Compilation of Lesson Plans

Compilation of Lesson Plans

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Table of DATE March 30, 2014

SUBJECT AREA COMMUNICATIVE ENGLISH (Level 1)

TOPIC UNIT 1: Nice to Meet You! (Making Introductions)

a. b. c. d. e.

April 4, 2014

COMMUNICATIVE ENGLISH (Level 2)

OBJECTIVE Practice listening selectively for key information; Comprehend the reading selection presented; Respond to the questions asked appropriately; List English words in a time-bounded activity; Introduce themselves confidently in front of people.

UNIT 7: There are Too Many Stores (Making Complaints)

a. Familiarize with the different kinds of shops there are in different places; b. Use the appropriate vocabulary in a conversation taking place in a store or a mall; c. Incorporate the expressions “too many/ not enough/ too much” in a normal conversation.

April 6, 2014

COMMUNICATIVE ENGLISH

UNIT 2: What Do You Do? (Sharing per p er so n al information)

a. Ask wh- questions applicably from a picture presented; b. Practice conversing about jobs and other personal information; c. Say interrogative expressions correctly; d. Listen to a recording for key information; e. Create their own story based on a picture presented.

April 7, 2014


UNIT 2: I Think it’s Exciting!

a. Categorize different genres of music and movies; b. Share their music and movie preferences to other people; c. Practice a conversation piece to get ideas for a real-life exchange; d. Use the word “prefer” in a sentence to describe their likings and inclinations.

Table of DATE March 30, 2014

SUBJECT AREA COMMUNICATIVE ENGLISH (Level 1)

TOPIC UNIT 1: Nice to Meet You! (Making Introductions)

a. b. c. d. e.

April 4, 2014

COMMUNICATIVE ENGLISH (Level 2)

OBJECTIVE Practice listening selectively for key information; Comprehend the reading selection presented; Respond to the questions asked appropriately; List English words in a time-bounded activity; Introduce themselves confidently in front of people.

UNIT 7: There are Too Many Stores (Making Complaints)

a. Familiarize with the different kinds of shops there are in different places; b. Use the appropriate vocabulary in a conversation taking place in a store or a mall; c. Incorporate the expressions “too many/ not enough/ too much” in a normal conversation.

April 6, 2014


UNIT 2: What Do You Do? (Sharing per p er so n al information)

a. Ask wh- questions applicably from a picture presented; b. Practice conversing about jobs and other personal information; c. Say interrogative expressions correctly; d. Listen to a recording for key information; e. Create their own story based on a picture presented.

April 7, 2014


UNIT 2: I Think it’s Exciting!

a. Categorize different genres of music and movies; b. Share their music and movie preferences to other people; c. Practice a conversation piece to get ideas for a real-life exchange; d. Use the word “prefer” in a sentence to describe their likings and inclinations.

April 11, 2014


UNIT 8: I like guys who are creative (Describing Preferences)

April 12, 2014


UNIT 8: What’s she like? (Appearance and Personality)

April 13, 2014


UNIT 3: Do You Like No od l es ? (Food and drink)

a. Describe a person through his/her physical appearance; b. Determine a person’s personality through their actions and words; c. Share about their best friends’ description (appearance and personality); d. Describe the character of their ideal man/woman; e. Appreciate that personality is more important than one’s physical appearance. a. Describe people’s appearance and personality appropriately; b. Use the correct adjectives in describing a person; c. Pronounce the different vocabulary of appearance and personality appropriately; d. Practice a conversation regarding the lesson on describing people; e. Compose a three-sentenced paragraph on describing a person on a picture. a. Pronounce and ascertain the different vocabulary given; b. Take down important details from a video watched; c. Use do and does in a sentence appropriately; d. Listen to a conversation for key information; e. List their favorite foods and make sentences about it.

Tra Vinh University Center for International Collaboration in Education and Training (CiCet) Tra Vinh City, Tra Vinh Province, Vietnam

LESSON PLAN IN COMMUNICATIVE ENGLISH I.

OBJECTIVES: After the 2-hour session, the students must be able to do the following with 80% proficiency: f. Practice listening selectively for key information; g. Comprehend the reading selection presented; h. Respond to the questions asked appropriately; i. List English words in a time-bounded activity; j. Introduce themselves confidently in front of people.

II.

CONTENT AND MATERIALS a. Topic: UNIT 1: Nice to Meet You! (Making Introductions) b. Materials: PPT Presentation, LCD Projector, speakers, markers c. References: Smart Choice 1, Internet

III.

PROCEDURE a. Motivation (Warming Up) The teacher will introduce herself to the students. Photos and videos would be presented to give the students a better understanding of where the teacher comes from.

The teacher will ask the students to introduce themselves. After this, the teacher would say their name one by one and tell them that it was nice to meet them.

b. Listening The teacher will play the audio recording twice and will let the students answer the activities on the workbook. c. Reading Before letting the students read the selection on the actor Leonardo DiCaprio, the teacher will flash a picture on the screen and elicit answers on the matters of his identity and career.

After this, the teacher will do the first reading of the selection and then she will let the students read it orally. d. Speaking The teacher will ask the students of their preferences in music, movies, etc. This activity will allow them to talk freely about their interests.

The teacher will then ask them to share their three (3) favorite words in English. She’ll also encourage them to explain why he/she likes those words.

e. Writing The teacher will present an e-mail sample to the students. After letting them read this, the students will change certain information with their own. They will write it on a piece of paper. After 5 minutes, their papers must be handed to the teacher.

IV.

Appreciation Activity (Enjoying English) The teacher will divide the class into two. The game will be called, “Words Unlimited!”

Mechanics: 1. Make the participants think of any English words that they’ve encountered. 2. The first person on each group chooses a word and writes it on the board. 3. The next person writes another word on the board, but it must start with the final letter of the previous word. Other members must continue this process until the time’s up.

4. After 5 minutes, the students will be asked to stop writing. 5. The group with the biggest number of scores wins the game.

Prepared by:

ANGELLI FAYE A. MAÑALAC Bachelor of Secondary Education (BSED) 4 - 1



OBJECTIVES After the 2-hour session, the students must be able to do the following with 80% proficiency: a. Familiarize with the different kinds of shops there are in different places; b. Use the appropriate vocabulary in a conversation taking place in a store or a mall; c. Incorporate the expressions “too many/ not enough/ too much” in a normal conversation.

II.

CONTENT AND MATERIALS a) Topic: UNIT 7: There are Too Many Stores (Making Complaints) b) Materials: PPT Presentation, LCD Projector, speakers, markers c) References: Smart Choice 1, Internet

III.

PROCEDURE A. Motivation (Warming Up) The teacher will introduce herself to the students. Photos and videos would be presented to give the students a better understanding of where the teacher comes from. The teacher will ask the students to introduce themselves. After this, the teacher would say their name one by one and tell them that it was nice to meet them.

The teacher will ask the students the question:

After they’ve shared their ideas, the teacher will introduce the character

of Rebecca Bloomwood, from the novel (and movie), Confessions of a Shopaholic.

A video clip of the movie’s trailer will be presented to give the students

an overview of her story. After this, they will be asked if being a “shopaholic” is a good thing or not. An activity about helping Rebecca find the right store to buy her things will follow then. This activity would allow the student to decide on what’s good

and what’s better. It would also allow them to observe the differences of two individual things.

A. Vocabulary The teacher will let the students answer the activities on the workbook. These activities will allow them to be further acquainted with the different shops around the globe (e.g. megastore, flea market, boutique). B. Speaking The teacher will ask the students to complete the conversation on the workbook. The teacher will give the first reading of the conversation, and then the students will be assigned parts to read aloud. This will allow the students to ease into the normal conversation of people in places like malls and supermarkets. It will also practice their pronunciation skills. B. Appreciation Activity (Enjoying English) A. “Words Unlimited!” Mechanics: 1. The class will be divided into two. 2. Make the participants think of any English words that they’ve encountered. 3. The first person on each group chooses a word and writes it on the board. 4. The next person writes another word on the board, but it must start with the final letter of the previous word. Other members must continue this process until the time’s up.

5. After 5 minutes, the students will be asked to stop writing. 6. The group with the biggest number of scores wins the game. B. Role playing Mechanics: 1. The class will be divided into two.

2.

Both groups will be given situations that are needed to be acted out. Group 1 – Helping a friend in a boutique Group 2 – Helping someone buy a laptop 3. The class will be given 10 minutes to prepare their scripts 4. They will be rated through this criteria: Acting Skills – 40% Story line – 40% Pronunciation/ Diction – 20% 5. The class will be given 5 minutes to present their role plays.

Prepared by:




OBJECTIVES: After the 2-hour session, the students must be able to do the following with 80% proficiency: a) b) c) d) e)

II.

Ask wh- questions applicably from a picture presented; Practice conversing about jobs and other personal information; Say interrogative expressions correctly; Listen to a recording for key information; Create their own story based on a picture presented.

CONTENT AND MATERIALS a. Topic: UNIT 2: What Do You Do? (Sharing personal information) b. Materials: PPT Presentation, LCD Projector, speakers, markers c. References: Smart Choice 1, Internet

III.

PROCEDURE A. Motivation (Warming Up) The teacher will present a tongue twister game to the students. Each of them must select a number from the number board and they must read the corresponding tongue twister of the number they have chosen. This activity will be for the improvement of their pronunciation skills.

B. Speaking (Ask Me Anything!) This activity will practice and test the skills of the students in asking questions. Mechanics: a. Everyone must ask random questions from the three pictures that will be projected.

b. All questions must start with the words Who, What, Where, When, and Why. c. Creativity will be encouraged in this activity. C. Grammar (Language Practice) From the questions that they have asked, the teacher will write two interrogative sentences on the board. She will ask the students on what is the

difference between the two. This discussion will serve as a springboard to the grammar lesson between “do” and “does”. The teacher will present the table that would explain the usage of “do” and “does”.

After the discussion, the teacher will let the students answer the activities given on their workbooks. D. Pronunciation The teacher will talk about how the phrase “do you” is properly pronounced. There will be questions posted on the screen and the students will be asked to read it over and over again until they got the hang of saying the words properly. This pronunciation drill would help them in the long run. E. Listening The teacher will play an audio recording and the students will answer the activities that follow on the workbook. F. Reading Before letting them read the article on the workbook, the teacher will first let them look for some details on the article (e.g. two animals, two cities, two jobs, two names of people). This activity will allow them to do scanning, a type of reading strategy and a study skill. After this, the teacher will then have the first reading of the article and then the students will take turn on reading it. This will practice their diction and would also call for their comprehensive skills. G. Writing The teacher will project a picture on the screen and the students will make a simple story out of it. The story should answer the question s like, “Who is he?”, “What does he do?”, “Where is he from?”, etc.

The teacher will present a sample output to give the students a guide on how to do the activity.

They would be given 10 minutes to finish this. IV.

Appreciation Activity (Enjoying English) A. Give Me… The teacher will conduct a game that deals with eliciting English words. This game starts with the teacher giving a general category of something, and the students giving a specific example of it. Once the word is already said by a player, other players should not say it anymore. Once a player becomes confused and said the word twice or if he/she ran out of words, he/she will be a loser and the loser has to do a consequence to get back into the game. Categories: 1. 2. 3. 4. 5. 6.

V.

colors animals jobs foods things you see in the market things you see in a classroom

Evaluation The teacher will distribute a sample membership form for the students to fill in. After writing their basic information, they will be asked to formulate a

paragraph about their inputs on the form. This will test their grammar skills and would define their writing styles.

(SAMPLE OUTPUT)

Prepared by:




OBJECTIVES: After the 2-hour session, the students must be able to do the following with 80% proficiency: a. b. c. d.

II.

Categorize different genres of music and movies; Share their music and movie preferences to other people; Practice a conversation piece to get ideas for a real-life exchange; Use the word “prefer” in a sentence to describe their likings and inclinations.

CONTENT AND MATERIALS a) Topic: UNIT 2: I Think it’s Exciting! b) Materials: PPT Presentation, LCD Projector, speakers, markers c) References: Smart Choice 2, Internet

III.


B. Music + Movies The teacher will ask the students about the kind of music they listen to and the kind of movies they prefer to watch. This discussion will then be directed to the different genre of music and film. The teacher will first present music videos of the different genres of music (e.g. pop, classical, acoustic, opera, rock, rnb/hiphop). After this, she will ask what kinds of genre do they like the most.

POP

CLASSICAL

ACOUSTIC

OPERA

ROCK

RNB

After this, the teacher will present the different genres of films. Just like what she’ll do with the Music genres, she will ask them what did they like the

most after all the videos have been played.

CRIME

COMEDY

DRAMA

HORROR

MUSICAL

EPIC

ACTION SCI - FI ROMANTIC

C. Vocabulary Enhancement The teacher will let the students answer the Vocabulary activity on the workbook. This will get them better acquainted with other genres of music and movies.

D. Speaking The teacher will let them do the conversation activity that can be found on the workbook. The teacher will first model the discussion and then she would let the students take turns on reading the conversation. E. Writing The students will be asked to write a short paragraph about their own music and movie preferences. They’d also be requested to state the reasons

behind their inclinations. They would be given 5 minutes to finish this writing activity.

IV.

Appreciation Activity (Enjoying English) B. Tell me then! This is a simple activity that would allow the students to identify whether the music or the film (trailer) is categorized in any genre of its field. This will test their knowledge about the different genres of music and movies.

Prepared by:




OBJECTIVES: After the 2-hour session, the students must be able to do the following with 80% proficiency: a. b. c. d. e.

II.

Describe a person through his/her physical appearance; Determine a person’s personality through their actions and words;

Share about their best friends’ description (appearance and personality); Describe the character of their ideal man/woman; Appreciate that personality is more important than one’s physical appearance.

CONTENT AND MATERIALS a. Topic: UNIT 8: I like guys who are creative (Describing Preferences) b. Materials: PPT Presentation, LCD Projector, speakers, markers c. References: Smart Choice 2, Internet

III.


B. Picture-Cued Discussion The teacher will flash a picture of a man in the screen.

The students will be encouraged to describe the man based on his features (e.g. handsome, muscular, etc.). After writing all their answers on the board, the teacher will tell them about his personality. The teacher will flash another picture in the screen, this time a woman.

The students will be encouraged to describe the woman based on her features (e.g. beautiful, classy, etc.). After writing all their answers on the board, the teacher will tell them about her personality. After this, the class will talk about how appearance and personality does not always coincide with each other. Some may be good-looking on the outside but mean on the inside; there may be some people who does not look good on the outside, but has a kind heart on the inside. The discussion will allow them to conclude that appearance is less important than personality and character. C. Vocabulary The teacher will let them answer the vocabulary activity on their workbook. After doing this, the teacher will introduce more vocabulary that would help them describe a person more specifically.

Each characteristic that the students don’t know will be defined and

explained by the teacher. She will also ask the students to give their ideas based on the avatars presented on the screen. D. Speaking The teacher will ask the students to describe their best friend to the whole class. They would be given five minutes to prepare their answers. When the time’s up, they will be asked to stay in front and read their work. E. Writing This time they will be asked to compose a paragraph about their ideal man or woman. This writing activity will check their grammar and their way of describing a person.

Prepared by:



LESSON PLAN IN COMMUNICATIVE ENGLISH (Grade 6) I.


II.

Describe people’s appearance and personality appropriately;

Use the correct adjectives in describing a person; Pronounce the different vocabulary of appearance and personality appropriately; Practice a conversation regarding the lesson on describing people; Compose a three-sentenced paragraph on describing a person on a picture.

CONTENT AND MATERIALS a. Topic: UNIT 8: What’s she like? (Appearance and Personality) b. Materials: Word Cards c. References: Smart Choice 1, Internet

III.

PROCEDURE A. Motivation (Warming Up) The teacher will then teach them a new action song. The song is called “Old McDonald”. The teacher will first let them read the words written on the

board, and then she will do the first singing of the song until the students get its melody and the rhythm. After this, the movements of song will be demonstrated to them.

B. Speaking The teacher will let the students read a tongue twister. This would practice their pronunciation skills. C. Team Building To introduce the lesson to them, the teacher will give out cards to the students. In the cards, different adjectives are written and they would be asked to give the card to the person who is described by it. For example, if the card says “BEAUTIFUL”, the person who received it will give it to the beautiful person in the room. And if the card says “NAUGHTY”, he/she will give it to the

naughty person in the class. After this, the teacher will call the persons who received a particular card and would let the giver of the card describe the person who received it. This would call for their skills in making sentences. After everyone take turns in describing their classmates, the teacher will then discuss about how adjectives are used in a sentences. D. Conversation The teacher will write the conversation on the board and would let the students fill up the blanks.

After letting the students answer the four items, the teacher will then model the conversation. After reading it once, the teacher will assign students to read the conversation. This activity will continue until verybody has take turns in modeling the conversation. E. Writing The teacher will ask the students to make descriptions of the person on a picture flashed by the teacher. They will be given 5-10 minutes to write their paragraph on a piece of paper.

Prepared by:





II.

Pronounce and ascertain the different vocabulary given; Take down important details from a video watched; Use do and does in a sentence appropriately; Listen to a conversation for key information; List their favorite foods and make sentences about it.

CONTENT AND MATERIALS a. Topic: UNIT 3: Do You Like Noodles? (Food and drink) b. Materials: PPT Presentation, LCD Projector, speakers, markers c. References: Smart Choice 1, Internet

III.

PROCEDURE A. Motivation (Warming Up) The teacher will present a pronunciation drill to the students. This will theoretically improve their speaking skills and would make them aware how words sound differently from each other. After the drill, the teacher will let the students watch a video documentary about the best foods in the world. Before playing the video, she

will ask the students to take out their pens and notebooks to take note of the names of the foods and drink that they found interesting. B. Vocabulary The teacher will introduce ten (10) new words to the students. The words are related to foods and drinks. After teaching them the correct pronunciation and the definition of the words, the teacher will give a short quiz to see if they remember the words quite well.

C. Grammar (Language Practice) Before proceeding to the grammar lesson, the teacher will first ask questions about their favorite foods with questions using the words “do” or “does”. Then she will write two sentences on the board. She will ask the

students on what is the difference between the two. This discussion will serve as a springboard to the grammar lesson between “do” and “does”. The teacher will present the table that would explain the usage of “do” and “does”.

After the discussion, the teacher will let the students answer some questions on the screen and then she will let them do the activities on their workbooks. D. Pronunciation The teacher will teach them about the proper intonations on asking questions. She will let them ask other questions and they must use the proper intonations. E. Listening The teacher will play an audio recording and the students will answer the activities that follow on the workbook.

Compilation of Lesson Plans

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