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Lesson Plan Template

Background Information-Content
Student name: Marwa Rashed

ID#: H00204430

Students
No. of
grade: 11
students: 25
Learning Outcomes
Speaking

Date:2710-2015

The students will take about the video,


teachers questions about the man in the
video and what we called him hero.
Listening

Lesson
Title/Reference:
Man who saved a
woman from a
burning car
School: Jamila bouhired

Time: 9:00
school
-9:50
Target Language

Who is your favorite hero?


What was the video taking about?
Why does the mane help the
family.

The students will listen to the teacher


questions and their colleagues answers.

Do you call that man hero?

Reading

Encouragement words , good,


excellent and Well done.

The students will read the passage.


Writing
The students will writer sentence about
the new vocabulary.
Vocabulary
Blacked out , rushed, realized, panicking , internal.
Phonological features

Correct pronunciation: (rushed \rsh\) (panic-pnk )


Other (eg affective domain)
Increase students confidence by working in groups. Increase Ss social skills by
taking turns in a game. Increase Ss imagination and creativity by getting them to
do play a role about their understating of the lesson.
Rationale: (Why am I teaching this? Place in teaching sequence?)
This lesson about a hero , that help the students to know the hero in the word. it
introduce the mane who helped the woman from the burning car. (Reading ,
Speaking, Vocabulary )

Anticipated Concerns and Plan of Action: (e.g. Classroom Management;


Appropriacy of Goals; Suitability of Activities etc.)
The teacher must be clear with the instructions when working in pairs or groups.
Teacher may need to model the activities before giving them.
Resources and Materials:

o Bored
o Projector
o Marker
o Worksheet
o PowerPoint

Time/Stag
e

Teachers Activity
and language
input

10 min/ The will play


Engagem video bout man
ent
help a family.
After that, the
teacher will ask
the students
question about
the video.

Students
Activity

Interaction
Pattern

Why

The students

Teacher

Engage

have to watch

and

students

the video and

students

interest and

answer of the

set context

teachers

for lesson

questions.

What was the


video taking
about?
Why does the
mane help
the family.
Do you call
that man
hero?
The teacher

The students

will let the

have to

students to

predict the

predict the

tittle from the

Feed
back

tittle of the

video.

reading though
watching the
video .
The teacher

The students

will read the

have to do the

vocabulary and

vocabulary

the students

worksheet by

will repeat ,

using

after that, the

dictionary.

Checking if
they
understood
the new
vocabulary.

teacher will
give each
group
worksheet to
find the
meaning of the
word.
35 min/
The teacher
billing
will give the
knowledg
e
students

The students
have to skim
the reading

reading sheet ,

and know the

the students

idea of the

will start to

reading.

skim the
passage and
know the idea
of the reading.

The students
have to read

The teacher

all the

Individual

will let the

passage and

students to

then, they will

read all the

put questions

passage and

in group.

then, they will


put question in

The students

group.

have to

Groups

answer the
The teacher

questions

will take the

from the other

students

group.

questions and
change the
students with
other group.
After that, the
students will
answer the
questions in
groups.
5min/
The teacher
The students
transfor will discuss the
have to
mation
passage and
questions with discuss with
the students.
whole class.
5 min/
The teacher
The students
Presentat
will let the
have to do
ion&
students to do
Reflectio role play about role play
n
the lesson
about what
they
understand
from the

Whole
class

Groups

Checking
for their
understandi
ng.

lesson

Reflection
I started my lesson by playing video bout man help a family. After that, the
teacher will ask the students question about the video. showing the
students video or pictures help the students to engage their
background knowledge and make connection with the lesson. Also, that
help them to get a chance to know the tittle of the lesson. Then, I led them to predict the
tittle of the lesson and we checked their prediction after they read the passage.(Tompkins,
2006) So, that give the students opportunities to comprehension the reading
in interesting way. Then, I started with the new words vocabulary by showing them

the word includes pictures. Then, I led them to find the meaning from the dictionary. So,
new words are important to the students to comprehension the context. (Thornbury,
2002) In a while stage, I gave the students reading sheet , the students
started to skim the passage and know the idea of the reading. Then,
Students started to read all the passage and get out the mina idea of
each paragraph. After that, I gave them questions sheet to answer
them, when they finished I led them to change their set and set in
other group. This strategy good for low level students because when I
divided them , the students helped each other. So, that helps the
students to acquire information ,ideas and develop their skills.(Graves,
Juel, Graves, & Dewitz, 2011) After that, I started discuss the passage
and questions with the students to checked their understanding of the
passage.

Bibliography
Graves, Micheal F.; Juel, Connie; Graves, Bommie B.; Dewitz, Peter. (2011). Teaching
Reading in the 21st Century. United state of America: Pearsonal Education.
Thornbury, S. (2002). How To Teach Vocablary. England: Personal Education.
Tompkins, G. E. (2006). Literacy for the 21st century . New Jersey: Pearson Education.