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lesson plan can anyone help me please

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  • DeanBarratt
    Participant
    24 May, 2013 at 15:43
    • Total posts: 1

    Now write a lesson plan for a 45-minute-long lesson with one of the objectives below. (Min 200 words)

    Click here to remind yourself of the model structure for a lesson plan. Make sure each stage of your plan includes a description of the activity, the type of interaction, and the timing.

    a. Objective: to learn and practise the vocabulary of hobbies and to revise adverbs of frequency.

    Level: elementary this is my answer not to sure if im on the right track on my last try to get it right advice would be helpful

    Level: Elementary
    Lesson length: 45 min
    Objective: To learn and practice the vocabulary of hobbies and to revise adverb of frequency.
    Target language:
    1. Tennis, Football, Running, Swimming, Basketball, Skiing, Surfing, Skateboarding, Bike riding and Fishing.
    2. What is your favourite hobby?.. My favourite hobby is..
    Assumed Knowledge: students at this level will know present simple tense (positive, negative questions forms). Frequency adverbs (sometimes, often, always) and verbs (like, read, swim).
    Anticipated Problems: students may not know how to pronounce and write hobby vocabulary.
    Student may not participate in the activities.
    Solution: help with the more difficult words with drilling. Repeat individually with every student. Help them by writing the words on the board.
    If they seem shy or lack confidence, I will start talking to the students who have not spoken and give them an easy question to answer to boost their confidence.
    Preparation and Aids: pictures, cards, cd player, audio cd and worksheet.
    Lesson plan.

    1. Warmer. Play hangman with students using frequency adverbs (never, rarely, sometimes, usually, often and always) taught in previous lesson. T-S 5 min.
    2. Lead in. Check everyone understands the word ‘hobby’. Using real pictures of people practicing sports and other hobbies, I will elicit what hobbies are shown in the pictures e.g. tennis, football, running, swimming and basketball. In the case they have any problems writing them, I will help by writing on the board each of the words in a hangman style for the students to work out the correct spelling. T-S 4 min.
    3. Pair work: Put students in pairs and get them to discuss about popular hobbies they know. Plenary: ask each of the pairs about what new hobbies they have spoken about and write on the board their findings. T-S 4 min.
    4. Presentation. Introduce to the students the new vocabulary (target language). I will combine the subjects of the previous lesson (frequency adverbs) and will use the new target language of today (hobbies). T-S ? min.
    E.g. subject-frequency adverb-verb. I-never/often/always-go fishing.
    I will repeat each of the sentences several times drilling chorally and with each student check for correct pronunciation.
    T-S S-S 10 min
    5. I will have prepared cards for the children to work in pairs. With different groups: subjects (he, she, we, they), frequency adverb (never, often, sometimes) and hobbies written on them.
    Students have to form a sentence by choosing a card of each group and using the format above.
    Elicit one answer from each group to check for understanding. T-S 4 min.
    6. Presentation: elicit new question “what is your favourite hobby?” let students come up with answers using “I like”. Introduce a new sentence “My favourite hobby is” practicing by repeating after me and drilling with different examples – T-S S-T 4 min
    7. Controlled practice. I will have a CD player with an easy conversation between three people and hand out a worksheet where they will fill in the missing gap with the help of the audio C.D.
    E.g. Ben___ plays guitar. Ella always _____ before going to sleep. Joe’s favourite hobby is ____ .
    Individually read out the sentences to check their answers.
    I will replay the audio stopping at the end of each sentence and get the students to repeat. T-S S-T 8 min.
    8. Production. They will go around the class and ask each other which hobbies they take part in, in their free time, the frequency with which they do them and which hobbies they dislike, whilst writing their findings down. With this exercises they are going to practice what they have learnt. T-S S-T 8 min.

    E.g. “What hobbies do you do in your free time?” I play football and tennis. “How often do you play football?” I play football two times a week. “What hobbies do you dislike?” I dislike reading. T-S S-T 6 min.

    9. Free practice: comparing ideas with their partner. Then with the whole class,
    when they have finished, I will ask which hobby is most common in class. T-S S-T 2 min.
    10. Homework: write forty words about their favourite hobbies in the summer. Including at least one hobby not covered in class today. Review in next lesson. T-S S-T 1 min.

    dan
    Moderator
    30 May, 2013 at 20:06
    • Total posts: 762

    Reply To: lesson plan can anyone help me please

    Here are a few pointers, I hope they help:

    Objective: To learn and practice the vocabulary of hobbies and to revise adverb of frequency.
    Target language:
    1. Tennis, Football, Running, Swimming, Basketball, Skiing, Surfing, Skateboarding, Bike riding and Fishing.
    2. What is your favourite hobby?.. My favourite hobby is..

    As adverbs of frequency feature in the objective, it might be a good idea to include them in your target language, even though it is only revision of them.

    Assumed Knowledge: students at this level will know present simple tense (positive, negative questions forms). Frequency adverbs (sometimes, often, always) and verbs (like, read, swim).

    Are those the only verbs you assume they will know, or are there others? You could say, for example, "…some verbs to talk about hobbies such as read, swim, play…"

    Anticipated Problems: students may not know how to pronounce and write hobby vocabulary.
    Student may not participate in the activities.

    Which activities specifically might they not participate in?

    Solution: help with the more difficult words with drilling. Repeat individually with every student. Help them by writing the words on the board.
    If they seem shy or lack confidence, I will start talking to the students who have not spoken and give them an easy question to answer to boost their confidence.

    As with the anticipated problem, try to be specific with the activity you are referring to.

    Preparation and Aids: pictures, cards, cd player, audio cd and worksheet.
    Lesson plan.

    Pictures and cards of what?

    1. Warmer. Play hangman with students using frequency adverbs (never, rarely, sometimes, usually, often and always) taught in previous lesson. T-S 5 min.

    Good.

    2. Lead in. Check everyone understands the word ‘hobby’.

    How will you do this? You should be clear in your mind and on the lesson plan how you will check understanding of the word hobby. (See this page for ways of checking understanding: http://www.eslbase.com/resources/a-z/ch.-.-.erstanding)

    Using real pictures of people practicing sports and other hobbies, I will elicit what hobbies are shown in the pictures e.g. tennis, football, running, swimming and basketball. In the case they have any problems writing them, I will help by writing on the board each of the words in a hangman style for the students to work out the correct spelling. T-S 4 min.

    How will you elicit these? Will you point to the pictures and wait for the students to name the hobby? Will you ask a question, such as "What is he doing?"… Again, it’s important to be clear how exactly you will elicit or present language, not only for a good lesson plan, but so that you are clear in your mind how you’re going to approach it when you reach that stage.

    3. Pair work: Put students in pairs and get them to discuss about popular hobbies they know.

    At elementary level, asking students to "discuss popular hobbies they know" is too broad a task. It’s quite a difficult skill (even for native speakers!) to just start discussing something without some direction/guidance. So, it would probably be better to ask the students to discuss two or three specific questions about hobbies.

    4. Presentation. Introduce to the students the new vocabulary (target language). I will combine the subjects of the previous lesson (frequency adverbs) and will use the new target language of today (hobbies). T-S ? min.
    E.g. subject-frequency adverb-verb. I-never/often/always-go fishing.
    I will repeat each of the sentences several times drilling chorally and with each student check for correct pronunciation.
    T-S S-S 10 min

    How will you present the target language?

    5. I will have prepared cards for the children to work in pairs. With different groups: subjects (he, she, we, they), frequency adverb (never, often, sometimes) and hobbies written on them.
    Students have to form a sentence by choosing a card of each group and using the format above.
    Elicit one answer from each group to check for understanding. T-S 4 min.

    Good.

    6. Presentation: elicit new question “what is your favourite hobby?” let students come up with answers using “I like”. Introduce a new sentence “My favourite hobby is” practicing by repeating after me and drilling with different examples – T-S S-T 4 min

    Good.

    7. Controlled practice. I will have a CD player with an easy conversation between three people and hand out a worksheet where they will fill in the missing gap with the help of the audio C.D.
    E.g. Ben___ plays guitar. Ella always _____ before going to sleep. Joe’s favourite hobby is ____ .
    Individually read out the sentences to check their answers.
    I will replay the audio stopping at the end of each sentence and get the students to repeat. T-S S-T 8 min.

    Consider setting a gist listening task when they listen the first time (a simple question such as "How many people are there?") and then set the gap fill task (which is asking them to listen for specific information) for the second listening.

    8. Production. They will go around the class and ask each other which hobbies they take part in, in their free time, the frequency with which they do them and which hobbies they dislike, whilst writing their findings down. With this exercises they are going to practice what they have learnt. T-S S-T 8 min.

    Think about the instructions you wil give for this task. I would probably also model the activity with one student as an example. Could you also have a type of questionnaire for them to fill in / tick off as they go round to help structure the information they gather, and also to help them answer the question you’re going to ask during feedback ("Which hobby is the most common?")

    E.g. “What hobbies do you do in your free time?” I play football and tennis. “How often do you play football?” I play football two times a week. “What hobbies do you dislike?” I dislike reading. T-S S-T 6 min.

    9. Free practice: comparing ideas with their partner. Then with the whole class,
    when they have finished, I will ask which hobby is most common in class. T-S S-T 2 min.
    10. Homework: write forty words about their favourite hobbies in the summer. Including at least one hobby not covered in class today. Review in next lesson. T-S S-T 1 min.

    Ok good, remember though that not everyone has a large number of hobbies, so at this level finding one to write about that hasn’t been mentioned in the class could be challenging!

    On the whole this is a well thought-out lesson. The main point I think is to really think about not just what you will do, but how you will do it. How will you elicit/present language? How will you give instructions? Which questions will you ask?

    Hope that helps!

    Dan

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