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 Universitys 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

Teachers Name: Qeyamuddin Mubashir

University: KEU

Date: June 16, 2013

Class Name: Senior in-service
Location: Class No. ( ) 1
st
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 teachers
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 didnt 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 hadnt 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 its 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 dont 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 readers 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.




Lesson Plan Sample - Mubashir

Enviado por

Dados do documento

Direitos autorais

Formatos disponíveis

Compartilhar este documento

Compartilhar ou incorporar documento

Opções de compartilhamento

Você considera este documento útil?

Este conteúdo é inapropriado?

Direitos autorais:

Formatos disponíveis

Lesson Plan Sample - Mubashir

Enviado por

Direitos autorais:

Formatos disponíveis

TESOL Course Senior B in-service Instructor Mubashir

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

Você também pode gostar