Lesson Plan 7: Apron, Seeds, Bench, Drop

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Lesson Plan 7

Student name: Marwa


ID#:
Rashid Salim
H00204430
Level 4
No. of
Date: Thursday
students:
, 17/3/2016
15
Learning Outcomes
Speaking
Students will tell the teacher about the
verbs they found in the story.

Lesson Title/Reference: Grammar


(present perfect )
Time: 10:00
HCT- ( Room519)
-10:50

Listening
Students will listen to their friends
answers and the teachers explanation for
the present perfect.
Reading
Students will read a story and some
questions.
Writing
Students will write sentences in present
perfect.

Do you think there is connection

Target Language
How are you today?
Which tense is used in the story?
between past tense and present
perfect?
What dose present perfect mean?
What is this?
Do you understand?
Do you want me to explain more?
Could you please use this in a
sentence?

Vocabulary:
apron, seeds, bench, drop
Phonological features:
Correct pronunciation.
apron - [ey-pruh n] /e prn/
bench- /bnt/
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 sentence with
present perfect.
Rationale: (Why am I teaching this? Place in teaching sequence?)
This grammar lesson and it is new lesson to them. It teaches them how to use
present perfect in good sentences.

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:
posters, pictures, markers, PPT, worksheet, write board.

PROCEDURE
Time/Stag
e

Teachers Activity
and language input
- T will give each pair
a story about ( Linda
and her
Grandmother ) and
they have to underline
the verbs in the story.

Student's Activity

Interac
tion
Patter
n

- Ss. In pairs will read


the story and underline
the verbs.

Pre-Activity
Teacher makes
the students
excited and

Engageme
nt

TSs/peer
s

10 min
- T will ask the
students to give her
the verbs and then
she will ask them to
write tenses on the
board.

Why

- Ss. Will write tenses


on the board to check
them by the end of the
class.

motivated,
activates their
schema, and
introduces
new
vocabulary.

- T will review the


tenses and introduce
the present perfect.

- Ss. Will listen to the


teacher and try to tell
her the tenses.
While-Activity

Building
Knowledge

T-Ss

15 min

- T will explain the


present perfect
structure with giving
sentences as an
examples by using
ppt.

Transforma
tion
10 min

- T will give each


group five wrong
sentences and five
colorful sticks and
they should answer
their question based
on the color that they
have . For example,
the students how has
red stick should
answer the red
question. The
students have to
rewrite the sentences
with correct form.

- Ss. Will listen to the


teacher and try to give
examples too.

- Ss. will read the


sentences and figure
out the mistakes and
rewrite the sentences
based on the color that
they have . For
example, the students
how have red sticks
should answer the red
question.

Teacher
provides
support to the
students and
helps them
monitor their
own
comprehensio
n.

While-Activity
Group
Teacher
scaffolds and
monitors
students
practice and
progress.

Presentatio
n
10 min
Reflection
5 min

- T will give the


students a fingers
game about the
present perfect

T will check the


students predictions
that they did in the
first of the class. Then
individually write two
sentences by using
these verbs with
present perfect.

- Ss. should play and


the words that they got
they have to make a
Group
sentence by using it.
Ss. Will check their
predictions with the
teacher and then they
will use the verbs to
write or create a
present perfect
sentences.

individu
al

Post-Activity
Students will
try to use their
knowledge to
observe and
evaluate
within the
class.

Reflection:
In this lesson plan I did grammar lesson about present perfect 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

taught

the

lesson plan.
In the first stage, I started the lesson by giving each pair a story about
( Linda and her Grandmother ) and they have to read and underline
the verbs in the story. After that when they finished the underlain verbs
I asked them some questions about the verbs and which verbs are they
. I did this to active their schema and engaged them to active their
background knowledge to know the topic of our lesson. After that, I
asked them to predict the those verbs they underlined before. For
example, if they are past perfect or present perfect. Then, I led them to
write their prediction on the board and leave them in the end of the
lesson and check if they are correct or wrong. So, that help the
students to connect their prediction with the our lesson.
In the Building Knowledge stage, I reviewed the tenses and introduced
the present perfect by using PowerPoint. I showed them the line of the
tenses to be clear to them and understand in easy way. They students

were answer my questions and participated with me. But they need
more practice in the tenses because it is important in speaking for
ILETS. Next time I will gave students more activities such as filling the
gaps with the present perfects and find the correct verbs. After that,
explained the present perfect structure with giving sentences as an
examples by using PPT. the students were active to share their
sentences with me. Also, I let some students to explain the rules for
their classmate. I used deductive and inductive while taught the
students. For example, first I explained the rule and the students gave
me simple sentences. Then, I gave them the rule and the students
explain it for them. Learners are trained to be knowledgeable
discover the rules and

to

this can promote independence and self-

reliance in learning. ( Thornburry,2002) After that, give each group five


wrong sentences and five colorful sticks and they should answer their
question based on the color that they have . For example,

the

students how has red stick should answer the red question.

The

students have to rewrite the sentences with correct form. I did the first
sentences with them to know how to do the other sentences. According
to (J.Tierney & Readence, 2005) the modeling process is belief that if teacher describe
their own thoughts about the text, the students will realize how and when to do the same.
Molding helps the students to respond to the lesson and understand the activities. Next,
when they finished their activity I checked their answers with them. Also, check their
answers, let the students to stimulate their knowledge and give students a sense of
achievement.
In the last stage presentation and reflection, is went well because I gave them more
actives to check their comprehension of the lesson. So, I gave the students a fingers game
about the present perfect. For example the students will play it with their partner and the
partner should chose number and get a past participle verbs the students should use this
verb in a sentences. This activity went well because the students were active and exited to
do it. Also, I monitored the students while doing this activity and I think monitoring

is very important to check their students comprehension and their


understanding to their lesson. (Tompkins, 2006) finally, I checked the
students predictions

that they did in the first of the class. Then

individually I led them to write two sentences by using these verbs


with present perfect. Is stage is important to the students because the I can check
their comprehension by giving them activities.
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 grammar 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
Thornbury, S. (2002). How To Teach Vocablary. England: Personal Education.
Tierney, Readence. (2005). Reading Strategies and Practices. US: Pearsons Education.
Tompkins, G. E. (2006). Literacy for the 21st century. New Jersey: Personal Educaton.

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