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Lesson Plan 2

Student name: Marwa


ID#:
Rashid Salim
H00204430
Level 4
No. of
Date: Monday,
students:
21/3/2016
13
Learning Outcomes
Speaking
Ss. Will answer the questions.
Listening
Ss. Will listening to the teacher questions
and their classmate answers. Also, they
will listening to the video.
Reading
Ss. Will read the passage and the
questions.
Writing
Ss. Will write sentences include the new
vocabulary.

Lesson Title/Reference: peoples


lives ( vocabulary)
Time: 3:00
HCT- ( Room518)
-3:50
Target Language
How are you today?
Do you understand?
Do you want me to explain more?
Could you please use this in a
sentence?
Could

you

please

write

twelve

sentences include the new words?


What does it means?
What do we call this?
Could you please read the question?

Vocabulary:
Seafarers, confident, charts, pools, laid out, represent.
Phonological features:
Correct pronunciation.
Seafarers- (sfrr) , confident- (knf-dnt)
Other: (e.g. affective domain)
Students work in pairs or group to ensure communication.
Increase students confidence to participate in group discussion.
Increase students imagination and creativity through writing sentences include
new vocabulary.
Rationale: (Why am I teaching this? Place in teaching sequence?)
This vocabulary lesson is new lesson to them. It teaches them how to use new
vocabulary in a sentences and the definition of each words.

Classroom management: (Anticipated concerns and plan of action)


Give more exercises on using present perfect.
Extra guidance to the students through monitoring and scaffolding.
Clarify and repeat the

instructions

more than once

(in case students

misunderstood).
Divide the groups according to their levels (high, low, learning styles).
Resources and Materials:
pictures, markers, PPT, worksheet, write board, Ipad.

PROCEDURE
Time/Stage

Teachers Activity
and language input

Student's Activity

T. will play a
video include
new vocabulary
and I will let
them to write
the new
vocabulary for
them in a paper.

T . will ask the


students to
write the new
words in the
white board and
read them with
the students .

T. will introduce
the new
vocabulary by
using PPT and
picture.

Ss. Will listen


to the teacher
and repeat the
words.

T. will do activity
which is word
map , she will
give each group
six words and
the students will
define the word
and put the
words in
sentences.

Ss. Will set in


four groups
and in each
group three
students. Each
students will
takes two
words and
define the
words and use
them in a
sentences.

Engagement

Ss. Will watch a


video and write
the new
vocabulary for
them in a
paper.

Building
Knowledge
20 min

Why
Pre-Activity
Teacher makes
the students
excited and

Tmotivated,
Ss/peers
activates their

10 min
-

Interac
tion
Pattern

schema, and

Ss. Will write


the new words
in the white
board and read
them with the
teacher and
classmate.

introduces
new
vocabulary.

While-Activity
Ss

Teacher
provides
support to the
students and
helps them
monitor their
own
comprehensio

Transformati
on

T. will give the


students text
and worksheet.
The students
will read and
answer the
questions.

n.
-

Ss. Will read


the text and
answer the
questions.

T will check the


students
answers.

Ss. will read


the answers
and check their
answer their
teacher.

T will let the


students to use
the new
vocabulary in
twelve
sentences and
write them on
their Ipad.

T will let the


students to read
their sentences
loudly and let
their classmate
correct their
mistakes.

10 min

Presentation
10 min

Reflection
5 min

Ss. Will write


twelve
sentences on
their Ipad.

Ss. Will to read


their sentences
loudly and their
classmate will
correct their
mistakes.

While-Activity
T-Ss

Individu
al

Ss

Teacher
scaffolds and
monitors
students
practice and
progress.

Post-Activity
Students will
try to use their
knowledge to
observe and
evaluate
within the
class.

Reflection:
In this lesson plan I did vocabulary lesson and I includes many
activities in different stages. Also, I used different strategies in this
lesson so, in this reflection I will write about three stages, activities,
strategies and how I taught the lesson plan.
In the first stage, I played a video include new vocabulary and I will let
them to write the new vocabulary for them in a paper. After that, asked
the students to write the new words on the white board and read them
with the students. I introduced the new vocabulary by using PPT and
picture that helped them to understand the words. The vocabulary is an important to the
students because if they understand the vocabulary they can comprehend the passage and
acquire the second language. According to (Thornbury, 2002) Without grammar very
little can be conveyed, without vocabulary nothing can be conveyed.

In the building knowledge and transformation stages, I did activity


which is word map , I gave each group six words and the students
defined the word and put the words in sentences. This activity went
well because the students were active and understand the words by

this activity. I gave the students text and worksheet and the students
read and answer the questions. After that,

I checked the students

answers. Also, check their answers, let the students to stimulate their knowledge and
give students a sense of achievement.( Adrienne,2002)

In the last stage, I

led the students to use the new vocabulary in

twelve sentences and write them on their Ipad. I monitored them and
check their sentences and I led the students to read their sentences
loudly and let their classmate correct their mistakes. This activity went
well because it help the students to use the new words in sentences
and help them to develop their skills.
To sum up, is important to recognize our lesson plan because it is
important in teaching and help the teacher to follow the right steps
and do not lose her time to remember what is the next activity. Also,
Using strategies in vocabulary lesson can affect students in writing,
speaking and knowledge. So, the teacher can use strategies in
different ways because that help the students to participate and
interaction in reading class.

Bibliography
Herrell, L. A. (2002). 50 Strategies For Teaching English Language Learners. Cansda: Adrienne.
Thornbury, s. (2000). how to Teach Grammar. UK: Biuestone Press.