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    Ls Lesson Plan (Practicum) PDF

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    Anaruz Ahmad
    The listening and speaking lesson plan lasts 60 minutes and focuses on food vocabulary and prepositions of place. There are 9 Vietnamese and 6 Mandarin Chinese students who are mostly low-intermediate level. The lesson includes warm-up questions, introducing new vocabulary, a listening activity where students draw what they hear, and a speaking activity where students say sentences about food locations. Reflection on the lesson notes a need to make lessons more communicative and focus less on the teacher.

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    Ls Lesson Plan (Practicum) PDF

    Uploaded by

    Anaruz Ahmad
    61 views4 pages
    The listening and speaking lesson plan lasts 60 minutes and focuses on food vocabulary and prepositions of place. There are 9 Vietnamese and 6 Mandarin Chinese students who are mostly low-intermediate level. The lesson includes warm-up questions, introducing new vocabulary, a listening activity where students draw what they hear, and a speaking activity where students say sentences about food locations. Reflection on the lesson notes a need to make lessons more communicative and focus less on the teacher.

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    ls_lesson_plan_(practicum).pdf

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    The listening and speaking lesson plan lasts 60 minutes and focuses on food vocabulary and prepositions of place. There are 9 Vietnamese and 6 Mandarin Chinese students who are mostly low-intermediate level. The lesson includes warm-up questions, introducing new vocabulary, a listening activity where students draw what they hear, and a speaking activity where students say sentences about food locations. Reflection on the lesson notes a need to make lessons more communicative and focus less on the teacher.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    61 views4 pages

    Ls Lesson Plan (Practicum) PDF

    Uploaded by

    Anaruz Ahmad
    The listening and speaking lesson plan lasts 60 minutes and focuses on food vocabulary and prepositions of place. There are 9 Vietnamese and 6 Mandarin Chinese students who are mostly low-intermediate level. The lesson includes warm-up questions, introducing new vocabulary, a listening activity where students draw what they hear, and a speaking activity where students say sentences about food locations. Reflection on the lesson notes a need to make lessons more communicative and focus less on the teacher.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 4

    Listening & Speaking Lesson Plan (60 minutes)

    Lesson Topic: Food / The prepositions of place


    Brief description of classroom setting:
     In the class, there are around nine low-intermediate three Vietnamese speakers
    and six mandarin Chinese speakers. The majority of students are
    low-intermediate.
     The listening/speaking lessons are about vocabulary of food and preposition of
    place.
     The lesson will include individual work, team work, and whole class work.

    Pre-lesson inventory
    ► Lesson objectives:
    Students will use this structure productively and use the prepositions of place
    with the food vocabulary in the daily conversation. In addition, they can learn the
    sentence patterns of prepositional phrases by the activities and practices.
    ► Materials to take to class:
     11 copies of lesson plan
     20 copies of handout and worksheet
     Teaching aids: a poster with preposition of place, flashcards
     Activity aids: sticky ball, crowns, golden medals, the pictures of fridges

    Equipment needed for class: white board, markers


    Assignments to collect from students: None
    Special room arrangement: None

    Warm-Up: What food do you like? (5 minutes)


    Purpose:
    By the warm-up, I can know what previous knowledge and experience they have
    when I ask the students questions. What kind of food do you like? Why do you like it?

    Procedures:
    By asking students these questions, they will answer me by their previous knowledge.

    Transition:
    After asking the questions, I will introduce the topic I am going to teach. I will stick
    the flashcards and the poster of the prepositions on the board, and start to teach the
    vocabulary and the prepositions of place.
    Introduction: (20 minutes)
    First, I will teach food vocabulary words like cucumber, pumpkin, cherry, and I will
    focus on the students’ pronunciation. After ensuring every student can pronounce
    them correctly, I will teach the nine prepositions of place from the poster. I will
    demonstrate the action of the nine prepositions of place for the students, for example I
    will use my right hand as an object, and use my left hand as the place like the
    sentence ‘the apple is above the box.’ The apple is my right hand, and the box is my
    left hand. The students will have to follow my postures and say the words they are
    going to learn. The students’ understanding of the target language will be developed
    before using it. After they get familiar with the words, I will give them the commands
    quickly in order to let them learn the words rapidly by performing the actions.

    Transition:
    After reviewing the vocabulary and the prepositions of place, I will ask the students to
    see the flash cards on the board in order to help them do the next activity. That is, the
    listening part will include the vocabulary I have already taught, and they have to draw
    the food in the correct position that I say.

    Listening Activity: Draw what you hear (10 minutes)


    Purpose:
    This activity would develop students’ listening comprehension ability. It is kind of
    basic listening training. The students do not have to spell the word correctly, and they
    just draw what they hear. For instance, if I say ‘The apple is in the box’, the students
    have to draw an apple in the box.

    Procedures:
    First, I will give each student a worksheet, and ask them to draw the food in the
    correct position. After doing the activity, I will ask students to exchange their
    worksheets. They have to see the picture from each other, and answer my questions.
    At the same time, they can check their answer is correct or not. In order to ensure
    everyone’s worksheet is corrected appropriately, I will ask them to turn in the
    worksheet and check them after class.

    Transition:
    I will ask them the questions from the picture, and the students have to use the
    prepositions of place in their sentence to answer my questions.
    At the same time, I will review the questions, and ask them if their answer is correct
    or not. After the Q&A, all of the students have to repeat the ten sentences after the
    instructor to get more familiar with the sentence pattern.

    Speaking Activity: See and speak (20 minutes)


    Purpose:
    This activity develops the students’ ability to integrate the sentence. First, the students
    have to see the instructor’s action, and say the whole sentence. The instructor does not
    say anything, and he just does the action. It is kind of silent way. In addition, there is
    the other activity for the students using their brain to memorize the position of all
    food in the fridge.
    Procedure
    First, I will write down the sentence pattern like ‘The __1___ is __2___ the box(es)’
    on the board, and ask the students come to the front of the room to do the action for
    ___2___. I will also keep changing the flashcard from ___1____. All of the students
    have to say the sentence that is shown on the board. I will also prepare two boxes for
    the student who has to show the position after doing the action.

    Second, I will pass out the flashcards to each student. Each student has one or two
    flashcards, and I will draw a big fridge on the whiteboard. Then I will say a dialogue
    like ‘Where is the strawberry?’ (all students have to repeat after me) The student who
    has strawberry flashcard, and he/she has to come to front of the room and stick it on
    the correct position by listening to the answer like ‘the strawberry is above the
    pineapple.’ All students have to repeat it as well.

    Third, I will show students the pictures of fridge, and give them couple minutes to
    memorize the picture. Next, I will randomly choose students and asked them
    questions. (Where are the bananas? The bananas are next to the cheese. ) After doing
    this part, I will divide students into four groups. I will distribute pictures of a fridge,
    and each group has to say at least six sentences by using the prepositions of place I
    teach. Then, each group has to choose two persons to describe where the food is. One
    asks the question, and the other one answers the question. All students have to see the
    picture and repeat after them.
    Listening and Speaking Post-Teaching Reflection

    In this lesson, I worked with Angela, so our lessons should have been connected

    and logical. Learning prepositions of place is boring, so I tried to make my lesson

    more interesting and communicative. Before doing my lesson plan, I really did not

    have any ideas how I could connect prepositions of place to our mutual topic food. In

    this struggle, I realized that teaching English is not an easy task especially for a

    teacher who has to make everything logical and easily understood.

    In Taiwan, many teachers at school use the grammar translation method to teach

    students English no matter if it is an L&S lesson or a R&W lesson. Therefore,

    teaching an L&S lesson to the international scholars was kind of challenging for me

    since I could not use my native language to support my explanation for the lesson. In

    order to prevent any embarrassment from happening in class, I had rehearsed the

    lesson many times. In front of these visiting scholars, I really wanted to be

    professional. However, I did not do very well because I was too nervous. I did not

    realize my mistakes until I eventually heard the comments by my evaluators.

    Afterwards, I found that the main reason for my struggle was that I focused on myself

    too much. Due to the educational culture in my country, I unconsciously regarded the

    students as people who had to follow every instruction from the teacher. In fact, I

    think it is a serious problem in our educational culture. Thus, I decided to change my

    teaching style and develop an appropriate pedagogical approach for my next R&W

    lesson.

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