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Lesson Plan Format P6

This lesson plan aims to teach students to describe their daily routine in writing and say where objects in the classroom are orally. It will focus on using the present simple tense in the first person singular. The teacher will present new vocabulary like desk and whiteboard, practice pronunciation of sounds like /I/ and /i:/, and have students do activities like describing object locations to practice. Assessment will involve students classifying objects and following oral directions. The plan outlines stages of the lesson from the beginning to development to ending, including what the teacher and students will do and how long each stage will take.

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987 views

Lesson Plan Format P6

This lesson plan aims to teach students to describe their daily routine in writing and say where objects in the classroom are orally. It will focus on using the present simple tense in the first person singular. The teacher will present new vocabulary like desk and whiteboard, practice pronunciation of sounds like /I/ and /i:/, and have students do activities like describing object locations to practice. Assessment will involve students classifying objects and following oral directions. The plan outlines stages of the lesson from the beginning to development to ending, including what the teacher and students will do and how long each stage will take.

Uploaded by

Niria
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Pedagogía Media en Inglés

Sede Concepción
Práctica Progresiva VI – 2020/10

LESSON PLAN Nº X “Topic”

Class / Unit: Level of Length of ST-Teacher’s names:


English: lesson: Emails:

Main Aim: Evaluation Criteria: Assessment Performance Indicators


Productive Skills
At the end of the lesson students will be able to … (lg function: Learners can classify everyday objects and familiar places.
give advice) + (Lg skill: orally /in writing) + (Lesson context)
Learners can use basic personal information
At the end of the lesson, SWBAT describe their daily routine, in and expressions of politeness in short dialogues or
writing. conversations
At the end of the lesson, SWBAT say where the objects in the
classroom are, (orally) Learners use a simple Venn diagram to
show that they can understand a short simple text.
Receptive Skills:
Learners follow oral directions to participate in classroom.
At the end of the lesson students will be able to read/listen
comprehensively (text-type) about (topic)
Functional Exponent: An example of the utterance / sentence
At the end of the lesson, SWBAT read a poem about love
teacher expects learners to produce.
comprehensively.
Subject + verb in Simple Present + at + time: I wake up at 6
At the end of the lesson, SWBAT listen to a radio program about
o’clock.
the life of a famous singer comprehensively.
The lockers are next to the door.
Cross-curricular Aims (Attitudes):
Object + is/are + preposition of place + object
Learners show a positive attitude when…
Subsidiary aims: Grammatical - Lexis - Pronunciation (using Bloom Taxonomy chart)
1. Language Form
2. Vocabulary:
3. Pronunciation (Speaking)
4. Reading/Listening Strategy (eliciting, predicting, checking predictions, skimming, scanning, listening for gist, etc.)

Target Language: (Linguistic CONTENTS: form, meaning, pronunciation) Assumed Knowledge:


 Necessary input for the specific lesson.
Receptive Skills  In terms of lexis.
1. Vocabulary: list of lexical items to be taught  In terms of grammar.
2. Language Focus: tense, person (s), form, example.  Listed.

Productive Skills Vocabulary: desk, whiteboard, locker, chairs,


PLUS … bulletin board, lamps, projector, book shelf, laptop,
3. Pronunciation: practice of specific (related) sounds, stress patterns, altar, dustbin.
intonation for specific utterances, rhythm in specific utterances, etc.
Language Focus:
Language Focus: Present, Simple: First Person Singular, affirmative form. Verb to be: is, are, affirmative form.
I go to bed at 10 pm.

Pronunciation: Practice of these sounds /I/ /i:/

Anticipated Problems and possible solutions (only focused on language Aids/ Attachments
issues)
(ppt, hand-outs, worksheets, etc.)
Use of reminders in the room, prepare a worksheet (to have a Plan B, other
than vocabulary lists)

2
Choose one or more of the options below. Justify.
TEACHING MODELS

If you are teaching productive skills …. If you are teaching receptive skills

Introductory activity(ies) Pre-R / While-R / Post-R


Presentation - Practice - Production

Engage - Study - Activate Pre-L / While-L - Post-L

TBL
Pre-Task - Task (Planning-Reporting) - Lg Study

PROCEDURE
Stages Aim(s) / What the Teacher is going to do What Learners are going to do Inter- Time Assessment
(accordin Tasks actional (min) procedure
g to the patterns
Teaching (T-SS /
model SS-SS /
selected) Pair-
work /
Group-
work)

Beginning 1.
the class

3
2.

etc

Development 1.
of the class

2.

3.

etc

Ending the 1.
class

2.
etc

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