Lesson Plan Framework

Name Date No of Class Length Level of Skills in focus/general/function

& Students of English
Time lesson
FAZAL 09 09 EFL 15min. Intermediat Listening/Speaking/Writing/Reading
QASIM am e with focus on usage of syllables
7th
April,
2019

Main Aim:
The students will be aware usage of syllables.

Sub Aims (SMART Objectives)

1. The learners will be able to recall their previous knowledge regard the topic.
2. The students will be able to understand the concept of syllable in English
language.
3. They will be able to practice on unseen words.
4. They will be knowledge about phoneme and morpheme.
5. The learners will also know about syllables and their structure.

School and Class Profile:

GGMS is located in Mian Dheri village, Swabi district, KPK. This school was built in
2000. The building of this school is divided into three parts. The first is the main
building consisting of three classrooms and headmistress office. The second
building is the teacher office and the third building is Library, gardener’s room and
two bathrooms. There is a large yard besides the first building. This yard is used for
the sport activities.GGMS has eight grades of student. The English lesson is taught to
the 8th grade students. Most of them belong to a middle class. They are highly
motivated and would like to learn English because they would like to use it in their
academic settings in order to pass their exam. They are motivated because they
want to attain high social status and progress in English language learning. They
belong to District Swabi.
Previous Knowledge: Students should be familiar with phonemes &
morphemes. They also need basic classroom vocabulary and commands including
listen, talk, read, write, open, close, pick up, stand, up, sit ,down.  Students should be
from cultures that allow group competitions
Rationale for what I will teach, based on learners’ needs and previous
knowledge.

After recalling the background knowledge of students ,teacher wants to

1. Tell definition of syllables.
2. Also wants to teach the concept of syllable and vowels.
3. Teacher also build up words according to a given syllable structure
Assessment and Evaluation:
The teacher will be observing his/her students during their performance through
out the class activities so that he/she will be able to know their areas of
improvement and will devise activities in the next class accordingly.

Language Skills: Listening / Speaking /Writing/Reading

Lesson Plan
Stages Time Procedure/Activity Skills in Stage Aim
types of for Steps to be followed Focus
each
Interactio activity
n Genre/fu
nction

Listening/ The purpose

Speaking/ of the activity
Confidence is to activate
Activity 1: developme the students
nt Schema.

(Warm Up) W Write 5 words on the white board :

2 picture, hit, magnet, sister, melon,
Teacher + min mat, present.
class
interaction,          Ask the students to work in pairs
Student + for five minutes and discuss how
Student many pauses/beats the words
Interaction written on the writing board have.
will be Ask the students to do the drill
exploited.
with each other aloud.
         After two minutes, break the
words in parts.
         (like : pi/ture, mag/net, sis/ter,
me/lon, pre/sent, mat, fast, hit).
         Mat, fast, hit are one beat word.
Picture, magnet, sister, melon and
 present are two beats words.

Loud
(Presentation) Activity 2 Reading
         Write the definition of syllable to
2 explain the concept of syllables on The Purpose
min. the bases of beats on the board: of the
Definition : Group of letters activity is to
Teacher + having one vowel sound in it arouse the
Class known as Syllable.OR A syllable schematic
Interaction, is a sound, or a group of sounds, information
Teacher + produced by a single chest pulse about the
Student and containing a vowel. target
Interaction structure.
,Student t
+Student
Interaction          Ask the students to copy the
definition of syllable and the words
with syllable division in their
notebooks.

Visual Aids De/Prese

ntation of
Syllable Boundries:Morphology says Syllable The Purpose
4 that a word has its own internal of the
min. structure. activity will
But this is grammatical structure be to enable
and involves morphemes as the the students
smallest unit of meaning, words to known
also have their phonological about
structure a structure that consist syllable and
of phonemes and group of syllable
phonemes. boundries
The word such as “introduction” is and will
made up of 11 phonemes , we can practice it.
also say that it consists of 4 groups
of phonemes.
Syllable and their Structure:
We have already seen that a
syllable consist of a single sound,
as long as that sound is a vowel
and it cannot contain more than
one vowel. If their happen to be
two vowels letters in writing,
those letters will be invariably
represent just a single sound, and
 that sound may or may not be a
diphthong. Let us look at some of
them:
Wood // Short Vovel 1 Syllable
Cool // Long vowel 1 Syllable
Coin// Diphtong 1 Syllable
If we use the symbol C to indicate
a consonant and V to represent a
vowel then we can say that each of
the above word has a syllable
structure of CVC.

Activity 3:
Give a list of words to students
Stage 3: and ask them to try to feel the
syllables boundries.It is usual to
Practice: mark such boundries either in
front of consonants or between
them, although we shall later see
Teacher+ exceptions to this.
Class
Interaction,
WORDS SYLLABLES
Student + Emphasis em / pha/sis
Student Between bet/ ween
Interaction Return re/ turn
will take Language lang/ uage
place.
.
Certainly cer/tain/ly

Production: Activity 4: The learners

The teacher will divide the will get more
Student + confident and
learners into pairs and will ask be motivated
Student them to practice .
Interaction Improving by the teacher
will happen.
3min Different language have different pronunciati to have a
. syllable structures.Some favour on controlled
open syllables and others closed practice of the
Student + target
Student syllables. structure.
Interaction
Activity 5: The students
2 T Tell the students that they have learnt will be able to
min. how to break words into syllables. use the
Able to targeted
They must pronounce a word,
structure
Follow up: identify the syllables and then divide pronounce freely, which
them the unseen will enable
      Give them some new words and ask words them to get
them to separate the syllables for more
extra practice. understanding
of the
    structure.
  Tell the number of syllables each The learners
will have a free
word has : Identify practice during
Cow, wow, now (one syllable syllables this activity
words) boy, joy, toy (one syllable) and their and the
garden, copy, rocky ( 2 syllables boundries teacher will
words). play the role of
just a
facilitator.
Activity 6:
Home Task
2 W Write the number of syllables in each
Home Task min. word. First one has been done.
They already
Find the 0.       Garden = gar/den have practiced
syllables in 1.       Copy = the same
each words 2.       Story = activity spoken
3.       Lorry = vise, now they
4.       Student = will be given a
practice of
5.       Discussion = written as well.
6.       Discovery =