model lesson plan

Model Lesson PlanSubject: English Class: FiveUnit: 5 Period: 2nd

Lesson Topic: Describing People Time: 45mTeaching Item: Language FunctionSpecific Objectives:

At the end of this lesson the students will be able to- Make two sentences a person or their friends.- Use some adjectives such as old, young, fat, short, tall etc to describe the different

people.Teaching Materials:

- Classroom materials, flash cards, pocket chart & pictures.Teaching Learning Activities:Warming up: The teacher makes two sentences about him/her. i.e. I’m fat but u r short. / I am still a young teacher.Revision: The teacher revises the previous lesson within five minutes.Presentation: The teacher reads the text with correct pronunciation while the students listen only. Then he/she shows the flash cards, reads them and puts into the pocket chart. Finally, he/she shows the pictures of the old man, young boy, smart girl, fat woman and so on.Practice: The students read the text. The teacher goes around the class, listens to the students and helps if they are having difficulties. The students are asked to describe each other by using given adjectives.Production: The students will write different sentences by using different adjectives for describing people.Evaluation: The teacher will ask the following question to the students:

- Make to sentences about a person or your friends.- Use the following adjectives to describe the different people.

Homework:- Write any ten sentences about your family using the adjectives you have learnt today.

Essentials of Lesson PlanLesson Plan: Heart of Teaching

Preserve the HEART: minimize the fat Have regular check up (updates) Always see whether it is working or not (i.e. whether it is living in the class, or dead) Not just for showing, but for using in the lesson

WHAT and HOW aspects Lesson Head Objectives Materials Activities Evaluation Homework

Lesson Objectives SMART principle (short and simple, measurable, achievable, realistic, time bound &

tactful) Use the action verbs, e.g. listen and do, describe, complete, match, answer, write, list,

choose, use, identify, explain, give example, compare and contrast, make, select, solve, prove, add, say, classify, find out, show etc.

DO NOT use: know the meaning, get knowledge, remember Know/understand, feel, develop, think, help, imagine, concentrate, recall etc.

Materials Attractive, colorful, and visible Interesting and innovative Relevant to lesson objectives Minimize the use of ritual materials such as flannel board, pocket chart, etc.

mechanically Encourage records, videos, pictures, graphic representations, etc. Human resources can also be materials

Activities Must be in line with the objectives Should be clear, coherent, and brief Examples, exercises, games, etc. should be clearly mentioned in this section Do not write story like paragraphs for minor ritual T activities Think of processing opportunities for the SS (Inductive approach) Maximum interaction opportunity (i.e. listening, speaking, reading, writing, playing,

working opportunities in English)

Insights from the theory courses Encourage the students to relate practice with theoryEvaluation Must be in line with the objectives Should have clear instructions Should be creative, and of motivating type Should require processing mechanism in the SS Should cover the major focus of the lesson Minimize memory provoking items

Home work Relevant to the topic In the form of projects, tasks, exercises, etc. From the TB Give clear instruction Focus on the major topic

A Glance at LP Theory ‘By planning I mean what working teachers do when they say they are planning their

courses and lessons. Planning includes: considering the ss, thinking of content, materials, and activities that could go into a course or lesson.’ (Woodward, 2010)

‘A plan provides security and systematicity in the form of map. It enables the lesson run smoothly and to anticipate problems.’ (Farrell in Richards and Renandya, 2002)

‘Learners can easily notice the difference between teachers who plan and those who do not. And if their teacher does not make an effort, why should they?’ (Davies and Pearse, 2008)

WORKSHOP Group work: designing lesson plans (30 m) & Presentation and discussion (50 )

Session conclusion Title or theme of the lesson Date, time and period allocation Level and ability range of the SS Lesson objectives Relevant previous knowledge and experience of the SS Lesson activities in line with objectives Teaching strategies Resources to be used S activities to be incorporated S evaluation and assignments to be adopted