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The lesson plan is for an 8th grade English class. It aims to improve students' reading comprehension, vocabulary, and communication skills through exercises involving reading aloud a text about sleep, answering questions about the text, filling in blanks in the text, identifying connectors, and discussing dreams. The lesson will be 50 minutes and use direct instruction methods like question and answer, conversation, and fill-in-the-blank. Students will work individually and in pairs. The textbook and materials will be used to guide comprehension, practice new vocabulary, and consolidate learning through a homework assignment.
The lesson plan is for an 8th grade English class. It aims to improve students' reading comprehension, vocabulary, and communication skills through exercises involving reading aloud a text about sleep, answering questions about the text, filling in blanks in the text, identifying connectors, and discussing dreams. The lesson will be 50 minutes and use direct instruction methods like question and answer, conversation, and fill-in-the-blank. Students will work individually and in pairs. The textbook and materials will be used to guide comprehension, practice new vocabulary, and consolidate learning through a homework assignment.
The lesson plan is for an 8th grade English class. It aims to improve students' reading comprehension, vocabulary, and communication skills through exercises involving reading aloud a text about sleep, answering questions about the text, filling in blanks in the text, identifying connectors, and discussing dreams. The lesson will be 50 minutes and use direct instruction methods like question and answer, conversation, and fill-in-the-blank. Students will work individually and in pairs. The textbook and materials will be used to guide comprehension, practice new vocabulary, and consolidate learning through a homework assignment.
Grade: 8th Textbook: High Flyer Lesson: In the dead of the night Type of lesson: acquiring new vocabulary; practicing reading comprehension and communication skills Skills: reading, speaking, listening Purpose: The lesson aims at assuring communication directly in the target language, without going through the translation process, but rather through enabling the Ss think in the target language as they speak, by assessing meaning to the structures in the spoken language. Didactic Strategies: Methods: Direct Method. Techniques: reading aloud, question and answer exercise, conversation, fill-in-the- blank exercise. Organization: individual work, pair-work Materials: textbook, notebook, board Objectives: O1. to create a communicative and interactive environment O2. to approach language from an inductive point of view O3. to practise reading comprehension O4. to practise new vocabulary so as to be able to use it appropriately O5. to complete the text with the missing information O6. to ask and answer questions about the text O7. to freely discuss on the topic of the text Timing: 50’ PROCEDURE Warm-up Interaction: T-Ss Timing: Speaking 5’ The T greets the Ss and they greet the T back. The T checks the Ss homework orally, encouraging them when it is required and allowing them to self-correct if necessary.
Lead-in Interaction: T-Ss Timing:
Speaking: 5’ O1. to create a communicative and interactive environment The T states the objectives and the subject matter of the lesson, raising the Ss’ curiosity this way. Then the T asks the Ss if they ever dream, sleep walk, have nightmare, snore or suffer from insomnia. Afterwards, the T asks the Ss how much they know about dreams and the process it involves. To prove that, they are told to mark the sentences in exercise 2 True or False according to their own knowledge, before they get to read the text.
Reading, listening 15’ O2. to approach language from an inductive point of view O3. to practise reading comprehension The T names Ss telling them to take turns in reading aloud two sentences from the text “Sleeping like a baby” on page 70. When the Ss mispronounce a word, the T interferes by pronouncing the word exactly the same, but using a different intonation, so that the Ss know the word has been pronounced incorrectly. This way, the Ss are given the opportunity to self-correct or to correct each other. If the Ss try a few times and still cannot pronounce the word correctly, the T interferes, asking all the Ss to repeat after her. After they have read the text, the Ss are asked if they have any questions. Activity 2: Question and answer Interaction: T-Ss, S-S Timing: Speaking, listening 8’ O3. to practise reading comprehension O4. to practise new vocabulary so as to be able to use it appropriately O6. to ask and answer questions about the text O7. to freely discuss on the topic of the text In order to make sure that the Ss have understood what the text is about, the T asks the Ss too check if their previous assumptions about the questions have been correct. Then, with the same purpose in mind, she asks a few questions about the text, starting with “Who sleeps?”. She names different Ss to answer the questions. Those who answer are supposed to do it in full sentences, trying to use as much of the vocabulary encountered in the text as possible. At the same time, Ss have to self-correct if necessary, with only a slight intervention from the T, and only when needed. Then she tells the same S to ask another question about the text to another S, who, after answering it, has to repeat the same operation. If one S does not give the correct answer, he or she loses the right to ask a question himself or herself. This way, the T checks the Ss comprehension of the text, as well as their ability to converse and ask intelligible questions.
Speaking 7’ O2. to approach language from an inductive point of view O5. to complete the text with the missing information The T announces that the Ss’ next activity implies their completing the slots, blanks in the text with the missing information given in exercise 3. After they have done this individually, the Ss are told to compare their answers to that of their direct desk-mates, and, if their answers are different, to decide upon a final answer together. Activity 4 Interaction: T-Ss, S-S Timing: Speaking 8’ Ss are asked whether they know what a connector is. After the meaning of the word has been assimilated by the Ss in the target language, they are required to give some examples of connectors from the text, trying to explain what they connect and every connector’s individual meaning. In order to assure the consolidation, the Ss are supposed to underline all the connectors in the text and to complete the sentences to see if their assumption has been correct.
Follow-up: Homework Interaction: T-Ss Timing:
2’ The T tells the Ss that they are supposed to do exercise 5 on page 71. Ss have to read the text again and write three things they did not know about sleeping and dreaming, as well as about what they consider to be the most interesting thing and aspect about the topic of the text.