English Lesson Plan - Template by University of Oregon

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This is my course work in the "Paths to Success in English Language Teaching" program of the U.S. Department of State, administered by the University of Oregon. A lesson plan for 2nd of ESO students studying modal verbs.

http://thecatalanclassofenglish.blogspot.com

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English Lesson Plan - Template by University of Oregon

  1. 1. This is a program of the U.S. Department of State, administered by the University of Oregon. Paths to Success in English Language Teaching. Copyright 2014 University of Oregon. All rights reserved. Phase 2 Lesson Plan Template Page 1 LESSON PLAN Course Activity By Vanesa Juárez 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. Setting: Briefly describe the setting. Is this a private school, public school, university, other institution? How many students are in the class? How often will you meet this group of students and for how long, etc.? Please include anything that will help other teachers understand the situation where the lesson will be taught. Students: the age is 13 years old and the grade level is 8th year (2n ESO in the Catalan school system). They are 25 students in total. The experience with English of these students is limited due to the lack of opportunities to interact with the language outside the classroom, although they started having contact with the language at least since primary school (at the age of 6) or earlier. The level of English is pre-intermediate. Setting: This is a public school where the teacher has the same students three times a week. English is practiced in 60 minute lessons three times a week only. B. Lesson Background: Put this lesson into a larger context. 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. The teacher has been explaining the use of some modal verbs such as “must” or “should” and students had some consolidation exercises for homework which are brought to the present session. C. Learning Objectives/Expected Results: Describe how students will improve or change as a result of this lesson and what they will be able to do as a result of the lesson. Make sure that your learning objectives are connected to your use of integrated skills in the lesson. Demonstrate the understanding of these modal verbs explained in previous sessions and apply them on collaborative learning activities during the class. Students will identify these modal verbs in other student’s activities and correct them. Then they will create
  2. 2. This is a program of the U.S. Department of State, administered by the University of Oregon. Paths to Success in English Language Teaching. Copyright 2014 University of Oregon. All rights reserved. Phase 2 Lesson Plan Template Page 2 similar activities for their classmates and interpret and evaluate their classmate’s ones, in order to practice the new concepts and produce some peer alternative assessment. They will reflect about the process and results of the session. D. Materials and Sources: Materials: Please list the materials will be used and whether the teacher will need to prepare or enhance them beforehand. If worksheets or written instructions are needed, please provide a copy as a graphic or PDF when you turn in your lesson plan. Sources: List where your materials came from so that others may find them. You can also list 1-2 resources that you used or that other teachers might find helpful in preparing a similar lesson. Materials: The materials are the course book with the exercises on modal verbs that students had for homework, a key provided by the teacher for those exercises, and some paper and a pen for the collaborative learning activities produced during the session. Sources: Ghaith, G. (2002). Using cooperative learning to facilitate alternative assessment. English Teaching Forum, 40(1), 26-31 Murphey, T. 1994/1995. Tests: Learning through negotiated interaction. TESOL Journal, 4 2, pp. 12-16. Overbaugh, R.C. & Schultz, L. (n.d.). Bloom’s taxonomy. Available at http://ww2.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm Shaaban, K. (2005). Assessment of young learners. English Teaching Forum, 43(1), 34-40 E. Procedures / Timing: List step-by-step what you will do in class, and what you expect the students to do. Your lesson should be 60 minutes long. There should be a good balance between teacher talk and student activity. Make sure that you are using integrated skills in your lesson plan. You will need to use alternative assessment as well, which you will describe in F. Assessment below. Teacher does/says . . . Students do/say . . . Approximate Time Teacher asks students to work in pairs to correct their homework and gives one sheet with the key for every pair to do so. “Let’s get Students get the book and wait for the key. 5 min.
  3. 3. This is a program of the U.S. Department of State, administered by the University of Oregon. Paths to Success in English Language Teaching. Copyright 2014 University of Oregon. All rights reserved. Phase 2 Lesson Plan Template Page 3 our homework exercises and give them to our classmate next to us to be corrected. Keep an eye on each other’s task in case you need to justify why you are correcting in a way or another. “Teacher justifies the aim of co evaluation and its benefits. Teacher circulates as students work in pairs; encourages them to comment on each other’s exercises by using English with their partners. Students correct each other’s exercises and comment on them. 10 min. Teacher asks feedback about the results on their peer’s homework results.”How did it go?” There is some reflection about the process of learning so far. Students give brief feedback on their classmates to the rest of the class. 5 min. Teacher asks to take a piece of paper: “Now, you are going to create a similar exercise from the ones found among the homework, in which there is a clear use of the modal verbs we have used. Do it in pairs but produce a copy of the activity for each of you. The activity has to give 5 points to the person that supposedly will be evaluated.” Students get the material needed and ask any questions they have about the task. 3 min. Teacher then circulates to each student pair to ask if they need help, check if the exercise they are creating works and follows some criteria. Also acts as a timekeeper reminding students not to write a too complicated activity but an effective one. Students work in pairs producing the activity. 20 min. When all pairs have their activity ready, the teacher asks students to move around the class and test members of other pairs with their activity (two students test other two students at the same time, as if it was a quiz). Each pair has to write down the name of the members of the pair they are testing on the piece of paper where they have created the activity, and also their mark. Students ask any questions they have about the task. 3 min. Teacher circulates to each student pair to ask if they need help, check if the task is being Students in pairs move around the 12 min. (probably not
  4. 4. This is a program of the U.S. Department of State, administered by the University of Oregon. Paths to Success in English Language Teaching. Copyright 2014 University of Oregon. All rights reserved. Phase 2 Lesson Plan Template Page 4 F. Alternative Assessment: Respond to the following: What forms of alternative assessment are best suited to this lesson plan? What does the teacher expect to find out from this assessment? How does the assessment demonstrate students’ linguistic competence? As the teacher circulates among the pairs, she will make notes on how students talk about their homework corrections. He/she will help students with vocabulary and phrasing as they speak to the group while creating the test activity. Later, the teacher will decide, based on her/his notes, what students will need further help and review these modal verbs in the next sessions through other different activities. The activities students create - plus the marks of their classmates and some reflections about the activity they may write during next sessions if the teacher decides to ask students to do so - will eventually become part of the students’ portfolio binders, so that they can themselves see their progress on their use of grammar, and how their ideas developed over the course. G. Classroom Management: Write a short paragraph describing how you have incorporated some of the classroom management techniques that were discussed in Week 4. (Refer to the Week 4 video for ideas.) The teacher gives clear instructions about what learners are to do and reflects about the objectives and strategies to achieve them. The teacher has also given responsibility tasks to the students so they feel more participative and motivated. The teacher circulates to be sure that everyone is on task. This way, she can also be proactive in dealing with any behavioral or other problems that may arise. The room has been set properly from the beginning so desks are not in the way and allow students move around the class. Also, rules about working in groups were negotiated and established in previous lessons, the consequences of which the students are reminded to take into account in order to work in a quiet and respectful environment. At the end of class, they will keep their work into the portfolios they have on the classroom shelf, proceeding group by group. followed correctly and encourages them to use English as much as possible to express themselves. Also, makes notes on topics and comments from students and their partners for evaluation and to decide who will need further help. class testing other groups of classmates and writing down results. enough time – task to be continued next session) Teacher stops activity due to the lack of time and tells students to continue next session. “Please put your activity into your portfolio binder so that you can find it quickly next session.” Students sort out their portfolios. 4 min.
  5. 5. This is a program of the U.S. Department of State, administered by the University of Oregon. Paths to Success in English Language Teaching. Copyright 2014 University of Oregon. All rights reserved. Phase 2 Lesson Plan Template Page 5 H. Reflection: Describe how this lesson demonstrates the use of integrated skills, alternative assessment, differentiated instruction/individual learner differences, and classroom management. Also discuss why this lesson is appropriate for the age/grade and proficiency level of the students you are targeting. The tasks in this session uses integrated skills (writing, speaking, pronunciation, listening), and allows students to be creative while consolidating their knowledge about grammar concepts. They work in pairs, so they talk to each other about their ideas to produce the test activity, which creates real communicative situations. Also, they have to write down the activity – which in most cases will involve constructing whole sentences using the modals and creating contexts for them – and have to listen to their classmates and read the activities produced by the rest of groups. Through the use of the integrated skills they will become more aware of the use of the modal verbs they are learning. Students can show their individuality by creating their own tests. This helps them learn by doing and reinforces the positive valuation of their own work. As students work on it, I will circulate around the room to see if anyone needs help with vocabulary or grammar, but I will try not to interfere with the writing process, and will encourage them to get down ideas at their own level. I will not expect all students to have the same skills to do so, so I will apply different assessment criteria. I included moments of reflection and communication with the students about the objectives and expectations of the lesson, in order to make them more participative, and to avoid possible misbehavior problems appear due to lack of motivation. Also, the fact that they are evaluating their classmates through these activities they have created and producing peer assessment in a not-stressing environment makes the task more fun and motivating for the students and increases their self-confidence.

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