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

Lesson
Title/Reference:

who eat what?

The students will answers teachers

questions about the woman in the video
and why we called her hero.
Listening
The students will listen to the teachers
questions and their colleagues answers.
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 dose flow chart about?
What do we call this?
Do you now about caterpillar life
cycle.
Did you see hawk? Where?
What dose hawk eats?
What are the main ideas of the
paragraphs?

The students will writer sentence about

the new vocabulary.
Vocabulary
Caterpillar, wren, hawk, fuel.
Phonological features

Correct pronunciation: (fuel -fyoool),( hawk -hk),( wren- rn)

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
write down interesting fact about their understating of the lesson.
Rationale: (Why am I teaching this? Place in teaching sequence?)
This lesson about the animals and what does the animal eats and how they can
make a food chain. (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

Students Activity

Interaction
Pattern

Why

10 min/
Engageme
nt

The teacher

The students

Teacher

Engage

will show the

have to look

and

students

students flow

at the flow

students

interest and

chart about a

chart and

set context

caterpillar.

answer to the

for lesson

teachers
What dose
flow chart
about?
What do we
call this?
Do you now
about
caterpillar
life cycle.

questions.

Feedb
ack

The students
The teacher

have to look

will show the

at the picture

students hawk

and answer to

and ask them

the teachers

questions

questions.

Checking if
they
understood
the new
vocabulary.

about it.
Did you see
hawk?
Where?
The students
What dose

will repeat the

hawk eats?

new

Groups

vocabulary
The teacher

and do the

will let the

activity which

students repeat is match the

the new

word with the

vocabulary and

meaning.

do the activity
which is match
the word with
35 min/
billing
knowledge

the meaning.
The teacher

The students

will give the

have to skim

students

the reading

reading sheet ,

and know the

the students

idea of the

will start to

reading.

skim the

Students

passage and
know the idea
of the reading.

The students
have to read

Students

The teacher

the first and

and

will let the

second

teachers

students to

paragraph

read the first

and discuss

and second

with their

paragraph and

friend and

after that they

later with the

will discuss

teacher.

with their
friend and later

The students

with the

have to read

teacher.

the third and

The teacher

fourth

will let the

paragraph

students to

and answers

read the third

the question

and fourth

in questions

paragraph and

sheet.

Individual

after that the

will give the
students
worksheet to
answer the
questions.
The teacher

5min/
transforma
will discuss the
tion
questions with

The students

Teacher

have to

and

answer the

students

the students.

questions
from their

5 min/
Presentati
on&
Reflection

The teacher

worksheet.
The students

will let the

have to write

for their

students to

down

understandi

write down

interesting

ng.

interesting fact

fact about

about

caterpillar and

caterpillar and

hawk..

Individual

Checking

hawk.

Reflection

I started the lesson by showing the students flow chart about a caterpillar and asking them
questions about it. So, that help the students to give predictions and discover the title.
Then, I showed them a picture about hawk and asked them questions about it. Asking
questions help the students to active their schema, using prior knowledge and give the
students opportunity to be more interested in reading. (Tompkins, 2006) Then, I finished
the first stage 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) After that, I gave
the students the reading sheet to start to skim it. I used skimming to help the students to
help them to get the main idea of the text and highlight the important things. Then, they
read all the passage and get the main ideas. After that, I divided the paragraphs to four
and I led the read the two paragraphs first and discuss them with their friends. When they
finished the first two , they started to read the last paragraphs and discuss them with their
friends. I think discussion group help the students to share their ideas and information.
Also, help them to improve the skills and comprehension the reading. When they finished
the reading and discussion with their friends I started to share the and disused the reading
with them to understand the meaning. In the last stage , I led the students to write
down interesting fact about caterpillar and hawk and that was
interesting to them. So, the last stage was only to check for their
understanding of the reading.

Bibliography
Thornbury, S. (2002). How To Teach Vocablary. England: Personal Education.
Tompkins, G. E. (2006). Literacy for the 21th century. US: Personal Eucation.