Lesson Plan Template

Background Information-Content
Student name: Marwa Rashed

ID#: H00204430

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

Date:2610-2015

Lesson
Title/Reference:

Ocean food chain

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

What does the tittle of our reading?

The students will talk about the video and
answer to the teachers questions.
Listening

What is the main ideas of the

reading?

The students will listen to the teachers

questions and their colleagues answers.

Encouragement words: Good job,

excellent, well done.

Reading

Did you eat your breakfast?

The students will read the passage.

Writing
The students will writer sentence about
the new vocabulary.

What did you eat?

If I do not eat food what will
happen to me?
What we gets from the food?

Vocabulary

Producers, Consumers, Herbivores, Omnivores, Carnivores, Predators, prey

Phonological features

Correct pronunciation: Carnivores- ( kahr-nuh-vawr, -vohr(, Omnivore[om-nuh-vawr, -vohr], Consumers- [kuh n-soo-mer]
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 food chain about their understating of the lesson.

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

This lesson about ocean food chain about the types of consumers. So they
will learn new vocabulary and the different between each type. (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 Papers
o PowerPoint

Time/Stage

Teachers Activity
and language input

10 min/ The teacher

Engagem
will ask the
ent
students

Students Activity

Interaction
Pattern

Why

The students

Teacher

Engage

have to

and

students

answer the

students

interest and

questions

teachers

set context

about the food

questions.

for lesson

and from where

they get the
energy.
Did you eat
your
breakfast?
What did you
eat?
If I do not eat

Feedba
ck

food what
will happen
to me?
What we gets
from the

The students

food?

have to close
their eyes and
imagine what
the teacher

The teacher

will say and

will let the

predict the

students to

tittle .

close their eyes

and imagine
what the
teacher will
say. After that,
the teacher will

The students

let the students have to do the

to predict the

vocabulary

tittle of the

activity by

reading.

putting the
word with

The teacher

meaning in

will read the

one rang.

vocabulary and
the students
will repeat ,
after that, the
teacher will
give each

Checking if
they
understood
the new
vocabulary.

group activity
to put the word
with meaning
in one rang.
The teacher

35 min/
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

The students

of the reading.

have to read
all the

The teacher

passage and

will let the

get out the

students to

mina idea of

read all the

each

passage and

paragraph.

get out the

mina idea of

The students

each

have to set in

paragraph.

the group by
their sheet

The teacher

color and

will divide the

discuss with

students by the

the students.

sheet color. For

example, the
students who

Students

have read color

they will set in
one group, the
students have
green color
they will set in
one group and
5min/
transfor
mation

so on.
The teacher

The students

will give the

have to

students sheet

answer the

questions.

questions

5 min/
The teacher
Presentat
will let the
ion&
Reflectio students to
n
make food

sheet.
The students

Checking
for their

make food

understandi

chain by using

ng.

paper, colors,

paper, colors,

scissors and

scissors and

glue.

Reflection

Individual

have to

chain by using

glue.

Pairs

In the beginning of the class, I started to ask the students questions about their breakfast
and why it is important. The students were using their schema and background
knowledge to help them to answer the questions. So this technique was good to the
students to engage them before start the lesson.(Peregoy & Boyle, 2008) After that, I led
them to close their eyes and imagine the story. 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 compression 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.
Next, I

divides the students by the sheet color. For example, the

students who have read color they set in one group, the students have
green color they set in one group and so on. This strategy good for low
level students because when I divvied them I saw the students helping
each other. Using discussion in group with different level of the
students help the students to acquire information and ideas from other
students.(Graves, Juel, Graves, & Dewitz, 2011) finally, I led the
students to do food chain by using paper, colors, scissors and glue.

So , that was interesting stage of the students to show their

comprehension of the lesson.
Bibliography
Graves, M. F., Juel, C., Graves, B., & Dewitz, P. (2011). Teaching Reading in the 21st
Century. United state of America: Pearson Education.
Peregoy, Boly. (2008). Reading, Writing and Learning in ESL. United State of America:
Pearson Education.
Thornbury, S. (2002). How To Teach Vocablary. England: Personal Education.
Tompkins, G. E. (2006). Literacy for the 21st century. New Jersey: Personal Educaton.