MOOC Shaping the Way We Teach English: Phase 1 Lesson Plan Template
A program of the U.S. Department of State, administered by the University of Oregon.
PHASE 1 LESSON PLAN TEMPLATE (list version)
Directions:
Use this Template to fill out your lesson plan. (Add more space to any section if you need it.) DonХt forget the reflection at the end (part F), as well. Refer to the rubric to be sure you have included all elements.
A. STUDENTS AND SETTING
Students: Briefly identify the age, grade level, and previous English experience of your students. Include anything that would help other teachers understand who your target students are.
first grade (ages 6-7); beginning English in a Russian-speaking environment.
Setting
This is a secondary school where the 1st grades – 11th grades study altogether. English is practiced in 30-45 minute lessons every day ( I use native language for explaining). There are 11-12 students in one group, where I work. Lesson lasts for 45 minutes. I can build vocabulary from day to day with English lessons and games. Only one minus- we have one lesson a week in the first grade.
B. BACKGROUND:
What kinds of lessons have immediately preceded this one? Are you expanding a previously learned/practiced point? beginning a new module? offering extended practice? Include anything that will help other teachers understand your lesson.
This lesson introduces new vocabulary for the second time: Farm and wild animals (Name animals, saying, This is . . . They live in…. They eat…. ) Students know the names of some animals, habitats of animals, food, but they don’t know how to say full sentences. They use a text book where there are small pictures of animals, habitats, food.
C. LEARNING OBJECTIVES/EXPECTED RESULTS:
How will students improve or change as a result of this lesson? Use objectives that describe what learners will be able to DO as a result of this lesson.
Students will listen and hear the vocabulary many times in slightly different contexts. Students will respond orally only if they know the answer and repeat phrases after the teacher. They will demonstrate acquisition by responding to commands, nodding. By the end of the lesson, they will be able to say sentences about animals, e.g This is a horse. Horses live on farms. They eat grass. Sharks live in the sea. They eat fish and animals and so on. Continued practice in later lessons will help them acquire the language and be able to remember the words, say them appropriately and ask questions to each other ( pair and group work).
D. MATERIALS AND SOURCES:
Materials: What objects or realia will you need to make or collect? What authentic materials will be used, and will you need to prepare or enhance them beforehand? Will you need any worksheets or written instructions? (Please include a copy of worksheets with your lesson plan.)
Sources: List where your materials or realia came from so that others may find them.
Materials
Flashcards, toys, a computer, a text book for the first grade “Primary colours”( for Kazakhstan), Cambridge, 2012. page 69.
E. PROCEDURES / TIMING:
List step by step what you will do in class, and what you expect the students to do. How will you provide opportunities for students to talk to each other, for example with group or pair work?
Your lesson should be about 40-60 minutes long. Try to divide the steps logically, where the teacher moves to a different activity.
Make each new action by the teacher and the student response a separate line. Please add lines as needed.
| Teacher does/says | Students do/say | Approximate time needed |
| Greeting Good morning
The teacher allows children to sit down. | Students stand at their desks and tell a rhyme “Good morning” Good morning ,good morning Good morning to you, Good morning, good morning We are glad to see you.
Sit at their desks in pairs. | 2 min. |
| Shows a cartoon “Gogo’s adventure” (#5)Is that a tiger? | Watch a cartoon and listen, revise some vocabulary | 5-6 min. |
| Teacher asks: What’s the topic of our lesson?
Works with flashcards: Pictures of animals. What’s this?
Guess an animal Is this a horse? ( a tiger,…..) Yes/No | Students answer Animals
All students answer
A horse/ This is a horse. A crocodile, a monkey, a shark, a tiger.
Yes/no | 5min. |
| Ask students
Where do horses live? Where do tigers( monkeys) live? Where do crocodiles live? Where do sharks live? | Students answer individually and then repeat after the student. On farms In forests
In rivers In the sea | 5 min. |
| Asks students to work in pairs | Students sit at one desk One student asks another What’s this? Where do they live? ( They use their text books) p.69 (2) | 10 min. |
| A minute for rest Students sit for a long time, they need to move a little bit | Move their bodies Watch a short video and repeat after the character of this video. | 2 min |
| Questions for students What do horses ( sharks, monkeys, tigers, crocodiles) eat? ( use gestures)
| Grass( animals and fish, fruit, animals )
Students answer in chorus and then individually | 5 min. |
| Magic bag Students should take an animal from the bag and try to tell about this animal: what this is, where live, what eat | One student stands in front of group and tell a story about animals This is … They live in … They eat … . | 10 min. |
| Conclusion Teacher asks their Ss What can we say?
| About animals, where they live and what they eat | 1 min. |
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| Total lesson time includes listening and speaking and gestures. Total: 45 min. |
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| Next lesson my students will go on to speak about animals and bring a toy or a picture of their favorite animal. They will continue to improve speaking skills using realia. |
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F. REFLECTION - Week 2:
How does this lesson demonstrate the use of realia and/or authentic materials and peer or group work? How is this lesson appropriate to the age/grade level of student you are targeting?
This lesson uses toys, an authentic material ( cartoon). I usually use a computer at my lessons for the first grade. They watch cartoons, listen to songs. My students like cartoons about Gogo very much and watch them with great pleasure. They try to repeat words and phrases in English with the characters of these cartoons. Also children like animals and I think that they are interested in this topic. One more advantage of this lesson is in the usage of singular and plural forms. During the lesson students use singular form – it’s a name of an animal ( a horse, This is a horse) and then they say about the whole group of animals. So students remember these forms during the lesson.
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