Lesson Plan by Mizu Hon

Class

802

Topic of the
lesson

Unit 5

No. of Student

36

Resource of
Material

Time
Allocation

Refer to the part

of procedures in
the form.

Time

30 min

Students
proficiency
background

Students level may be between elementary and intermediate.

Things taught
in previous
lesson

Unit 5
1. Vocabulary

Teaching Aids

textbook

Teaching
objectives

1.
2.
3.
4.

5.
6.
Procedures

Students get familiar with the sentence patterns on this chapter.

After the lesson students know how to ask date in English and know how to use
correct prepositions of time.
Lower students anxiety in learning English by teaching grammar to them in
deductive method.
Take care of students affection by chatting with them to start the class. Also, in
the end of the class, students are asked to share what they just learned so that they
can not only control their own learning, but also communicate and learn with
their classmates.
Immediate practices reinforce students memory of what they just learned.

Time

Teachers activity

Students activity

Note

Warm up

2 min

1. Greetings
2. Review the vocabulary
taught in previous class

1. Greetings
PPT
2. Answer the teachers
question

Presentation
& Practice

13min

1. Introduce sentence
pattern one.
2. Choose one student to
practice the sentence
pattern with me. (To
evaluate whether Ss
truly understand the
sentence pattern.)

1. Listen to teacher and

take notes
2. Answer teachers
questions and
practice with her.
3. Do the practices on
page62-63

Textbook
(on p. 62)
*Remind Ss that
the last two
sentences on
Page 63 will be
their homework.

3. Remind students where

errors often happen.
4. Lead Students to do
practices on page 62-63
5. Students are divided
into groups and practice
the sentence pattern
with their birthdays.
Presentation
& Practice

Review
&Wrap up

10 min

5 min

*Divide Ss into
groups

1. Introduce sentence
pattern two in an
deductive way.
2. Choose one student to
practice the sentence
pattern with me. (To
evaluate whether Ss
truly understand the
sentence pattern.)
3. Remind students where
errors often happen.
4. Lead Students to do
practices on page 66-67

1. Listen to teacher and

take notes
2. Answer teachers
questions and
practice with her.
3. Do the practices on
page66-67

*PPT

1. Ask students to share

what they just learned
in this course.
2. Remind students of
their assignments to
finish.

1. The selected Ss
answer teachers
questions while the
rest correct these
students answers if
wrong.

PPT

Textbook
(on p.66)
*Remind Ss that
the last two
sentences on P.
67 will be their
homework.

1. Principles of lesson plan

Warm up
When entering the classroom, the first thing is chatting with students for a while. By doing so, I think
I can help students focus on the class instead of thinking about the last class. Also, a short chatting is
helpful in lowering students anxiety in learning English. After that, I review the vocabulary taught in
previous course with my ppt aid. Everyone repeats after me, and then I will take a straw to decide
who will answer the question on slide. If the student gives a wrong answer, then I will take a straw to
ask another student give the correct answer. To avoid wasting time, if still the second student has the

wrong answer, then I will either choose a student whom I know is able to answer the question or I
will give the answer directly.
Pre: Presentation and practice one
After the warm-up, students will be asked to turn their books to page 62 to learn the first grammar in
this unit. If they dont have books with them, they can look at the slides on the project screen. The
first sentence pattern is: Whats the date today? Its November second.
And here is the first sentence pattern. I will teach it by introducing ordinal number to students. In
this step, it is also important to tell them some regular inflection and the irregular inflection, and of
course, the former can be learned by understanding the rules; the latter can be learned only by
cramming. After the introduction of the ordinal number, there is an quiz on the slide. As usual, I
will pick students to answer it by straw. Finally, I will end this phrase by leading students to do the
exercises on page 63.
While: Presentation and practice two
In this phrase, students need to know how the three prep: at, in, on, are used to present dates. They
will turn to page 66 where the second sentence pattern is. To help them know how to apply the three
prep quickly, I will give them the differences among the preps. Also, they dont have to write down
anything because I will give them handouts instead. By doing so, they can better focus on my lecture.
After that, to help students memorize them, they will be divided into groups and practice with their
partners by applying their birthday to the sentence pattern. When these all done, students will be led
to do the exercises on page 67 where the last two exercises will be their homework.
Post
To wrap up this course, I will ask students to share what their have learned today. In turn, I will
remind them again of their assignments on page 66, 67 which will be checked in the beginning of
next course.
2. Self-critique
After watching the video of my teaching demo, I find that lack of practice is why I skipped many
parts which I was supposed to do as listed on the teaching plan. For example, I forgot to lead
students to do the exercises on page 63, and I forgot to ask them to share what they had learned. The
atmosphere is also a big problem because in my teaching demo there is less interesting activities.
Perhaps thats why the classroom is so quiet when I was demonstrating.
There is a common suggestion from classmates: I need to interact with students more often. Some
points out that I can improve the condition by changing my activities. This is also the part which I

am aware of. Another suggestion is that I should also design some practices on the application of the
three prepositions, instead of focusing too much on lecturing.
3. Inspiration:
What I learn from Lisa is that the activities she designs are funny and attract students attention. She
teach students with the aid of handouts. I like that because for students it seems that they can control
their own learning, which can increase their learning motivation as well.
Sams teaching demo is also inspiring to me. He uses a lot of activities to help students practice what
they just learn and what they have learned. I think that I should also put in some of the vocabulary
about festivals into my activities.
Annie is the best. Her teaching is more like a chatting with students, but in the chatting she
systematically teaches vocabulary to students. So, if I adopt her way of teaching, I might have to start
my chatting with students about festivals or some important dates before I lead them into the
grammar section.
4. Story telling in Long Pu Elementary School
In the first day of telling story, I was too nervous to speak out loud. But after doing this for 3 to 4
times, I felt much better when I was standing in front of the students. In the process of story telling, I
think choosing a right story is most important. A right story must be one that students havent
listened to before. I remember that we wasted a lot of time to ask some students not to give too many
details to other classmates. However, they just couldnt help sharing what they knew with other
children, instead of listening to us. So a fresh story is essential if we want to get these devilish
childrens attention. But there is still one problem that I cant solve: bully. It was not my business, I
tried my best to help that student out even though it still made no difference to the condition.