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A  Model



 Lesson   Plan




email-logo – Jenny Brook Bluegrass



E-mail  1  :  girgishannaharoun@yahoo.co.uk




  E-mail    2  : girgishanna027@gmail.com






Go to my Blog



https://mrgirgis.blogspot.com/




Mr. / Girgis



1-Curriculum Writing


2-Curriculum Analysis


3-Curriculum Design.


4-Curriculum Development.


5-Critical thinking research


6-Curriculum localization.


7- Curriculum Contextualization.



8--Curriculum Activities

1-A model  lesson plan.


2-How to teach a novel.


3-USAID TILO Program


4-USAID NAQAAE Program


5-Problem-based learning


6-Curriculum Adaptation.


7-Curriculum Materials.


8_Lesson presentation  / slide decks.
 







A Model 



 Lesson Plan



Through:


1-Critical Thinking skills


2-Using technology.


3-Curriculum Localization.


4-Curriculum contextualization and


5--Curriculum adaptability.


                           




 (Year...........semester..............Day........Date......



....Session.......... Unit............... Lesson title.........



. SB, page.............................. WB, page...............)


 




1-Overviewing:



Today's lesson is a lovely lesson.


It talks about .........................................


Let's enjoy it.


 




2- The desired objectives: 






By the end of the lesson, learners 


become able to:



1-Function the vocabulary through using synonyms, 

antonyms, real things, drawings, pictures, miming, 

Pointing at, references, mind mapping and using 

electronic programs like  my site, my blog, 

my YouTube channel, the Sage program / lingoes 

program or Anki program, Venn chart or free mind 

program or Google PowerPoint and Google slides

 in 15   minutes' time.




2- Practice the new structure through pair work

 and Hot-potatoes p. (....) in 15 minutes  time.




                   Or



3-Analyze the lesson text (.........) through using

pictures , elicitation and guessing methods to

extract the main ideas of the text in 10 minutes' time.




                   Or



4-Solve 3 problems through answering 3 exercises

 through group work and" Hot Potatoes electronic

program", including:


J. match, J. mix, J.cross, and J.close programs or 

Google PowerPoint and Google Slides .




5-Learning English language must be accompanied by

 learning about the English language culture. This 

creates understanding and friendship among nations 

and peoples.




 1-What pieces of culture did we lean today?

 2-Compare that American culture with our 

Egyptian or Arabic one?


 



3-The lesson resources:


SB, WB, my site, my blog, my social media like YouTube 

channel and Facebook, cassette tape, Vide tape, the 

library, Google PowerPoint, Google Slides, real / 

actual /authentic things and authentic real situations.



My global education site link:


1-http://www.bchmsg.yolasite.com/


2-YouTube Videos



My blog link is:


https://mrgirgis.blogspot.com/




My YouTube channel is:



My YouTube Channel:

منهج الانجليزى ثانوية عامة / و شكل و طريقة امتحا ن نظام

 


4-The Material used:


SB, cassette tape, magazine, maps, CDs and the

flip chart, my site, blog, YouTube channel, online 

platform, Google PowerPoint, Google Slides, and 

social media like Facebook



5-Standards:  For middle standard.


6-Time:   45 minutes


 



7--Teaching aids and online



educational technology:


My global education site, blog, BB, SB, WB, cards, 

pictures, cassette, Video, computer, word building 

chart, sentence building chart, flip chart, easy reader 

chart, power-point program, data show, overhead 

projector, music  beside  electronic programs, Google

 PowerPoint and Google Slides.



Using online technology like:


(My site, blog, Online platform, social media like,


YouTube,Facebook and Google Forms, Google Docs,


WordPress, Google PowerPoint, Google Slides

Voice of America, and Kahoot).



The teacher must be like an audiovisual aid

through his physical activity in class.


 



-Techniques



(Methods of teaching)



Critical Thinking skills : Activity-based learning 


method / Doing projects / solving problems inquiry, self-

dialoguing, dialoguing with peers and pairs, participation,

 interaction,  experiencing and observation to reach 

independent learning.  



Learners learn the lesson through practice, analysis, 

synthesis, evaluation, imagination creation and 

innovation.




Learners practice vocabulary and structure through 

individual, pair and group work in order to think, pair and 

share as active participants.   

 




Warm up :



 (What do you know about today's lesson?)



Issues:         Sporting games.



Values:        Co-operation-Loyalty-Belonging-



Life-skills:    Communication-Playing roles-


 


How to Format a Lesson Plan - Synonym
 




Presentation




Activity 1




New Vocabulary:   

                           


I point to the vocabulary and its picture on the screen 

(Projector or PowerPoint) and act it for you to learn 

the meaning and pronounce each to learn to speak.



You, observe, listen and speak 


in chorus:




Nouns:



(Sports, football, basketball, Tennis, volleyball,

 handball, boxing, swimming, paddling, soccer 

football, Squash, Baseball).




Verbs:



( play, run, jump, head, cheer, a score, pass, kick, 

throw, center, back, go forward, be fond of, consist 

of...............)





Adjectives:



( Popular-Famous- Interesting-Exciting-Happy)


  .......................................................................



Guided and free Practice:
   


  (Handball sporting)



  S1:/ What sporting is it?  /

            

  S2:/ It's............................ /



 Now, you practice in pairs:


Starting with vocabulary, then moving into 


communication practice.



 /.................................Football/


/...............................Basketball/


 /................................Volleyball/


/.................................... Tennis/

                                                   

                           

1-Now, I involve you in oral real situations to


function the above vocabulary:



2-Some students do assimilation for each


game activity with its ball and uniform.


3-Pointing to those students' assimilation, I


ask and answer to describe the action as a


model like the method you see below: 



 (passing the ball)



 Student 1:   / What are the players doing?        /


 Student 2:   / They are.................................... . /



Starting with vocabulary, then moving into

communication practice.



Then, you practice in pairs:


 / ............................................Playing /


  / ...........................................running /


  /  ...........................................jumping /


 / ..............................................kicking /

 



Activity 2



Teaching Grammar


 

Structures:



Guided and free practice:



1-(To be fond of):                

                                

Guided practice model:



   (Volleyball )


Student 1:      / What sport are you fond of?   /


Student 2:      /  I am fond of....................,......./




Free practice:



Starting pattern practice, then moving into


communication practice.


Learners communicate using the same prompts


 with new patterns in pairs:


 /..........................Basketball /


 /............................Handball /


 /...............................Boules /


/..............................Cricket / 



2- (Consist of



(I assess interaction)                     (4 minutes)


Guided practice model:


(Football team -     11 players)




Student 1: / How many players does a.....consist of?


Student2:  It consists of......................................

 



Free practice:



Starting with pattern practice, then moving into

communication practice.  Learners 

communicate using the same prompts with

 new patterns in pairs:



 /Water Polo team - 5 players /


 /Baseball team -       9 players/


 /Squash team -           1 player /


 /Soccer team -         11 players/


 



Elicitation:


I ask the following questions and elicit the answers:


1- My learners, Can I elicit the structure from you?


2-What repeated words have you discovered


through your practice?


3-What comes before? What comes after?


Then, what is the rule form?


 




Activity 3



 Listening Text /



Or



-Speaking Text /



or



-Reading Text /



or



-Writing Text /



Learners listen, think, see, observe 

and imitate what they see in Google 

Slides and PowerPoint.




1-Pre-Listening.


Learners check the title and the pictures that

describe the text to answer a simple question:

Guess, what does the listening text talk about.




2-During Listening



Learners, in 3 groups, listen to or read the text twice:

1-Extensive listening or reading for skimming to get 

the main idea of the text.

2-Intensive listening to get the specific details

of the passage information.




3-Post listening:



Learners work in 3 groups to answer the 3 exercises 

on the text as projects to do.



4- The fourth group evaluates the other 3 groups 

answers.  The teacher monitors, observes,supports 

and checks  the answers.

 




Activity 4:



The learners are divided into 4 groups to do the

following activities:


Doing Projects and Solving 


problems:




1- Group one:


Learners sing a sporting song




2-Group 2:


Learners answer a sporting quiz




1. Which athlete set new British indoor records 

for the mile, 1500m and 800m at the start of the

year?


A: Jemma Reekie


2. Which French side did Exeter Chiefs beat to 


win their first European Rugby Champions 


Cup?


A: Racing 92



3-Which Egyptian player got the most sporting


 prizes in the UK?


A: Mohammed Salah



3-Group 3:


Learners play a sporting game


Example:



Horse Race


Materials: alphabet : Flash Cards

Time: 6-8 minutes

Receptive Language: instructions, alphabet

Productive Language: alphabet.



4-Group 4: 


Doing critical reports


Learners evaluate the 3 other projects of the 3

other  groups. I monitor, observe, support and 

check.

 



Feed-back


What did you learn today?


What..........................else?


What else..........................?


And what else....................?


What an English culture did we learn today?


Compare it with the Arabic one.

 




Assessment:


The lesson objectives have been achieves.

Learners were participants. They did self-

expressions and shares in pairs and groups as

 real participants.


They were interactive. The teacher was a real 

guide, facilitator, observer and checker,

 



Evaluation:


1-The Lesson issues, values and skills are

implemented.


2-The teacher is satisfied.


3-The learners are participants, communicators, doers of 

projects, problems solvers and discoverers).

 



Homework:



The lesson workbook exercises are to be 

answered as projects to do.


The answers will be checked the next period in

 groups and I play the role of the monitor and 

the checker.



 


View Other Resources:


1-Teaching methods for 3 stages



2-Social media inside classrooms


3-Talented / Gifted and Slow Learners.


4-A Learning and Teaching Environment.


5-Creativity in English language teaching.


6-Good teacher, Bad Teacher



More resources:


1-Pre-Shool Education.


2-Primary Education..


3-Middle School Education


4--High schools Education.



5-USA Education System.


6-UK Education System

Forum cover with title and abstract watercolor design of cattails


Forum, 2016 Volume 54,


Number 2



1-Listening Journals


2-Literature


3-Using Concept Mapping to Teach EFL


4-Reader's Guide


5- Audiovisual Feedback in EFL/ESL


6-Language to Foster Community


7- Human Mind  Maps


8-My Classroom: Burma


9-Try This: Collaborative Mind Mapping


10-The Lighter Side: A Maps Mind Map





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