Design lesson plan

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Design lesson plan

  1. 1. Lesson plan<br />School: Pharmacy academy<br />Course: English<br />Class/Semester: Pharmacy A/ I<br />Meeting: First Meeting<br />Time Allocation: 2 x 35 minutes<br />Skill: Reading <br />Theme:HEALTH<br /><ul><li>Competence standard
  2. 2. Understanding the content of short functional text
  3. 3. Basic competence
  4. 4. To identify the information and vocabulary of the text</li></ul>C. Indicators: - Students can identify some specifics information of the text such as the main idea and the purpose of reading text<br /> -Students can identify some unfamiliar words of the text<br /> <br /><ul><li>Objectives
  5. 5. At the end of the meeting, students are expected to be able to:
  6. 6. Identify any specific information found in the text such as the main idea, the purpose of the text, and kinds of tenses of the text.
  7. 7. Find the meaning of unfamiliar words themselves at least 10 specific words</li></ul>Teaching material: - Theme: Health<br /> -Topic: A Blood Donor<br /> -Resource: English Course for Pharmacy<br />Teaching Method: Cooperative Learning (Number head together)<br />Instructional procedures<br /><ul><li>Pre activity (15 minutes)
  8. 8. Teacher greet students and calls students’ name
  9. 9. Teacher does apperception
  10. 10. Teacher gives clues and brief explanation about the new topic
  11. 11. Main activity (70 minutes)
  12. 12. Teacher explains the objectives of teaching and learning process
  13. 13. Teacher explains briefly to the students about NHT technique
  14. 14. Teacher divides students into group of four
  15. 15. Teacher gives handout for every group
  16. 16. Teacher ask the students to read their hand out and discuss about its contents
  17. 17. Teacher ask the students to answer the question below the text in their sheet
  18. 18. Teacher ask their answer based on their head number and discuss it with other group
  19. 19. Teacher listen to the students answer and respond it as well as give compliment for those who can answer well.
  20. 20. Teacher takes a break for a moment to move to the next topic
  21. 21. Teacher will ask some questions related to passive voice to build their prior knowledge
  22. 22. Teacher explains the material briefly
  23. 23. Teacher ask the students whether there is a difficulty
  24. 24. Teacher ask the students to find out passive voice found in the previous text
  25. 25. Teacher appreciate every time students show their right answer
  26. 26. Teacher ask the group to make passive sentence by using the vocabularies found in the previous text
  27. 27. Teacher ask the group members randomly to mention their answer and check it
  28. 28. Teacher appreciate every answer from of the group and tells them to move to their own seat
  29. 29. Post activity (15 minutes)
  30. 30. Teacher gives feedback and ask the students to conclude the material
  31. 31. Teacher gives assignment to the students
  32. 32. Teacher motivates the students
  33. 33. STEPSTEACHER’S ACTIVITIESSTUDENTS’ ACTIVITIESTIME ALLOCATIONPRE-ACTIVITY-teacher greets the students-teacher checks the students’ attendance list-teacher does apperception -raises students prior knowledge and gives clue to the new topic-teacher explains the objective of teaching and learning process-students respond to the teacher’s greeting-students listen to their name-students give explanation about their previous lesson -students respond the clue the teacher gives-students pay attention to teacher’s explanationMAIN ACTIVITY-teacher explains briefly about some important points of the reading material-teacher asks students to make group of three( each has head number A, B, and C)-Teacher distributes handout for every group-Teacher asks some students to read their hand out loudly and discusses their difficulty about the reading material-teacher asks the students to work together with their group member to answer the question of the text-teacher monitors the students’ activities and helps the students who have a problem-teacher asks each group to collect their answer -teacher discusses the answer with the students by calling their head number randomly.-teacher gives chance to other students to ascertain the right answer and then decide the best answer-students listen to the teacher’s explanation-students form a group of three and decide their head number (A, B, and C )-each group receives the handout -students read their handout loudly and tells their difficulty to the teacher(such as pronunciation) - students cooperate with their friends to answer the question of the text-students actively discuss their answer among friends in their group-each group collect their answer-students whose number is called give the answer -students actively supply their own answerPOST- ACTIVITY-teacher ask the students’ difficulty and supply comment and feed back -teacher concludes the lesson after giving the chance first to the students to give their own conclusion or additional knowledge they get from that lesson-teacher gives homework to the students and close the class-students pay attention to the teacher’s comment and feedback-students give their conclusion and listen to additional conclusion from the teacher-students listen to their homework and pay attention to their teacher.</li></ul>Evaluation<br /><ul><li>Evaluation technique: Written text
  34. 34. Instrument: Enclosured</li></ul>Kendari, 15 April 2011<br />Rector of Pharmacy AcademyEnglish Subject<br /><ul><li>READING COMPREHENSION
  35. 35. A BLOOD DONOR</li></ul> Every hospital needs large supplies of blood for transfusion. It is given by donors. Before giving blood, the donor is given tests to determine his blood group and to make sure he is not suffering from certain diseases. When this has been done, his blood can be taken.<br />First he lies down with one of his arm is on a pillow. Next the nurse puts the cuff of the sphygmomanometer around his upper arm and inflates it to compress the veins. At this stage she cleans his skin with some ether and inserts the needle into a vein. As she does this, the blood begins to flow into a bottle until it is full. Meanwhile the donor opens and closes his hand to increase the flow. <br />As soon as the bottle is full, the nurse takes off the sphygmomanometer and withdraws the needle. Finally, she puts a dressing on the donor’s arm. The blood is immediately labeled and refrigerated. <br />Answer the questions below!<br /><ul><li>What does a hospital need blood for?
  36. 36. What are people who give their blood called?
  37. 37. When is the donor given tests?
  38. 38. Why is he given tests?
  39. 39. What does a nurse put around his upper arm?
  40. 40. What happens as she inserts the needle?
  41. 41. What does the donor do while the blood is flowing?
  42. 42. Why does he do this?
  43. 43. What does the nurse do as soon as the bottle is full?
  44. 44. Why must the bottle be labeled immediately</li></ul>B. Vocabulary<br />Find the meaning of the words below! You may look the meaning up on your dictionary.<br /><ul><li>Determine
  45. 45. Certain disease
  46. 46. Flow
  47. 47. Withdraw
  48. 48. Sphygmomanometer
  49. 49. Compress the veins
  50. 50. Ether
  51. 51. Take off
  52. 52. Supplies of blood
  53. 53. dressing

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