Lesson Plan Template

Background Information-Content
Student name: Marwa Rashed

ID#: H00204430

Lesson
Title/Reference:

Calm in an
Emergency
Students
No. of
grade: 11
students: 25
Learning Outcomes
Speaking

Date:111-2015

The students will answers teachers

questions and they will speak about the
idea of the video.
Listening
The students will listen to the teachers
questions and their colleagues answers.
Also, they will listen to the video.
Reading
The students will read the passage.
Writing

Time: 9:00
School: Jamila bouhired
school
-9:50
Target Language

Encouragement words: Good job,

excellent, well done.
what is the video taking about?
What happen to her mother?
Why the girl rush to the kitchen?
What Aisha do to her mother?
Did Aisha take a first aid course?
Why Aisha called the an
ambulance?

The students will writer sentence about

the new vocabulary.
Vocabulary
save a life, hero, honor, stay calm, emergency, first aid, paramedic, tragic, rush,
gash, pressure, reassure, physical therapy.
Phonological features

Correct pronunciation: paramedic - /pr.med.k/ , tragic- /trdk/ ,

honor -/nr/ , reassure -/rir/.
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
make play role about their understating of the lesson.

Rationale: (Why am I teaching this? Place in teaching sequence?)

This lesson about a hero (Calm in an Emergency) , that help the students to
know more vocabulary Also, they will develop their skills. (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 Penal
o PowerPoint

Time/Stage

Teachers Activity
and language input

10 min/ The teacher

Engagem will play a
ent
video relate to
the reading.
After that she
will ask them
auctions. For
example,

Students Activity

Interaction
Pattern

Why

The students
have to watch
the video and
answer the
teachers
questions.

Teacher

Engage

and

students

students

interest and
for lesson

what is the
video taking
about?
What happen
to her
mother?
Why the girl
rush to the

set context

The students

Feedb
ack

kitchen?
The teacher let
the students to
predict the title
from the video.
The teacher
will give the
students new
vocabulary and
they will check
the meaning
from the
dictionary and
put it in a
sentence.
35 min/
billing
knowledg
e

The teacher
will give the
students
reading sheet ,
the students
will start to
skim the
passage and
know the idea
of the reading.

have to
predict the
tittle.
Groups
The students
have to check
the meaning
from the
dictionary and
put it in a
sentence.

The students
have to skim
the reading
and know the
idea of the
reading.

The students
The teacher
have to read
will give the
the all
students
passaged and
passage and
share the
read it all. Then main idea
, they will share with their
the idea with
colleagues.
their
colleagues in
group.
5min/
transfor
mation

The teacher
will give the
students
worksheet with
ten questions

The students
have to
answer the
questions in
the pairs.

Pairs

Checking if
they
understood
the new
vocabulary.

and do it with
their pairs. For
example,
What Aisha
do to her
mother?
Did Aisha
take a first
aid course?
Why Aisha
called the an
ambulance?
5 min/
The teacher
Presentat will let the
ion&
students to do
Reflectio role play in
n
groups.

The students
Groups
have to do the
role play in
groups that
relate to the
passage.

Checking
for their
understandi
ng.

Reflection
I started my lesson, to played video about a hero then, I asked the students questions
related to the video. Asking questions help the students to get a confidence and take a hint
or chance to know the idea of the reading. According to (Appleman & Graves,
2012) Questioning encourage students to think about and react to the
information and ideas in the materials they have read. So the students
were participating and sharing the answers with me . 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 compression the context. (Thornbury,

2002) In the next stage which is while reading I started by giving them
the passage and start to skim it . I used this skimming to them to get
the main idea of the reading and highlight the dates, names, and
places. In the while reading stage, I led the students to read the
passage and get the main ideas from it. Then, we started to discuss
the reading and the questions sheet to gather. I the last stage I led the
students to do role play in groups to check for their understanding, so
this activity was interesting to the students and they were excited to
do it in class.

Bibliography
Appleman, D., & Graves, M. (2012). Reading Better, Reading Smarter. United States of
Ameria: Heinemann.
Thornbury, S. (2002). How To Teach Vocablary. England: Personal Education.