Lesson Plan Template
Name: Fatema saeed Grade Level: Grade 4- section 2
CCSS Standards: Unit puzzles and codes , lesson: please give it to me , learners book , page 115
Main Lesson Aims (Concepts, Procedures, & Processes):
The students will be able to review indirect pronouns (her, him, them, us, and me).
The students will be able to identify new vocabulary about tableware (knife , cup , spoon , napkin ,
plate)
The students will be able to look at the real tableware( knife , cup , spoon , napkin , plate ) and
remember later what is missing .
The students will be able to listen the audio and fill the missing sentences.
The students will be able to solve the puzzle then speaking about it in pairs.
the students will be able to write sentence about each new vocabulary ( knife , cup , spoon , napkin ,
plate ) on worksheet .
The students will able to spell new vocabulary on the board by arrange the letters to form the word.
Materials: PowerPoint, pictures of signs, rules in cards,
teacher books Grade-4-Term-2-Teachers-Guide
student book(s) learner's book, page 115
worksheets/ papers Answer questions about how we can use the tableware ( knife , cup , spoon ,
napkin , plate )
teacher materials PowerPoint have sentence include new vocabulary with images , marker,
flashcards have new vocabulary , audio , worksheet , letters cards , data
show, puzzle of tableware , empty paper , glue
student materials/ Puzzle for tableware (knife, cup, spoon, napkin, plate) on paper, empty
manipulatives paper, glue, Lerner book, pencils.
technology Data show, computer
Other
Key vocabulary with definitions (and pictures if appropriate):
word glossary definition image
spoon an implement consisting of a small, shallow oval
or round bowl on a long handle, used for eating
plate a flat and usually round dish that is used for
eating or serving food.
knife a usually sharp blade attached to a handle that is
used for cutting or as a weapon.
cup a small round container that often has a handle
and that is used for drinking liquids (such as tea
and coffee)
napkin a square piece of cloth or paper used at a meal
to wipe the fingers or lips and to protect
garments.
Students Prior Knowledge:
Students know indirect pronouns.
Students know: speak about something.
Students know: how to write sentences in general.
- .
Possible Problems and Misconceptions:
- Some students might not bring their pencils.
- The data show or computer doesnt work.
- the time of activity not enough for students.
Solutions:
- I will bring some extra pencils.
- I will display vocabulary on flashcards.
- I will give students extra time.
Students Prior Knowledge:
Students know indirect pronouns.
Students know: speak about something.
Students know: how to write sentences in general.
Lesson Schedule
Targeted teacher language: good afternoon girls, how are you. What is today? What is today's date?
Student language: good afternoon Ms. Fatima I am fine thank you. How are you? Can you help? I done
Engage (warm up, review prior knowledge): time:
After the greeting, I will ask the students about the day and the date, and then I will
write it with the objectives on the board.
I will display 5 questions about indirect pronouns on PowerPoint and ask student to 5 min
answer it.
Core (introduce and practice new concepts & procedures):
I will display 5 sentences with pictures about new vocabulary (knife, cup, spoon,
napkin, plate) on PowerPoint.
I will display one by one. Then ask student what is this? What do you see? How use it?
After display each sentence with focus on new vocabulary, I will display it on flash card
to repeat it 3 times. Then I will put it on board.
I will display real tableware ( knife , cup , spoon , napkin , plate ) to students while I
will tell student you have to look at it for 10 second and I will cover it and take one of
them to remember later what is missing?
Listening 35 min
Pre-listening: I will tell the students open the learner book page 115 and there will be
some blanks and they have to fill the blank.
I will explain to the students that they have five minutes to read and complete all the
missing words. (note: there are pictures of tableware with every blank to help them to
identify the answer)
After finish 5 minutes
I will tell them they are going to listen a "mater giving instructions to his uncle"
I will tell them I will repeat the audio twice.
While- listing:
I will turn on the audio and I will pause the audio after every blank to give enough time
for students to write word.
I will repeat it the second time and tell students check their answer.
I will ask them if you need repeat again.
Post listening :
I will read the sentence and I will choose student to answer and write missing word on
the board.
I will repeat previous step with other students.
Speaking I will tell the students I'm going to provide a puzzle about table ware ( knife ,
cup , spoon , napkin , plate ) , glue and strong paper .
I will tell them there are small parts of tableware they have to form it.
Every pairs take one of tableware and do this activity together.
I will tell them I will give you 5 minutes to solve it and prepare to speak about it.
I will give them one example and I will write it on the board. "I use napkin to wipe my
fingers and lips when eating"
I will tell them that first student have to say what is solve of puzzle and the second
student have to say what she can use it.
Every pairs will present for classroom.
After finish part of speaking , I will give them worksheet have 5 questions about how
can we use it these tableware ( knife , cup , spoon , napkin , plate ) and they have to do
individually.
I will give them 5 minutes to do it.
I will take the paper to check it later
4 min
Close (wrap up, discussion, brief review activity or assessment):
I will put letters on board for every new vocabulary (knife , cup , spoon , napkin , plate)
and choose students to arrange words correctly.(form it )
Reflection: 9/3/2017
I think choose indirect pronouns to do review was good because most
students didnt remember it. They was need it but they took long time more than 5
minutes which I expected .that's made cant finish all lesson plan in same session. So I
didnt do close. i think I should expect student dont answer directly because I know
their grammar is a weak.so I have had put time more in warming up. The core did
more activity to teach new vocabulary (PowerPoint , flash card , real tableware ) so I
think student understand it very well and when I took one of tableware without see it
to ask them what is missing were all students raised their hands and felt motivated.
The activity listening was good and in the end students was able to fill all text and
they wrote words on board. In speaking activity didnt give instructions enough to
students because I was nervous the time doesnt enough to finish all lesson plan in
session. Later I gave them more instructions and one example .I will work on
management time and if I dont finish lesson I should be calm and continue in next
session. I will work on management time in next lesson.
