Lesson Plan 1

Appendix 1: Lesson Plan (template)

LESSON PLAN

Subject: English

Trainee: Mariam Rashed

Topic or Theme: How are you (I feel happy)

Class: 1D

Date & Duration: 4-3-2019

Trainee Personal Goals    

Classroom management Staying within allocated time Use more hands-on activities, less worksheets Organized and structured lesson

Lesson Focus Listening: To listen to and understand a chant with some new words for describing states and feelings: tired, cold, hot, sad, hungry, thirsty, worried, happy, to use I feel, He feels, etc. with these words Speaking: To practise talking about how we feel. Reading: To read the written from of the new words. Writing: To trace the written from of the new words. Lesson Outcomes Students will be able to: recognise and use the words for states and feelings.

Links to Prior Learning Simple present affirmative I feel, He feels, ect. 21st Century Skills Not applicable Key vocabulary Tired, cold, hot, sad, hangry, thirsty, worried, happy

Possible problems for learners

Solutions to possible problems

Learners will be using a new verb, feel, in this lesson. They may forget to add the s in the third person singular (He feel, she feel), or they may try to add the s in the first person singular (I feels).

I will repeat what the learner said, with a rising question intonation He….feel? and then help the learner to self-correct.

Resources/equipment needed Learners book page 129 Activity book page 127,128 Audio track LB 117 Flashcards scissors

TASKS/ACTIVITIES Resources & Time

5 min

Introduction -Students will: sit on the carpet and listen to the teacher carefully -They will listen and chant

Resources & Time

Flashcards

Main activities Students will: say the words chorally and individually. Find the feelings in the chant.

Teacher will: Use the flashcards for happy, sad, tired, worried, hungry, thirsty, cold and hot to present the new words: show the flashcards one by one and try to elicit the words, then model each word Help them to find the words for feelings in the chant.

Students will choose the correct answer and trace it

Teacher will: Point to the first picture and ask Is she feeling happy? (no). Help the learners choose the correct word (tired) and trace it.

15 min

Activity book page 127 10 min

Teacher will: say what the unit is about and what will they do in this unit then play the song I feel happy

Activity book page 128

Students will guess the feeling

Teacher will represent the feeling by movement

10 min

Differentiation activities (Support) Some learners may find it difficult to read the adjectives; to make it easier, revise the words with mime gestures, then show the word cards for each word. Help them to read the word (focusing particularly on the sound of the first letter), and call learners to the front to put the word cards next to the corresponding flashcards. After this, they should find it easier to do Activity 1 in the Activity Book.

Differentiation activities (Stretch) More advanced learners can be encouraged to draw pictures with sentences like these in their notebooks. For example, they can draw a sad girl, and write She feels sad. While they do this, circulate round the class to make sure they use feels with he and she, and feel with I, you, we and they.

Resources & Time Flashcards 5 min

Plenary/Conclusion Students will stick the cards with the correct words

Teacher will 1. Write the words from this vocabulary set on the board. 2. Divide the class into two teams and call one learner from each team up to the front. 3. Give four flashcards to each of the learners, then say Go! The first learner to stick

all their cards on (or under) the correct word gets a point for their team.

Homework

Worksheet

Assessment Strategies: ☐ Observation

☐ Student selfassessment

*☐ Oral questioning

☐ Peer assessment

☐ Quiz

☐ Student presentation

☐ Written work and feedback

☐ Verbal feedback

Reflection: