Lesson Plan Sample - Mubashir

TESOL Course Senior B in-service Instructor Mubashir

Dates: 16 June 2013 Hours / Days Sundays 01:00 to 2:30

SAF20011CA017 Kabul Education University’s M.Ed. TESOL Program Pg. 1 of 10

Drafted on: 30/06/2013 12:12:00 PM Drafted by Jerrad Langlois Finalized on: 5/5/14

Teacher’s Name: Qeyamuddin Mubashir

University: KEU

Date: June 16, 2013

Class Name: Senior in-service

Location: Class No. ( ) 1st floor Block A

Time: 01:00 – 2:30 pm

Number of students in the class: 44

Observer: Ostad Aziza Jan





Background Information

The Class

This is a methodology in-service senior class. There are 44 students in this class studying methodology two days a week for 4 hours. Since they are the senior

students they have studied the general theoretical methodology of language teaching in the junior class. In this semester I teach them the methodology of

teaching four skills of English language in a more practical way. This is the first semester I am teaching this class. Every semester the students should study 16

weeks. The students of this class are almost all of them are teachers in public and private schools of Kabul and they are practically teaching English every day.

Therefore they have practical experiences of teaching English in their classrooms. These experiences of them can contribute to the class effectively specially

when evaluating some teaching techniques of a skill or thinking of applicable ways of teaching a skill in Afghan context. Although these students are already

teachers at high school but they are studying for extrinsic motivation. They want to get promotion in their professions and some of them want to get a better

paid job by getting their bachelor degree. Since the students all have a job and are busy in the morning they are very tired during every class they look forward

to finish the class.

The material

The material I am using in this class is Tasks for Teachers Education: An Effective approach. Sometimes to make the class interesting I use some

interesting videos especially for modal classes and as well as I sometimes use some handouts from other resources related to my lesson plan. The teacher’s

edition of this book also provides me with some good activities. The book (Tasks for teacher education) is a good book still it has some activities not so much

clear for the students and teachers, but this is the book which is selected by the English Department. To solve this problem I try to bring some varieties in the

materials as adding handouts and I skip some activities emphasize on some. This way it is getting so much feasible for the students.

The learners

The students are very motivated to learn because they are school teachers and will use whatever they learn from this course in their classes.

Their level of English is intermediate so they willingly get together in the group works and do the exercises. Almost 85% of the students in this class are

females who are school teachers currently in girls’ school but few of them are males who are also school teachers. This is a good class with good students

because they are already teachers and know how as students they should behave in the class and participate in the activities.





Lesson Plan

Aims: By the end

of the Session the

Ss will have:

Main Aim:

been read and discussed different techniques of reading (skimming, scanning, contextualize guessing, cloze exercise, outlining, scrambled

stories, information transfer, making inferences and intensive reading) and different purposes of reading (reading for gist, specific

information, guessing fill in the gaps exercises). They will also have discussed reading purposes inside and outside the class and evaluated

some reading activities.

Sub-aims: identified at least three or four reading strategies and techniques they think are applicable in Afghan context.

Teacher Aim: To practice class management in this session as controlling naughty students in this.

Materials / Aids: The text book: tasks-for-teacher education: a reflective approach, some H/Os, flipchart paper and color markers.

Timetable Fit:

In the previous class they had midterm exam and the students were very happy during the exam because it was not so difficult form to

answer. Before the exam students were worried about it because they didn’t know about my testing style and as well as during the other

classes the students were thinking about exam how it would be. and in this class students will study teaching reading which are two

closely related language skills and students will be refreshed and ready for the lesson because now they know about my teaching style and

giving test for them.

Subsequent Class:

Since another teacher from the TESOL program is paired with me in the next class another teacher (Homa) will teach them teaching

writing. This is the third class that I was teaching them alone but this time having another teacher will be a little difficult for them because

my and her teaching styles are completely different. It is very difficult for student to switch to teacher with different teaching style.

Assumptions: Since the students are already school teachers and currently teaching English they might have more experiences about teaching reading in

the Afghan context.

Anticipated

problems &

possible

solutions:

Problem: in the previous class I had assigned the students to read the unite about reading to get ready for todays class. I think the students

might not have read the reading.

Solution: If the students hadn’t read their assigned reading I will ask them to set in groups and read the needed reading in jigsaw reading

in order to get less time.





Commentary:

I teach this session and material for them because they are senior students and as well as they are school English teachers. In this book which I am using as their

base material there are many practical activities which are common for English language teaching around the world and teaching this material, students will be

introduced to many varieties of ways of teaching for different skills. Moreover, when these students are currently public and private English teachers this is a

good advantage for my class because they know which ways and techniques of teaching are more effective and applicable in the Afghan context. According to

the chapter that I currently teach and lesson plans that I design, the way that I am teaching this class much more practical and invites students to critical

thinking. Therefore, I believe that this program would be so much helpful for my students.

Procedure

Stage of the

Lesson:

Time: Stage Aims: T. Activity S. Activity: I/A

Patterns:

Materials:

Warm up 5 min. To get Ss attention

to the class.

T reads one sentence from the little

known fact cards from the previous

classes and asks Ss to find out who is

that person.

Ss listen to the sentence that

represents a person and try to

guess that person.

T Ss

Little

known fact

cards

Rationale

To make Ss ready for the class.

Activating

Schemata

20 min.

For Ss to investigate

what, how and why

people read in real

life and inside the

classroom

a. T makes 8 groups of five and

then for four groups gives

observation table for real life

reading and for other groups

observation table for

classroom reading.

b. T asks each member of each

group to interview their group

members. And Teacher also

gives a modal in the

observation table.

c. Later T asks groups to discuss

about their interview and

identify at least three

1. Sts in groups will interview

every member of their

groups. Then the group

members will discuss their

interview results and identify

three purposes for each type

of reading.

S – S

S – S

T – S

S – S

H/O

Observation

table





purposes of people reading

(reading in real life group and

reading in the classroom).

d. At the end, T asks 2

representatives from real life

group and 2 from in class

reading group to share their

ideas and T writs them on the

board.

Rationale

In this activity students will find out about the reading purposes people read inside and outside the class. This is because the first thing we

should know about something is why we do it. Therefore this activity will make students ready for the other activities.

Overview of the

reading

strategies

15 min. to evaluate reading

strategies based on

students

experiences/existing

knowledge.

a. T gives the reading

strategies table for the

students in each group and

asks to read, discuss and

decide what strategies (a –v)

they believe are effective or

ineffective when reading in a

foreign language according to

their experiences as school

English teachers and give a

reason for each.

b. Later T asks some students to

share ideas about the effective

and ineffective reading

strategies and T writes their

ideas on the board if needed.

1. Sts in groups of five read the

reading strategies table and

discuss and complete it with

group members and give a

reason for every strategy they

comment.

S – S

S – S

T - Ss

H/O

(reading

strategies

table)

Rationale

This activity is important for students because they read the reading strategies and relate them with their experience evaluating them.

Free Practice 15mins. For sts to select

their own reading

strategies.

a. T asks Ss to review the

reading strategies once again

and choose three reading

1. Sts will in pairs work

together and choose three

strategies for themselves and

S S

H/O

Reading

strategies





strategies they think are

useful and want to apply in

their classes or for their own

reading and say why.

b. Later T asks each pair to

share their ideas with the

class.

say reasons why they think

these strategies are useful.

Table

Rationale Through this activity students will discuss more and will be able to find out their own reading strategies.

Control Practice 20 min. For ss to evaluate12

reading techniques

and match them

with 1 or 2

activities.

a.T will elicit from ss some reading

purposes and write on the board.

T divides sts in 10 groups. First T

elicits some reading purposes from

the ss and writes on the board.

b. Then T assigns each group with

one reading activity from page (63-

65) and asks them to read the activity,

identify the purpose and match it with

the reading purposes.

c.T puts a chart of reading techniques

on the board and ask every group to

write purpose of every reading

activity a write on the board.

Ss shares idea about reading

purposes and the class

Ss in every group will read one

reading activity and match it with

the reading purposes.

S – S

S – S

Book

Rationale

In this activity sts will recognize the factors of clear instruction giving.

Closing Activity

Attendance

10

min.

To evaluate Ss

learning /output

T asks sts to cut a piece of paper and

answer the following questions and

give to the T:

1. What did I learn today?

2. What do I still have questions

Sts will individually the answers for

the following questions.

Ss A piece of

paper





about?

3. Could I use this knowledge to

take a test, complete an

assignment, or accomplish

something in my life?

I do this activity to evaluate my students and this activity is important because it gives a conclusion to the students and teacher.

Language Analysis:

Observation:

Observation is to learn about the classroom experience and what is happening in the classroom. Observation does not mean to judge whether a lesson is good or

bad.

Strategy:

Teaching strategies are behaviors or processes that student use to develop their learning and skills. Good learning strategies can make learning easier, faster and

more enjoyable. For every student it’s very much important to have specific learning strategies and apply them in their learning or studies.

Example: during reading:

a. Keeping eyes move past the unfamiliar words and thus try to understand the main idea.

b. Underline or highlight words you don’t understand.

Reading techniques:

Reading techniques are special ways that students use to read a text for different purposes.

For example:

Skimming

Scanning

Contextualize guessing





Reading purposes:

The reason why we read a text is our purpose.

Example:

Some people read a text for main idea.

Some people read for pleasure.

Or some people read a text for specific information about something.

The whiteboard outline

Date:

Sun - 16 June 2013

The plan

1. Investigation of reading inside and outside the classroom

2. Evaluation of reading strategies

3. Students choose their own reading strategies

4. Evaluating the reading techniques and matching them

With the reading activities

5. Evaluation of todays lesson

Reading purposes outside

the classroom:

______________________

______________________

______________________

______________________

______________________

______________________

______________________

Reading purposes outside

the classroom

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________





This chart will be put on the board:

Reading Techniques and their purposes

Reading techniques Description and Purpose Activity

1. Skimming Reading a passage quickly to grasp the main idea

2. Scanning Reading a passage quickly to find specific information

3. Contextualize

guessing

Making guesses about the meaning of a word by looking at the surrounding words or situation.

4. Cloze

exercise

Fill-in-the-blanks exercise, in which some words are omitted, designed to measure how well the reader understands

how a text is linked together.

5. Outlining

Note-taking technique designed to help the reader see the overall organization of a text.

6. Paraphrasing The ability to say or write ideas in other words; measures the reader’s understanding of he main ideas of a text.

7. Scrambled

stories

Also known as jigsaw reading: the read re-orders the mixed up pieces of a text to show he understand how a text fits

together

8. Information

transfer

Exercise which requires readers to transfer information from the text into another form of related text or drawing (e.g.

filling in a chart, tracing a route on a map); designed to measure comprehension

9. Making

inferences

Reading between the lines’: the reader understand what is meant bug not states in a passage

10. Intensive

reading

Reading carefully for complete, detailed comprehension, (e.g. main ideas, details, vocabulary).

11. Extensive

reading

Reading widely in order to improve reading comprehension reading speed and vocabulary

12. Passage

completion

Finishing a reading passage (orally or in writing): involves predicting a logical or suitable conclusion based on a

thorough understanding of the text.





Documents

Lesson Plan Sample - Mubashir