(Micro-teaching II) Lesson Plan
Teacher: Lina
Saliby Grade Level: Grade 4
Room
Number:Sci 509 Course
Title: English language
Class
Periods: TTh 40 min Unit
Topic: Prepositions-Linking words
Date: Monday, January 7th, 2013 Lesson Topic:
Prepositions of Place
Lesson
Objectives:
1-The
student will be able to identify the main prepositions of place.
2-The
students will be able to understand the meaning of each preposition linking it
to nouns,
Pronouns, and phrases to other words.
3- The
students will be able to use the main prepositions of place correctly
contextually.
Procedures:
Introductory
activity:
1-To
assess pre-knowledge and previous lessons, Teacher asks:”What are the main
parts of the sentence?”
Students
will participate by raising their hands and answering; verbs, nouns, and
pronouns.What we have already taken. Teacher asks for descriptions of the
roles+examples.
2-Now
the teacher tells the students that today’s lesson is about a new part of
speeches;prepositions,in particular
prepositions of places.(5 min)
Developmental
Activities:
1-Warm
up activity is to allow students watch and listen for about two minutes to a
song of the Blip and Blab, the famous language Explorers. (5 min)
2-After
the video, teacher asks “What are the highlighted prepositions in the video?”Students
raise hands. Teacher chooses randomly students to come on the board and write
the prepositions. Of course teacher should not forget to give a positive
feedback for the correct answers and helps gently those who wrote the wrong words
(nouns, verbs...).(5 min)
3-Teacher
and students play the Box Game. Let students see the box and the ball, with the
prepositions of place: in/inside, on, at, near, under, above, next to/beside,
in front of, between, behind.
Allow
them some time to repeat after you, and write the remaining prepositions of
place on the board and keep them written on the board. Tell the students that
sometime we need to locate the places by using prepositions. (5 min)
4- Tell
students that you are going to distribute a diagnostic exercise 1, allow some
time to work in groups. Then correct it all together.
5-Ask
students to use their own goods with prepositions from the bored in complete
sentences.
Examples:
My red pen is on the table, the ruler is in the pencil case. Make sure most of
the students participate correctly.(5 min)
Closing
Activity:
Wrap-up
activity: Teacher reviews the prepositions of place, with examples. Allow some
time for questions. Students work individually on worksheets distributed by the
teacher. Then collects the sheets , corrects them and gives positive feedback.
(10min)
Assignment:
Homework
Worksheet, one exercise to be done at home, distributed by the teacher. (1 min)
I enjoyed Lina’s class. Her objectives were clearly stated. She started her class by displaying a video which was a helpful and catchy introduction to the lesson. Lina was confident, assertive. She had a good body language and voice. She used time effectively. She engaged students in group work and encourages them by giving positive feedbacks. She checked for student’s comprehension by asking a lot of questions about the place of things, example: where is the pen? On the other hand, I think the explanation while using the box and ball was a little bit fast it could be more useful if she engaged students in this activity for example: ask 2 students “X” and “Y” to come and stand one behind the other or next to the other then ask students where is “X” where is “Y”. On the whole it was a good presentation.
ReplyDeleteOne of Lina’s strong points as a teacher is that she always has a comforting lovely smile that makes students at ease in class. The way she gives compliments boosts students’ confidence. Lina’s lesson was had a direct instruction approach. Lina’s song presentation of the lesson as a lead in was very interesting. She could have given the students a copy of the lyrics. However, I liked the way she made students remember the prepositions from the song. I saw it as a creative presentation of her target language. Afterwards Lina presented the prepositions using a box and a ball. This is another strong point because it was insufficient to rely only on the song for the target language. The second task clearly presented the meaning of the prepositions of place. Lina then moved to control practice of the TL. She used a sentence with no preposition in it to make sure students can identify a preposition in a sentence. Lina’s lesson was teacher-centered in nature and every point of the lesson was clearly presented and practiced. Lina always repeats points of the lesson probably as a sort of revision. Good job and good luck.
ReplyDeleteDear Lina
ReplyDeleteYour pleasant personality and self-confidence enables your students to feel at ease. They are willing to learn in a positive environment without any fear or anxiety. When I came, I was worried for two main reasons, the first one is that I might cause confusion because, I interrupted your lesson and the second one was that I have missed a part of your lesson. But you welcomed me saying that everything was ok and that I didn’t miss anything, this made me feel at ease. You handled me my paper and engaged me in solving the activities. This also shows your ability to handle any critical incident in a smooth and assertive way which reflects a good classroom management.
Your lesson plan was clearly stated and your objectives have met your instructions. Students are able to know the meaning of prepositions of place and use them correctly. The learning done by using the game box to emphasize the location of the ball was fun and students would memories and use the prepositions correctly in their daily life. What I liked the most is question four in Appendix B, in answering the comprehension questions, “Where are they holding the bouquets of flowers? Where we did not see any flowers in the picture and the answer was “behind their backs”. Usually when we teach the prepositions of place, we use realia that our students can see. I use something from their pencil case and ask them about it. For example, I put the pencil on the desk or in the pencil case and ask them about it. When I hide it behind my back I make sure that they see me doing the action but I have never thought that students might predict the answer “behind” from the picture without seeing any bouquets. You used direct method through the use of realia and songs and your students were engaged in cooperative learning through the use of games.
Generally speaking, Lina did a good job. Her objectives were clear and all the parts of her lesson plan were included. Her tasks were achieved in the specified time frame. She engaged her students and checked their comprehension. There was ST and SS communication. She had confidence, eye- contact, and good body language. Lina adopted the learner-centered approach. She used collaborative work, authentic material, and a song which attracted her students. Students learned deductively how to use the prepositions of place from the song and from simulation. She showed creativity in teaching. Lina has to be more assertive and to work on her English language.
ReplyDeleteLina, you just have a great "welcome back" attitude , and you seem to spread the holiday spirit even on the hardiest days (the first day after a 2 weeks holiday). The video played during your lesson was perfectly appropriate and age suitable. I loved how you not only found a good video to link to your lesson but you also chose one that had students of the same age and pointed that out for the students to relate to those characters in the video. I also liked they was you also mange to remember not to rush yourself nor your students, give them their time, and the option to choose their favorite color of paper. The point that really revealed your professionalism and flexibility was your instant reaction to the unexpected; one of the students walked in late, yet you welcomed this student "even if she was late" and gave a quick recap of the lesson to make her catch up of what was missed earlier in a way that was a review for the rest of the students. The Game was simple, clear, and nicely demonstrated using different examples like the box and the ball and the student's chair arrangement of the students. Rotating and double checking on the whole class and making sure everyone was on the same page was done nicely. Good job Lina!
ReplyDelete