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    Lesson Plan: Teacher Support Programme - Egypt

    Uploaded by

    Mohamed Balbaa
    This lesson plan aims to teach elementary students about different jobs by having them: 1) Say what jobs they know and describe responsibilities of each job. 2) Express likes and dislikes about job responsibilities. 3) Practice pronunciation of job terms. Activities include identifying jobs from pictures, discussing responsibilities in pairs, and creating and guessing job descriptions. The teacher monitors and provides feedback to improve student language skills.

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    Lesson Plan: Teacher Support Programme - Egypt

    Uploaded by

    Mohamed Balbaa
    25 views4 pages
    This lesson plan aims to teach elementary students about different jobs by having them: 1) Say what jobs they know and describe responsibilities of each job. 2) Express likes and dislikes about job responsibilities. 3) Practice pronunciation of job terms. Activities include identifying jobs from pictures, discussing responsibilities in pairs, and creating and guessing job descriptions. The teacher monitors and provides feedback to improve student language skills.

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    EOY Balbaa

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    This lesson plan aims to teach elementary students about different jobs by having them: 1) Say what jobs they know and describe responsibilities of each job. 2) Express likes and dislikes about job responsibilities. 3) Practice pronunciation of job terms. Activities include identifying jobs from pictures, discussing responsibilities in pairs, and creating and guessing job descriptions. The teacher monitors and provides feedback to improve student language skills.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    25 views4 pages

    Lesson Plan: Teacher Support Programme - Egypt

    Uploaded by

    Mohamed Balbaa
    This lesson plan aims to teach elementary students about different jobs by having them: 1) Say what jobs they know and describe responsibilities of each job. 2) Express likes and dislikes about job responsibilities. 3) Practice pronunciation of job terms. Activities include identifying jobs from pictures, discussing responsibilities in pairs, and creating and guessing job descriptions. The teacher monitors and provides feedback to improve student language skills.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 4

    Teacher Support Programme | Egypt

    LESSON PLAN
    Teacher Mohamed Balbaa Lesson focus: Grammar
    Class: Elementary

    Aims for the lesson (language/skills/other aims)


    By the end of the lesson, the Sts will have practiced to:
    • Say how they feel about aspects of different jobs.
    • Expressing likes and dislikes.
    • Practice and correct pronunciation if needed.
    Personal aims (base these on your action points from your last observation and discuss them
    with your observer in your pre-obs meeting)

     Build a student-centred class

     Give students room to improve their self-reliance by working together.

    Materials
    Power point
    Asking student to take a picture for activities that require that.

    British Council | Teacher Support Programme | Egypt


    Stage & Aim(s) Procedure Interaction Observer’s notes
    Time
    Warmer To set lesson context and T welcomes the students, introduces lesson aims T/s
    engage students
    Lead in T asks students to come up with as many jobs as they
    5-10 mins can.
    Class feedback.
    T shows pictures of jobs and instructs student to work
    in pairs and see if they know their names,.
    Ex: nanny, engineer and miner.
    T checks pronunciation errors after monitoring during
    the activity.

    Input 1 To introduce students to T Tasks students to work in pairs to mention the name T/S
    different responsibilities of jobs that they know and use phrases shown on the
    15-20 mins
    /parts of different jobs. board to describe responsibilities found in each job.
    (e.g, paperwork, physical activity)
    ICQS S/S
    Are you speaking or writing? Speaking
    Are we matching sentences (responsibilities) to
    pictures? Yes
    Open class feedback.
    T/ instructs students to order phrases used for
    expressing love/hate on a cline.
    After class feedback, learners use the language for
    expressing likes / dislikes to discuss how they feel
    about doing the responsibilities from the first activity.
    Open class feedback.
    T checks pronunciation errors after monitoring during
    the activity.
    Input 2 To introduce students to T gives each student a number. T/S
    15 mins adjectives used to describe
    different jobs through text Students are instructed to take a picture of a text and
    and discussion. two questions; each student has a different short
    paragraph.
    T explains that each pair need to read their short
    paragraph off the picture taken and discuss the
    questions with their partner.
    After discussion, T conducts class feedback.
    T then asks students to think about what they heard
    from their partners and to discuss their opinions about
    the jobs introduced through their partners.

    Controlled To provide context for the T asks the students to T/S


    practice target language through a
    10 mins text
    G/W

    Controlled Prepare the students to use T asks students to use the text together to create one
    Practice the language in a simpler text about his job (teacher).
    5-8 mins task before the freer practice.
    T explains to students they are allowed to borrow
    language from the texts
    T corrects mistakes, if there is any and then gives each
    group a different job to create a text for and then groups
    will share their texts with each other and try to guess
    which job is the text referring to.

    Freer To provide students with T asks students to choose one of the jobs introduced at T/S
    Practice free practice of the target the beginning of the lesson (can’t be done before by
    15 mins language them) and write a short text similar to the one from
    before.
    T explains learner will talk about the job and its
    responsibilities without saying the name of the job and
    their partner will guess which job is being described.
    Feedback To provide feedback on write their mistakes on the white board. T/S
    and Error students' production and use
    Correction T asks the students to work with their partner, without
    of language
    5-7 mins correcting the mistakes out loud, to give chance to
    weaker students to think and absorb the information.

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