classmate.
introduces new vocabulary.
While-Activity Ss
Teacher provides support to the students and helps them monitor their own comprehensio
Transformati on
T. will give the
students text and worksheet. The students will read and answer the questions.
n. -
Ss. Will read
the text and answer the questions.
T will check the
students answers.
Ss. will read
the answers and check their answer their teacher.
T will let the
students to use the new vocabulary in twelve sentences and write them on their Ipad.
T will let the
students to read their sentences loudly and let their classmate correct their mistakes.
10 min
Presentation 10 min
Reflection 5 min
Ss. Will write
twelve sentences on their Ipad.
Ss. Will to read
their sentences loudly and their classmate will correct their mistakes.
While-Activity T-Ss
Individu al
Ss
Teacher scaffolds and monitors students practice and progress.
Post-Activity Students will try to use their knowledge to observe and evaluate within the class.
Reflection: In this lesson plan I did vocabulary lesson and I includes many activities in different stages. Also, I used different strategies in this lesson so, in this reflection I will write about three stages, activities, strategies and how I taught the lesson plan. In the first stage, I played a video include new vocabulary and I will let them to write the new vocabulary for them in a paper. After that, asked the students to write the new words on the white board and read them with the students. I introduced the new vocabulary by using PPT and picture that helped them to understand the words. The vocabulary is an important to the students because if they understand the vocabulary they can comprehend the passage and acquire the second language. According to (Thornbury, 2002) Without grammar very little can be conveyed, without vocabulary nothing can be conveyed.
In the building knowledge and transformation stages, I did activity
which is word map , I gave each group six words and the students defined the word and put the words in sentences. This activity went well because the students were active and understand the words by
this activity. I gave the students text and worksheet and the students read and answer the questions. After that,
I checked the students
answers. Also, check their answers, let the students to stimulate their knowledge and give students a sense of achievement.( Adrienne,2002)
In the last stage, I
led the students to use the new vocabulary in
twelve sentences and write them on their Ipad. I monitored them and check their sentences and I led the students to read their sentences loudly and let their classmate correct their mistakes. This activity went well because it help the students to use the new words in sentences and help them to develop their skills. To sum up, is important to recognize our lesson plan because it is important in teaching and help the teacher to follow the right steps and do not lose her time to remember what is the next activity. Also, Using strategies in vocabulary lesson can affect students in writing, speaking and knowledge. So, the teacher can use strategies in different ways because that help the students to participate and interaction in reading class.
Bibliography Herrell, L. A. (2002). 50 Strategies For Teaching English Language Learners. Cansda: Adrienne. Thornbury, s. (2000). how to Teach Grammar. UK: Biuestone Press.
(Supplements to Novum Testamentum 137) J. K. Elliott-New Testament Textual Criticism_ The Application of Thoroughgoing Principles_ Essays on Manuscripts and Textual Variation (Supplements to Novum Tes.pdf
(Supplements to Novum Testamentum 137) J. K. Elliott-New Testament Textual Criticism_ The Application of Thoroughgoing Principles_ Essays on Manuscripts and Textual Variation (Supplements to Novum Tes.pdf
