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This lesson plan is prepared by Qeyamuddin Mubashir
as part of my Practicum assignment
in M.Ed. TESOL - Program Kabul Education University
Afghanistan
It's for anyone to use it but give credit to the writer.
If there is any mistake don't mind because I was a student of the first semester of the Program at that time.
This lesson plan is prepared by Qeyamuddin Mubashir
as part of my Practicum assignment
in M.Ed. TESOL - Program Kabul Education University
Afghanistan
It's for anyone to use it but give credit to the writer.
If there is any mistake don't mind because I was a student of the first semester of the Program at that time.
This lesson plan is prepared by Qeyamuddin Mubashir
as part of my Practicum assignment
in M.Ed. TESOL - Program Kabul Education University
Afghanistan
It's for anyone to use it but give credit to the writer.
If there is any mistake don't mind because I was a student of the first semester of the Program at that time.
TESOL Course Senior B in-service Instructor Mubashir
Dates: 16 June 2013 Hours / Days Sundays 01:00 to 2:30
SAF20011CA017 Kabul Education Universitys M.Ed. TESOL Program Pg. 1 of 10 Drafted on: 30/06/2013 12:12:00 PM Drafted by Jerrad Langlois Finalized on: 5/5/14
Teachers Name: Qeyamuddin Mubashir
University: KEU
Date: June 16, 2013
Class Name: Senior in-service Location: Class No. ( ) 1 st floor Block A Time: 01:00 2:30 pm Number of students in the class: 44 Observer: Ostad Aziza Jan
TESOL Course Senior B in-service Instructor Mubashir
Dates: 16 June 2013 Hours / Days Sundays 01:00 to 2:30
SAF20011CA017 Kabul Education Universitys M.Ed. TESOL Program Pg. 2 of 10 Drafted on: 30/06/2013 12:12:00 PM Drafted by Jerrad Langlois Finalized on: 5/5/14
Background Information
The Class This is a methodology in-service senior class. There are 44 students in this class studying methodology two days a week for 4 hours. Since they are the senior students they have studied the general theoretical methodology of language teaching in the junior class. In this semester I teach them the methodology of teaching four skills of English language in a more practical way. This is the first semester I am teaching this class. Every semester the students should study 16 weeks. The students of this class are almost all of them are teachers in public and private schools of Kabul and they are practically teaching English every day. Therefore they have practical experiences of teaching English in their classrooms. These experiences of them can contribute to the class effectively specially when evaluating some teaching techniques of a skill or thinking of applicable ways of teaching a skill in Afghan context. Although these students are already teachers at high school but they are studying for extrinsic motivation. They want to get promotion in their professions and some of them want to get a better paid job by getting their bachelor degree. Since the students all have a job and are busy in the morning they are very tired during every class they look forward to finish the class.
The material
The material I am using in this class is Tasks for Teachers Education: An Effective approach. Sometimes to make the class interesting I use some interesting videos especially for modal classes and as well as I sometimes use some handouts from other resources related to my lesson plan. The teachers edition of this book also provides me with some good activities. The book (Tasks for teacher education) is a good book still it has some activities not so much clear for the students and teachers, but this is the book which is selected by the English Department. To solve this problem I try to bring some varieties in the materials as adding handouts and I skip some activities emphasize on some. This way it is getting so much feasible for the students.
The learners
The students are very motivated to learn because they are school teachers and will use whatever they learn from this course in their classes. Their level of English is intermediate so they willingly get together in the group works and do the exercises. Almost 85% of the students in this class are females who are school teachers currently in girls school but few of them are males who are also school teachers. This is a good class with good students because they are already teachers and know how as students they should behave in the class and participate in the activities.
TESOL Course Senior B in-service Instructor Mubashir
Dates: 16 June 2013 Hours / Days Sundays 01:00 to 2:30
SAF20011CA017 Kabul Education Universitys M.Ed. TESOL Program Pg. 3 of 10 Drafted on: 30/06/2013 12:12:00 PM Drafted by Jerrad Langlois Finalized on: 5/5/14 Lesson Plan Aims: By the end of the Session the Ss will have: Main Aim: been read and discussed different techniques of reading (skimming, scanning, contextualize guessing, cloze exercise, outlining, scrambled stories, information transfer, making inferences and intensive reading) and different purposes of reading (reading for gist, specific information, guessing fill in the gaps exercises). They will also have discussed reading purposes inside and outside the class and evaluated some reading activities.
Sub-aims: identified at least three or four reading strategies and techniques they think are applicable in Afghan context.
Teacher Aim: To practice class management in this session as controlling naughty students in this. Materials / Aids: The text book: tasks-for-teacher education: a reflective approach, some H/Os, flipchart paper and color markers. Timetable Fit: In the previous class they had midterm exam and the students were very happy during the exam because it was not so difficult form to answer. Before the exam students were worried about it because they didnt know about my testing style and as well as during the other classes the students were thinking about exam how it would be. and in this class students will study teaching reading which are two closely related language skills and students will be refreshed and ready for the lesson because now they know about my teaching style and giving test for them.
Subsequent Class: Since another teacher from the TESOL program is paired with me in the next class another teacher (Homa) will teach them teaching writing. This is the third class that I was teaching them alone but this time having another teacher will be a little difficult for them because my and her teaching styles are completely different. It is very difficult for student to switch to teacher with different teaching style.
Assumptions: Since the students are already school teachers and currently teaching English they might have more experiences about teaching reading in the Afghan context.
Anticipated problems & possible solutions: Problem: in the previous class I had assigned the students to read the unite about reading to get ready for todays class. I think the students might not have read the reading.
Solution: If the students hadnt read their assigned reading I will ask them to set in groups and read the needed reading in jigsaw reading in order to get less time.
TESOL Course Senior B in-service Instructor Mubashir
Dates: 16 June 2013 Hours / Days Sundays 01:00 to 2:30
SAF20011CA017 Kabul Education Universitys M.Ed. TESOL Program Pg. 4 of 10 Drafted on: 30/06/2013 12:12:00 PM Drafted by Jerrad Langlois Finalized on: 5/5/14 Commentary: I teach this session and material for them because they are senior students and as well as they are school English teachers. In this book which I am using as their base material there are many practical activities which are common for English language teaching around the world and teaching this material, students will be introduced to many varieties of ways of teaching for different skills. Moreover, when these students are currently public and private English teachers this is a good advantage for my class because they know which ways and techniques of teaching are more effective and applicable in the Afghan context. According to the chapter that I currently teach and lesson plans that I design, the way that I am teaching this class much more practical and invites students to critical thinking. Therefore, I believe that this program would be so much helpful for my students. Procedure Stage of the Lesson: Time: Stage Aims: T. Activity S. Activity: I/A Patterns: Materials: Warm up 5 min. To get Ss attention to the class. T reads one sentence from the little known fact cards from the previous classes and asks Ss to find out who is that person. Ss listen to the sentence that represents a person and try to guess that person. T Ss
Little known fact cards Rationale
To make Ss ready for the class. Activating Schemata 20 min.
For Ss to investigate what, how and why people read in real life and inside the classroom a. T makes 8 groups of five and then for four groups gives observation table for real life reading and for other groups observation table for classroom reading. b. T asks each member of each group to interview their group members. And Teacher also gives a modal in the observation table. c. Later T asks groups to discuss about their interview and identify at least three 1. Sts in groups will interview every member of their groups. Then the group members will discuss their interview results and identify three purposes for each type of reading.
S S S S
T S S S H/O
Observation table TESOL Course Senior B in-service Instructor Mubashir
Dates: 16 June 2013 Hours / Days Sundays 01:00 to 2:30
SAF20011CA017 Kabul Education Universitys M.Ed. TESOL Program Pg. 5 of 10 Drafted on: 30/06/2013 12:12:00 PM Drafted by Jerrad Langlois Finalized on: 5/5/14 purposes of people reading (reading in real life group and reading in the classroom). d. At the end, T asks 2 representatives from real life group and 2 from in class reading group to share their ideas and T writs them on the board. Rationale
In this activity students will find out about the reading purposes people read inside and outside the class. This is because the first thing we should know about something is why we do it. Therefore this activity will make students ready for the other activities. Overview of the reading strategies
15 min. to evaluate reading strategies based on students experiences/existing knowledge. a. T gives the reading strategies table for the students in each group and asks to read, discuss and decide what strategies (a v) they believe are effective or ineffective when reading in a foreign language according to their experiences as school English teachers and give a reason for each. b. Later T asks some students to share ideas about the effective and ineffective reading strategies and T writes their ideas on the board if needed. 1. Sts in groups of five read the reading strategies table and discuss and complete it with group members and give a reason for every strategy they comment. S S S S
T - Ss
H/O
(reading strategies table) Rationale
This activity is important for students because they read the reading strategies and relate them with their experience evaluating them.
Free Practice 15mins. For sts to select their own reading strategies. a. T asks Ss to review the reading strategies once again and choose three reading 1. Sts will in pairs work together and choose three strategies for themselves and S S
H/O Reading strategies TESOL Course Senior B in-service Instructor Mubashir
Dates: 16 June 2013 Hours / Days Sundays 01:00 to 2:30
SAF20011CA017 Kabul Education Universitys M.Ed. TESOL Program Pg. 6 of 10 Drafted on: 30/06/2013 12:12:00 PM Drafted by Jerrad Langlois Finalized on: 5/5/14 strategies they think are useful and want to apply in their classes or for their own reading and say why. b. Later T asks each pair to share their ideas with the class. say reasons why they think these strategies are useful. Table Rationale Through this activity students will discuss more and will be able to find out their own reading strategies.
Control Practice 20 min. For ss to evaluate12 reading techniques and match them with 1 or 2 activities. a.T will elicit from ss some reading purposes and write on the board. T divides sts in 10 groups. First T elicits some reading purposes from the ss and writes on the board.
b. Then T assigns each group with one reading activity from page (63- 65) and asks them to read the activity, identify the purpose and match it with the reading purposes.
c.T puts a chart of reading techniques on the board and ask every group to write purpose of every reading activity a write on the board. Ss shares idea about reading purposes and the class Ss in every group will read one reading activity and match it with the reading purposes. S S S S Book Rationale
In this activity sts will recognize the factors of clear instruction giving.
Closing Activity Attendance
10 min. To evaluate Ss learning /output T asks sts to cut a piece of paper and answer the following questions and give to the T: 1. What did I learn today? 2. What do I still have questions Sts will individually the answers for the following questions. Ss A piece of paper TESOL Course Senior B in-service Instructor Mubashir
Dates: 16 June 2013 Hours / Days Sundays 01:00 to 2:30
SAF20011CA017 Kabul Education Universitys M.Ed. TESOL Program Pg. 7 of 10 Drafted on: 30/06/2013 12:12:00 PM Drafted by Jerrad Langlois Finalized on: 5/5/14 about? 3. Could I use this knowledge to take a test, complete an assignment, or accomplish something in my life?
I do this activity to evaluate my students and this activity is important because it gives a conclusion to the students and teacher.
Language Analysis:
Observation: Observation is to learn about the classroom experience and what is happening in the classroom. Observation does not mean to judge whether a lesson is good or bad.
Strategy: Teaching strategies are behaviors or processes that student use to develop their learning and skills. Good learning strategies can make learning easier, faster and more enjoyable. For every student its very much important to have specific learning strategies and apply them in their learning or studies.
Example: during reading: a. Keeping eyes move past the unfamiliar words and thus try to understand the main idea. b. Underline or highlight words you dont understand.
Reading techniques: Reading techniques are special ways that students use to read a text for different purposes.
For example: Skimming Scanning Contextualize guessing
TESOL Course Senior B in-service Instructor Mubashir
Dates: 16 June 2013 Hours / Days Sundays 01:00 to 2:30
SAF20011CA017 Kabul Education Universitys M.Ed. TESOL Program Pg. 8 of 10 Drafted on: 30/06/2013 12:12:00 PM Drafted by Jerrad Langlois Finalized on: 5/5/14 Reading purposes:
The reason why we read a text is our purpose. Example: Some people read a text for main idea. Some people read for pleasure. Or some people read a text for specific information about something.
The whiteboard outline
Date: Sun - 16 June 2013
The plan 1. Investigation of reading inside and outside the classroom 2. Evaluation of reading strategies 3. Students choose their own reading strategies 4. Evaluating the reading techniques and matching them With the reading activities 5. Evaluation of todays lesson
Dates: 16 June 2013 Hours / Days Sundays 01:00 to 2:30
SAF20011CA017 Kabul Education Universitys M.Ed. TESOL Program Pg. 9 of 10 Drafted on: 30/06/2013 12:12:00 PM Drafted by Jerrad Langlois Finalized on: 5/5/14 This chart will be put on the board:
Reading Techniques and their purposes
Reading techniques Description and Purpose Activity 1. Skimming Reading a passage quickly to grasp the main idea
2. Scanning Reading a passage quickly to find specific information
3. Contextualize guessing Making guesses about the meaning of a word by looking at the surrounding words or situation. 4. Cloze exercise
Fill-in-the-blanks exercise, in which some words are omitted, designed to measure how well the reader understands how a text is linked together.
5. Outlining Note-taking technique designed to help the reader see the overall organization of a text.
6. Paraphrasing The ability to say or write ideas in other words; measures the readers understanding of he main ideas of a text.
7. Scrambled stories Also known as jigsaw reading: the read re-orders the mixed up pieces of a text to show he understand how a text fits together
8. Information transfer Exercise which requires readers to transfer information from the text into another form of related text or drawing (e.g. filling in a chart, tracing a route on a map); designed to measure comprehension
9. Making inferences Reading between the lines: the reader understand what is meant bug not states in a passage
10. Intensive reading Reading carefully for complete, detailed comprehension, (e.g. main ideas, details, vocabulary).
11. Extensive reading Reading widely in order to improve reading comprehension reading speed and vocabulary 12. Passage completion Finishing a reading passage (orally or in writing): involves predicting a logical or suitable conclusion based on a thorough understanding of the text.
TESOL Course Senior B in-service Instructor Mubashir
Dates: 16 June 2013 Hours / Days Sundays 01:00 to 2:30
SAF20011CA017 Kabul Education Universitys M.Ed. TESOL Program Pg. 10 of 10 Drafted on: 30/06/2013 12:12:00 PM Drafted by Jerrad Langlois Finalized on: 5/5/14
The Comparative Effects of Prediction/Discussion-Based Learning Cycle, Conceptual Change Text and Traditional Instructions On Student Understanding of Genetics