EDUCATION

DIVISION
Bachelor of
Education

LESSON PLAN
Ayeshas comments

I did more for the students like extend, more activities

Teaching style- ok for grade 2/ model for them/sit with them
My teaching is ok but I have a problem with my grammar. MST said you should
review your grammar.

Name: Ayesha Ali Alkindi

ID: H00203738
Dat
e:
Tim
e:
Uni
t:

16/10/2016

11:00-11:45

2 L 16

Class:
No.
Students
MST:

2/2

22

Zainab Ali

Prior Knowledge (What prior knowledge are you building in?)

Lexis for family members, in this unit the student does learn about family members
(father, mother, sister, brother, grandma and grandpa). They will incorporate the new
vocabulary with the new lesson. In this unit, in each lesson I have to use family
members because all lessons link together.

Students will read and find out the new words. (Son, daughter, help, thank-you and
please).

Students will use the new vocabulary when they will be discussing about their family.
For example: I will ask them the question: who do you help in your family? Do you
help your mum? They will answer: yes, I do.

Lesson Objectives: (What will students be able to do by the end of the lesson?)

Talk about how they help their family.

Read sentences about helping family members.
Write words in a dialogue.

By the end of the lesson:

Learn new vocabulary words and the meaning.

Pronounce the new vocabulary correctly and know the meaning.

Understand and use sentences in the present simple.

Understand and respond to prompts in a simple dialogue.

Link lesson objectives to Blooms Taxonomy:

In this lesson student will be able to recall the family members words to complete this
lesson. Students will be able repeat the words and know how to pronounce it.
Students will use understand level for Blooms Taxonomy, because they will discuss about
their family.
Attitude:
-

Students
Students
Students
Students

should
should
should
should

follow instructions straight away.

raise their hand and dont shout.
share and take turns.
listen to teacher and what other says.

Evaluation / Assessment: (How will you know your students have achieved the
lesson objectives?)
What are you planning here? I plan to explain for them by using flashcards for the new
vocabulary and model for them to understand the lesson objectives. They will repeat and
model after me to know how to pronounce the words and understand the meaning.
How will you interpret or evaluate the results? I will walk around and listen to them,
and then I will give them constructive feedback to help them develop themselves.
How will you document? I will observe them by eye contacts and concept check while
they discussion and practice the words and the sentences.
How will you follow-up? Evaluating the student on the quality of the work.
Personal focus
In this lesson I will be working on my PDP goal 1 which is about effective lesson plan. I use
learner book and activity book then, I doing review of the lesson to develop and achieve this
goal. I will let them answer the questions to know what they learn. And, I will review the
lesson again and let them talk to each other to know if they understood or not. From this I
will know also if I achieve this goal or I have done more on it to achieve the goal.
Teaching Competencies focus
In this lesson I am working on self-management and results focus. I will observe how
students manage their self to evaluate them. I will complete the checklist that I work on and
evaluate how the learners get their behavior. I will check if the students focus I use clap your
hands they will claps if they focus with me. I do it more than one time to let them all pay
attention.

Teaching strategies:

Evaluating what the students done.

Acknowledge what students do or say.
Give specific feedback rather than general comments.

Classroom management strategies:

Students must cooperate with their classmates.

Students must carry out their responsibilities.
Students must build expectations and establish routine.

Behavioral management strategies:

Listen when teacher is talking.

Follow directions quickly.
Respect each others.
Be safe.
Be responsible.

Feedback strategies:

Oral feedback.
Concept check.

Materials & Resources:

Learners Book page 45.
Activity Book page 38.
Flashcards: Son, daughter, help, thank-you and please.
Technology integration:

Computer.
Data show.

ACTIVITIES
What the Teacher says and
does.

What the Students say and

do.

SPEAKING- PRONUNCIATION

SPEAING. READING,
WRITING

Demonstrate and drill the

pronunciation, if
necessary.

Talk: about ways how

they help their family.
Read: sentences about
helping family
members.
Write: words in a
dialogue.

Lesson connection to
PDP goals and/or
Action Research Focus

PDP goal 1:
about effective
lesson plan. I will
know if the
students response
when I explain.
AR: complete the
checklist of each
student.

ENGAGE -Introduction:
Good morning. Ayesha always introduce me to the class at the beginning.
Sing there were 10 in the bed.- dont let the girls shout. Moderate the volume.
Good eye contact and expression from you.
Date. Insist on every students attention first before you start. The class needed

settling after the song. Dont let students fiddle with their books.
You didnt introduce the lesson or set your expectations. This is very
important.Always do this in every lesson.
VOCABULARY INTRODUCTION

Show a flashcard of a new vocabulary and ask learners to name them and repeat
after me. This activity could be done on the mat. This helps to keep the class focus.
Did you engage students to have them all focused. you need to monitor all class and
keep them with you.
Then ask individual learners to say how they help each other, for example, I help my
sister to study. Do you help your sister? The student will answer, yes, I do.

PHASE ONE: families help each other.

SPEAKING & READING

Ask questions.
Read the sentences.

Describe pictures.
Answer the questions.
Repeat the words.
Highlight the words.

Set your expectations. Ayesha you need

to connect more with the class. You are
teaching but not connecting with them
which is very important especially for
younger students.
Dont allow students to call out and
shout.
Never look and teach at the board. Your
eyes should be on the class and you can
move around the room more to hold their
attention.

Tell students to look at the pictures and

ask: Who are they?
Elicit that they are brother and sister.
Read the sentences and explain help.
Asking and answering questions in
groups. You could have the questions
on flash cards and responses clearly
displayed. This needs to be better
organized.

PHASE TWO: Activity book pg.38.

The transition to the book activity
wasnt smooth. What are your strategies
for transitions? There was also wait time
so students were filling the gap with
chatting and noise.
Do you like the students shouting?
When students are doing bookwork you
reminded them about capital and full

stop which is good but this should be

done in the modelling on the board.
Where was your feedback after this
activity. Just close your book?

LISTENING, SPEAKING, WRITING

Ask students to describe the picture

then ask: How does the boy help his
sister?
Ask students what they say when
someone helps them.
Ask students to think about what the
girl says.
Draw students attention to the Word
box. Read out the words and have
students repeat.
Ask students to look at the Word box
and choose what the girl says, then
write it in the speech bubble.
Ask students to check their answers
with a partner, and then check the
answer as a class by asking an
individual learner to say it.
Tell students to highlight the words
Thank you in the word box in a different
colour, to make it easier for them to
copy.

PHASE THREE: Who do you help in your

family?
11.27 SPEAKING, LISTENING
No transition planned here with
expectations.
Instructions given so include your
expectations.
This is a great role play activity. Well
done! The girls were very interested. You
modelled the sentences first and set the
role play.
Feedback for learning needed here.

Ask students do you help your mum?

Repeat the answers.

Says the questions.

And elicit: yes. Say: yes, I do and have

students repeat. Then say: No, I dont
and wag your finger to demonstrate
meaning.
Split students into two groups. To group
one, say: do you help your dad? And
have them repeat. To group two, say:
yes, I do and emphasis meaning with a
nod. Repeat with: do you help your
brother? Then have groups swap roles.
Put learners in pairs to ask and answer
about helping their family in pairs.

EXTEND

Write sentence with word

(please).

Look for the words in the

reading text on page 45.
Answer the questions.
Circle the new words.
Count words.

WRITING
This phase needs to be better organized.
Instructions are given with your back to
the students and you speak to the board.
Use this as a focused teaching moment.
Why didnt you have this prepared on a
slide to show and talk about it?
There was a lot of wait time because this
wasnt organized so there was a smooth
transition. Students were noisy and
unfocused.
You should move to each group and
monitor their work.
Your boardwork needs improvement
Ayesha so it is better organized, writing
clearer and used for modelling
Ask students to write another simple sentence
with the word please.
LESSON CLOSURE
LISTENING, READING

Draw learners attention to the Words to

remember box and write this, his and
her on the board.
Ask: How many times do you see the
word?
Ask them to circle the words and then
to count all the words they have circled.
This 2; his 1; her 1.