Lesson Plan 7: Apron, Seeds, Bench, Drop
Lesson Plan 7: Apron, Seeds, Bench, Drop
Lesson Plan 7: Apron, Seeds, Bench, Drop
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.
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.
instructions
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
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
motivated,
activates their
schema, and
introduces
new
vocabulary.
Building
Knowledge
T-Ss
15 min
Transforma
tion
10 min
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
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
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
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.