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PHASE 1 LESSON PLAN TEMPLATE

A. Students and Setting


Students:
Eighth grade (ages 13-14); Intermediate language proficiency. There are 25 students in the
class.

Setting:
This is a public school where the teacher has the same students daily. English is practiced in 50
minute lessons twice a week. Students have been studying English for 5 years; they have
classes six hours a day and are expected to do homework as well.

B. Lesson Background:
This lesson combines both speaking and writing skills. I previous lessons , students have
already written on various assignments such as, endangered animals and other environmental
issues and have started keeping a vocabulary journal. In the next lesson they will write about
extreme weather conditions.

C. Learning Objectives/Expected Results:


Students will use the vocabulary they have learned in previous lessons for meaningful
purposes. They will first brainstorm ideas about renewable and non-renewable resources. They
will then discuss in pairs the benefits of using alternative energy sources. In groups, they will
write a short article about how to save energy at home, delivering an oral presentation of their
writing and evaluate each other’s writing.

D. Materials and Sources:


Materials
.
Magazines and newspapers with photos for students to use as an inspiration for writing.
Paper and pencils.

Sources
http://www.eere.energy.gov

E. Procedures / Timing:

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 2015 University of Oregon. All rights reserved.
Phase 1 Lesson Plan Template Page 1
Teacher does/says . . . Students do/say . . . Approximate
Time

Look at the pictures. Which energy Carefully study the pictures 10 min.
resources do you think will not run
out and which ones will eventually Brainstorm ideas
run out?

In pairs, discuss the benefits of Discuss the advantages of 15 min


using water, wind and solar power alternative energy sources
as energy sources.

Walks through the classroom and


encourages students to talk with
their partner using English

In groups, write a short article about Begin to write using internet articles 20 min.
how to save energy at home. You about saving energy.
can use ideas from
http://www.eere.energy.gov

Walks through the classroom to see


if students need help, check what
they are writing and encourage them
to use English.

Asks the group leader to report Group leader reports back


about their ideas and then, their
partners to come up with further Partners add information
information

While students report, teacher takes


notes on how well they performed
using a criteria rubric.

Asks students to express their Comment about the report


opinion about their classmate’s
performance.

Asks students to put their report into File the notes. 5 min.
their portfolio binder so that they can
use it in further lessons.
Asks students to think some more

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 2015 University of Oregon. All rights reserved.
Phase 1 Lesson Plan Template Page 2
about the green issues when they
get home and add other materials
concerning this problem to their
portfolio.

F. Alternative Assessment:
The teacher uses alternative assessment while students discuss in pairs, she will observe and
help them with vocabulary but not interrupt their fluency. During oral presentation the teacher
will evaluate their performance using task criteria: how well they prepared the task, creativity
pronunciation, fluency, clarity, loudness, speed, eye contact, closing statements. Brainstorming
develops ideas for their writing.
It is also used in this lesson peer feedback on other classmates report strengths and
weaknesses.

G. Reflection – Phase 1:

This writing assignment uses integrated skills using language for meaningful purposes (writing
the short article about how to save energy, speaking to each other about their writing,
pronunciation with teacher's help while presenting, and listening actively to each other).
Students use brainstorming to develop new ideas for the writing. The teacher uses alternative
assessment making notes on how well students are speaking to each other in the groups and in
the presentations, using peer-evaluation and portfolios so that learners motivation may increase
and take responsibility of their work.

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 2015 University of Oregon. All rights reserved.
Phase 1 Lesson Plan Template Page 3

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