Lesson Plan

Desuggestopedia

Country: Pakistan

Your name:

Hadiya Zahoor (EG-021) Ayesha Zahid (EG-022) Mariam Rehan (EG-023)

Wajia Asad (EG-025) Zulal Siddiqui (EG-026) Alina Jawaid (EG-027)

Part 1:

Class (name, type of student): English Grammar class, Elementary level

Lesson name: Learning through videos, Audio visual lesson, charts, games

English level of the lesson: beginners moving towards intermediate

Duration of the lesson: 2 hours

Short description of the lesson: The students will be shown a clip of an animated
movie. Then the students will be involved in pre, while and post listening activities.
The listener will as well be involved in the pre, while and post speaking activities,
which will first be modeled by the teacher in the classroom and it will be assessed
with the help of ESL games.

Materials and handouts: A template for while listening activity, dialogue script for
post speaking activity, box of words of fillers, chart.

Teacher and students role play scripts file attached.

 https://youtu.be/OrNCkiYvWhg

https://youtu.be/550qbihvWnk

https://docs.google.com/document/d/1SKVttfRSRm6EWW78qE7ZUd6nuDKxXh6Du
HhR6annVXs/edit?usp=drivesdk

https://docs.google.com/document/d/1Icbn9Yrr11dLANGG7z9QvPrn--loggvg/edit?us
p=drivesdk&ouid=118117974957283427375&rtpof=true&sd=true

Audio file attached separately.

Equipment and technology needed for the lesson: Multimedia, speaker and
laptop

Classroom layout and grouping of students (feel free to include a diagram):

Students will sit in a U-Shape in groups.

Part 2:

Course goal (overall purpose to which this lesson contributes):

The overall goal of this activity is to enhance students’ listening and speaking skills
by integrating Audio visual aids and creating a positive environment for students.

Expected student behaviors (explicitly state what students will do; must use
action verbs; behaviors must be observable and measurable; must be
measured in the assessment in Part 4):

This particular activity is designed in such a way that students will be able to
enhance their conversation skills, well integrated with listening and speaking. The
students will use spatial skills, and will stimulate their creativity. Students will also be
asked to perform a role play, and identify the fillers in the dialogue and context while
they also form sentences from the interventions of conversation (fillers) integrated
through game. This activity will encourage students to participate without having the
fear of judgment, which makes it relevant for beginner learners who are advancing
towards the intermediate level.

Part 3:

Lesson procedure (must be written step-by-step and detailed enough so that

another teacher can do the lesson easily):
 Note: The lesson procedure is divided into three sections, Warm-up, Body, and Review. In
the Warm-up section, include any activities that are a review of a previous lesson or
preparation for the main lesson. The Body section should include all the activities for the
main lesson. The Review section includes any repeat or review of the main lesson and any
homework assigned.

Use this form for your lesson procedure:

Warm-up

Teacher action Students Materials/equipment Time

(anticipated .
Teacher will start off with an response) Introduction
introduction and ask students to think Paper, Pencil, safety activity: 5 to
of a name for themselves and write it Students will pin 7 mins
on the provided name tag and attach prepare themselves
it on themselves where visible and a name tag and
share their new name with the class. introduce
The class will start off with an easy themselves with
introduction activity. (Activity is to their new name
reduce student’s fear of judgment identity
and increase participation.

5 to 10 mins
Students will
Teacher will have an interactive respond to the White board
session with the students. She will questions. They
can even ask
ask them:
questions if they
a. Do you watch movies? What have any. It will be
an interactive
kind of movies do you
activity.
watch?

b. Do you like to watch English

movies? Which movie did
you see if you have ever
seen an English movie?

c. Do you think it helped in

improving your English? Did
it help you learn new
words?
Teacher will then ask the class to Projector, multimedia, 5-10 min.
maintain discipline to watch the speaker
Students will be
movie together and pay attention
given a hint of what
as it will help them in responding
they will be learning
to the follow up listening activity. about.

Body

Teacher action Students Materials/equipment Time

(anticipated .
Step 1: Students will respond response)
to the video shown. Teacher Projector, Multimedia
will ask them the questions In step 1 the and speakers. 30 mins
written below (The clip is also students will
attached): engage in a
classroom
a. What did you see in the discussion and
clip? Did you hear their share their
dialogues? understanding of
the clip. They will
b. Can you repeat any of the also be introduced
dialogue from the clip you with the topic of the
just watched or share the day.
dialogue you liked the
most?

c. Did you find it interesting

and why?

d. Think of the words that

you heard were either
repeated or were just
used to extend the
conversation.

Then the teacher will play the clip

again to point out the fillers by
pausing and repeating the filler and
inferring them to the fillers written on
the charts.

Step 2: The teacher will then with the Step 2: The

help of a co-teacher perform a students will be
role-play by stressing over the fillers listening and will be
and using hand gestures as well to understanding how
refer to the fillers described on the dialogues are
charts. uttered.

Step 3: This is a post listening Step 3: Students

activity. In this students will be asked will be role playing
to perform the role play script the usage of the
provided to them, students will be fillers in the
called in peers from each group discourse provided
randomly. The teacher will also be by the teacher.
assisting students.

The teacher will ask the rest of the

students to give title to the dialogue
performed in front of them.

(the link is given below)

Review
Teacher action Students Materials/equip Time
(anticipated
The teacher will ask the students to response) None 20 mins
share what they learned to their peer
The students will
use their
communication
skills.

Part 4:

Student products (if any): none

Assessment: (describe your assessment and attach a copy of assessment tool

- rubric for speaking or pronunciation activities or other assessment for
listening). This assessment must measure the behaviors you listed in Part 2).
Assessment will be carried out by means of the ESL game ‘passing the parcel’ where the
students will be asked to form one group and stand in a circle where a song will be played
and the parcel will be passed amongst the students and on whomever the parcel stops on
that student will be made to listen to the audios and asked to identify the fillers and on
successful identification they will be removed from the prison (circle). This will not only
assess their listening but speaking skills as well.

Part 5:

Supplemental activities/extensions or remediation:

1- Identification of words and their translation by the help of visuals or charts.

2- Dramatisation of the concept presented on charts and asking a pair of students to repeat
it again.

Technology alternatives (in case things don't work as planned):

Alternatives are not possible.

Part 6:

Potential obstacles and challenges: (describe any challenges or problems you

anticipate encountering when teaching this lesson)

There is a possibility that the activity videos may not be accessible due to a poor internet
connection. It is also possible that students might not be able to control their behavior in
dialogue activity.

How will you overcome the potential obstacles and challenges?

It will be my responsibility to carry my own wireless internet connection to the class. In order
to control students, I will use polite language and call out specific students in a friendly
manner. For example:

“Do you have a question?”, not “Stop talking and disrupting other students.”
“Do you need help focusing?”, not “Pay attention and stop fooling around while I’m talking.”

As a result of this basic approach, I will be able to continue to maintain a friendly disposition,
while at the same time acknowledging inappropriate behavior as soon as it occurs.