Repair Planning a Lesson

8/8/2019 Repair Planning a Lesson

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PLANNING A LESSON

Overview

Teaching today has numerous challenges both inside and outside of the classroom. As acurrent teacher, you must be skilled in appropriately using the internet and technology in

the classroom, provide a nurturing and positive classroom climate, learn how to enhance

a students motivation, and design the curriculum to meet the needs of your students and

the standards of your school.

Whether you teach children, teenagers, or adults, this seminar will provide you practical

skills and increase your confidence in the classroom as you learn the latest developments

in the field.

I would like to suggest that viable current approaches to language teaching are principle

in that there is perhaps a finite number of general research based principles on which

classroom practice is grounded.

I. THEORETICAL BASIS :

1. THE DIRECT METHOD

Towards the end of the late 1800s, a revolution in language teaching philosophy took

place that is seen by many as the dawn of modern foreign language teaching. Teachers,

frustrated by the limits of the Grammar Translation Method in terms of its inability tocreate communicative competence in students, began to experiment with new ways of

teaching language. Basically, teacher began attempting to teach foreign language in a

way that was more similar to first language acquisition. It incorporated techniques

designed to address all the areas that the Grammar Translation did not namely oral

communication, more spontaneous use of the language, and developing the ability to

think in the target language. Perhaps in an almost reflexive action, the method also

moved as far away as possible from various techniques typical of the Grammar

Translation Method for instance using L1 as the language of instruction, memorizing

grammatical rules and lots of translation between L1 and the target language.

The appearance of the Direct Method thus coincided with a new school of thinkingthat dictated that all foreign language teaching should occur in the target language only,with no translation and an emphasis on linking meaning to the language being learned.

The method became very popular during the first quarter of the 20th century, especially in

private language schools in Europe where highly motivated students could study new

languages and not need to travel far in order to try them out and apply them

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communicatively. One of the most famous advocates of the Direct Method was the

German Charles Berlitz, whose schools and Berlitz Method are now world-renowned.

Still, the Direct Method was not without its problems. As Brown (1994:56) points out,

(it) did not take well in public education where the constraints of budget, classroom size,

time, and teacher background made such a method difficult to use. By the late 1920s, the

method was starting to go into decline and there was even a return to the Grammar

Translation Method, which guaranteed more in the way of scholastic language learning

orientated around reading and grammar skills. But the Direct Method continues to enjoy a

popular following in private language school circles, and it was one of the foundations

upon which the well-known Audiolingual Method expanded from starting half way

through the 20th century.

Objectives

The basic premise of the Direct Method is that students will learn to communicate in the

target language, partly by learning how to think in that language and by not involving L1

in the language learning process whatsoever. Objectives include teaching the students

how to use the language spontaneously and orally, linking meaning with the targetlanguage through the use of realia, pictures or pantomime (Larsen-Freeman 1986:24).There is to be a direct connection between concepts and the language to be learned.

Key features

Richards and Rogers (1986:9-10) summarize the key features of the Direct Method thus :

(1) Classroom instruction is conducted exclusively in the target language.(2) Only everyday vocabulary and sentences are taught.

(3) Oral communication skills are built up in a carefully traded progession organized

around question-and-answer exchanges between teachers and students in small, intensive

classes.(4) Grammar is taught inductively.

(5) New teaching points are taught through modeling and practice.

(6) Concrete vocabulary is taught through demonstration, objects, and pictures;

abstract vocabulary is taught by association of ideas.

(7) Both speech and listening comprehension are taught.

(8) Correct pronunciation and grammar are emphasized.

Typical Techniques

Diane Larsen-Freeman, in her book Techniques and Principles in Language Teaching

(1986:26-27) provides expanded descriptions of some common/typical techniques closely

associated with the Direct Method. The listing here is in summary form only.(1) Reading Aloud

(Reading sections of passages, plays or dialogs out loud)

(2) Question and Answer Exercise

(Asking questions in the target language and having students answer in full sentences)

(3) Student Self-Correction

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(Teacher facilitates opportunities for students to self correct using follow-up

questions, tone, etc)

(4) Conversation Practice

( Teacher asks students and students ask students questions using the target language)

(5) Fill-in-the-blank Exercise

(Items use target language only and inductive rather than explicit grammar rules)

(6) Dictation

( Teacher reads passage aloud various tempos, students writing down what they hear)

(7) Paragraph Writing

(Students write paragraphs in their own words using the target language and various

models)

Comments

The Direct Method is undoubtedly a highly effective method in terms of creating

language learners who are very competent in terms of using the target language

communicatively. However, as pointed out above, it requires small class sizes, motivated

learners and talented teachers in order to succeed really well. It is also an unfortunate factof life that students of foreign languages these days need more than just the ability tocommunicate confidently they need to be able to demonstrate grammatical accuracy

and good reading skills in order to succeed in both national and international language

testing systems. It becomes something of an issue in countries where English language

learning is primarily EFL-based (that is, English as a Foreign Language) and there is a

distinct shortage of both (1) the opportunity to apply the language communicatively in

real-life situations outside the actual classroom, and (2) teachers who have the requiredlevel of native or native-like ability in the target language and the creativity to provide

realistic examples to illustrate what elements of the language actually mean.

Some of the teachers who go on to pratice this kind of methodology tend to be nativespeakers who travel to foreign countries where they have no ability in the local language.In many cases they are not even aware they are following what is known as the Direct

Method they are trying to make the best out of a difficult classroom situation where

creativity and constant (careful) use of the target language are required to make up for

teachers shortcomings elsewhere, whether that be a lack of ability in the students

mother language or a lack of knowledge about various pedagogic approaches to language

teaching.

In an interesting development, it is not at all uncommon to find a blend of teaching

techniques consisting of partner teachers one a native speaker with no knowledge of the

local language, culture or educational system, the other a local teacher who speakers

English as a second or foreign language. The native speaker is often referred to as the

conversation teacher, and represents the global communication aspect of a marketing

strategy so important for private language institutes. The local teacher may be known as

the grammar and translation half of the overall package, the teacher who can use the

students mother language to control their behavior, put them at ease and explain how the

grammar works. In essence, this kind of teaching teamwork is an often unconscious

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effect to combine the Direct Method with the Grammar Translation Method in an attempt

to provide a (basically misguided) holistic approach to teaching the language the

basic premise being that the shortfallings of one are covered by the other and vice-versa.

The Direct Method was an important turning point in the history of foreign language

teaching, and represented a step away from the Grammar Translation Method that was

progressive and heading in the right direction. I would encourage teachers to view the

method in exactly the same way not a bad way to teach but a long way short of the big

picture modern language teaching methodology is attempting to achieve.

2. AUDIOLINGUAL METHOD

Mid 1960's - three new technological aids came into general use in the classroom-

language laboratory, portable tape-recorder and film-strip projector. All these were

greeted with euphoria in all modern language departments. Extensive use of tapes andequipment was revolutionary for language teachers. Instead of buying sets of books to

equip a class, teachers were demanding most expensive boxes of film-strips and sets of

tapes. Blackout facilities and electric points had to be installed.

Potential offered to language teaching by tape-recorder was enormous - now possible to

bring native speaking voices into classroom. Editing and self-recording facilities now

available. Tapes could be used with tape recorder or in language laboratory. Early audio-

visual courses consisted of taped dialogues, accompanied by film -strips which were

designed to act as visual cues to elicit responses in the foreign language.

Most audio-lingual courses consisted of short dialogues and sets of recorded drills.

Method was based on a behaviourist approach, which held that language is acquired by

habit formation. Based on assumption that foreign language is basically a mechanicalprocess and it is more effective if spoken form precedes written form. The stress was on

oral proficiency and carefully- structured drill sequences (mimicry/memorisation) and the

idea that quality and permanence of learning are in direct proportion to amount of

practice carried out.

But early enthusiasm for audio-visual materials and language laboratory soon cooled as

teachers gradually recognised limitations of this approach.

* Disadvantages of Audio-Lingual Method

1.Basic method of teaching is repetition, speech is standardised and pupils turn into

parrots who can reproduce many things but never create anything new or spontaneous.

Pupils became better and better at pattern practice but were unable to use the patterns

fluently in natural speech situations.

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2 Mechanical drills of early Audio-Visual approach criticised as being not only boring

and mindless but also counter-productive, if used beyond initial introduction to new

structure.

3 Audio-Visual materials were open to same sort of misuse. Tendency to regard audio-

visual materials as a teaching method in themselves, not as a teaching aid.

4 Soon became clear to teachers that audio-visual approach could only assist in

presentation of new materials. More subtle classroom skills were needed for pupils to

assimilate material and use it creatively. This final vital phase was often omitted by

teachers.

New technology caught publishers and text-book writers unprepared - very few

commercial materials were available in the early stages. Those that did exist stressed oraland aural skills and didn't develop reading and writing skills.

6 New materials necessitated extensive use of equipment with all associated problems ofblack-out, extension leads, carrying tape-recorders from classroom to classroom. Some

schools set up Specialist- Language rooms, but teachers still had to set up projectors and

find places on tape. Equipment could break down, projector lamps explode, tapes tangle -

not sophisticated equipment of today. Hardware involved extra time, worry and

problems, and, for these reasons alone, its use gradually faded away.

7 Series of classroom studies threw doubt on claims made for language laboratory.

Showed that this costly equipment did not improve performance of 11+ beginners, when

compared with same materials used on single tape-recorder in classroom.

But Audio-Lingual/(Visual approach did mark start of the technological age in language

teaching and it did introduce important new elements Emphasised need for visual

presentation and possibility of eliciting language from visual cues. It placed far more

weight on use of foreign language in classroom by both teacher and pupil, and thelanguage used was of far greater practicality.

More gifted and energetic teachers used new courses with great success - moved forward

to open-ended question and answer work and extended dialogue, designed own

supplementary materials, exercises and worksheets.

However, generally teachers were disillusioned and dissatisfied with the new methods -

at a time when whole secondary education was being reorganised with advent of

comprehensive schools.

3. COMMUNICATIVE APPROACH

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Not a highly structured method of teaching. Rather a broad assembly of ideas from a

range of sources which have come to be accepted as 'good practice' by many

contemporary teachers.

Origins of Approach

In 1960's and 70's foreign language learning was widely extended with the establishment

of comprehensive schools. Led to the teaching of a foreign language to virtually all

children. Created pressure for a change in teaching methods and curriculi to suit the

needs of non-traditional groups of learners. Recognition of inadequacy of traditional

grammar/translation methods and also of 'structural' methods with emphasis on

meaningless pattern drills and repetition.

New syllabuses took into account needs of different pupils. Traditional academicsyllabuses had assumed learner's goal was in-depth mastery of target language. But for

less academic pupil a more immediate 'pay-off' was necessary, in terms ofusefulness for

practical purposes.

* Communicative Method

1 - Focuses on language as a medium of communication. Recognises that all

communication has a social purpose - learner has something to say or find out.

2 - Communication embraces a whole spectrum of functions (e.g. seeking information/

apologising/ expressing likes and dislikes, etc) and notions (e.g. apologising for beinglate / asking where the nearest post office is).

3 - New syllabuses based on communicative method offered some communicativeability from early stage.

Graded Objectives in Modern Languages - movement which flourished in 1970's and 80's- raised pupils' motivation through short-term objectives and through teaching language

appropriate to a range of relevant topics and situations (e.g. shopping/ hobbies/

exchanges).

4 - Hitherto languages were taught in a vacuum - language for the sake of language /

passing exams - rather than language for true communication.

Professor Dodson distinguishes between language as a 'medium' level communicationand as a 'message' level communication, ex.

i) Young lady teacher is teaching Yr 7 pupils to say how old they are ( 'tu as quel age?'.

). They are merely practising the pattern in the foreign language, for the sole purpose

of mastering the construction - teacher actually knows the age of the class - pupils also

know that the teacher knows their age. According to professor Carl J Dodson, they are all

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performing at 'medium' level, ie. practising how to say it in the language but with no

added purpose.

ii) Suddenly, a curious member of the class raises his hand and asks the young lady

teacher 'tu as quel age?'. This is language being used at a totally different and higher

level, ie 'message' level ( pupil doesn't know the teacher's age, but actually uses the

construction practised at the 'medium' level for a specific purpose, namely that of

finding out the teacher's age!

One has to practise language at 'medium' level first in order to be able to exercise it at

'message' level. The problem is that a great number of teachers never used to go beyond'medium' level and use the language for true purposes of sending and receiving

'messages'. They were teaching pupils 'about' the language, about its patterns and rules,

rather than using it actively forreal purposes!

Prior to National Curriculum, teaching was left almost totally at 'medium' level. Very

little scope to test true communicative ability or to use the language spontaneously.

5 - Classroom activities maximise opportunities for learners to use target language in a

communicative way for meaningful activities. Emphasis on meaning (messages they

are creating or task they are completing) rather than form (correctness of language and

language structure) - as in first language acquisition.

6 - Use of target language as normal medium for classroom management and

instruction - reflects naturalistic language acquisition.

7 - Communicative approach is much more pupil-orientated, because dictated bypupils' needs and interests.

8 - Accent is on functional/ usable language. Learners should be able to go to foreign

country, prepared for reality they encounter there. Need to be able to cope / survive in a

variety of everyday situations.

9 -Classroom should provide opportunities for rehearsal of real-life situations and provide

opportunity for real communication. Emphasis on creative role-plays/ simulations/

surveys/ projects/ playlets - all produce spontaneity and improvisation - not just repetition

and drills.

10 - More emphasis on active modes of learning, including pairwork and group-work

- often not exploited enough by teachers fearful of noisy class.

11 - Primacy of oral work. Emphasis on oral and listening skills in the classroom.Contact time with language is all-important - paves way for more fluid command of the

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language / facility and ease of expression. Not just hearing teacher, but having personal

contact themselves with language, practising sounds themselves, permutating sentence

patterns and getting chance to make mistakes and learn from doing so.

12 - Errors are a natural part of learning language. Learners trying their best to use

the language creatively and spontaneously are bound to make errors. Constant correction

is unnecessary and even counter-productive. Correction should be discreet / noted by

teacher - let them talk and express themselves - form of language becomes secondary.

13 - Communicative approach is not just limited to oral skills. Reading and writing

skills need to be developed to promote pupils' confidence in all four skill areas. By using

elements encountered in variety of ways (reading/ summarising/ translating/ discussion/

debates) - makes language more fluid and pupils' manipulation of language more fluent.

14 - Grammar can still be taught, but less systematically, in traditional ways

alongside more innovative approaches. Recognised that communication depends on

grammar. Disregard of grammatical form will virtually guarantee breakdown incommunication.

15 - Language analysis and grammar explanation may help some learners, but extensive

experience of target language helps everyone. Pupils need to hear plenty said about the

topic in the foreign language at regular and recurrent intervals, so they are exposed

to the topic and can assimilate it. (Not mere passive acquisition of certain lexical items).

16 - Communicative approach seeks to personalise and localise language and adapt it

to interests of pupils. Meaningful language is always more easily retained by learners.

17 - Use of idiomatic/ everyday language (even slang words 'bof bof' / 'i'sais pas'). This

is kind of language used in communication between people - not a 'medium'/

grammatical/ exam-orientated/ formal language!

18 - Makes use of topical items with which pupils are already familiar in their own

language - motivates pupils arouses their interest and leads to more active participation.

19 - Avoid age-old texts - materials must relate to pupils' own lives / must be fresh

and real (cf. Whitmarsh texts developing language but not communicative language!)

Changing texts and materials regularly keeps teacher on toes and pupils interested.

20 - Language need not be laboriously monotonous and 'medium' orientated. Can be

structured but also spontaneous and incidental.Language is never static. Life isn't like

that - we are caught unawares, unprepared, 'pounced upon!' Pupils need to practise

improvising/ ad-libbing/ talking off the cuff, in an unrehearsed but natural manner.

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21 - Spontaneous and improvised practice helps to make minds more flexible and

inspire confidence in coping with unforeseen, unanticipated situations. Need to 'go off at

tangents' / use different registers / develop alternative ways of saying things.

22 - Communicative approach seeks to use authentic resources. More interesting and

motivating. In Foreign language classroom authentic texts serve as partial substitute for

community of native speaker. Newspaper and magazine articles, poems, manuals,

recipes, telephone directories, videos, news bulletins, discussion programmes - all can beexploited in variety of ways.

23 - Important not to be restricted to textbook, Never feel that text-book must be

used from cover to cover. Only a tool / starting-point. With a little inspiration and

imagination, text-book can be manipulated and rendered more communicative. Teacher

must free himself from it, rely more on his own command of language and his

professional expertise as to what linguistic items, idioms, phrases, words, need to be

drilled / exploited/ extended.

24 - Use of visual stimuli - OHP/ flashcards, etc - important to provoke practical

communicative language. (3 stages presentation / assimilation/ reproducing language in

creative and spontaneous way).

Visual resources can be exploited at whatever level one wishes - help to motivate and

focus pupils' attention.

. Aims

Writing a good lesson plan is essential for every teacher. A lesson plan determines thepurpose, aim, and rational of your class time activity. It also provides focus for the lesson

you are presenting. A lesson plan is a fairly detailed plan of instruction. It helps you think

through the best way to present the information to the students. You will need to develop

clear and specific objectives. The following important components must be included in

all lesson plans:

To make teachers aware of the aims and language content of the lesson they

teach.

To help teachers to distinguish the various stages of a lesson, and to see the

relationship between them.

To create a comfortable atmosphere where students are not afraid to speak

and enjoy communicating .

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To improve their knowledge so that they can use the new structure to talk

about themselves. .

I. Structure of a lesson plan

1. Using the teachers notes

Before going to the class to teach a lesson, you need to know the main things that you

should prepare

To know the subject matter you will be teaching

List the important facts, key concepts, skills, or vocabulary terms that you intend to

cover.

Indicate what you intend to teach.

Identify the aims or outcomes you want the students to achieve. Have a clear idea of what you want the students to learn.

The objective must contain a behavior, the content, the condition, and the criterion,

so that you can write, in detail, what is learned and how well the students learn it.

Indicate what is to be learned.

Objectives demonstrate how well the students have learned or understood the lesson

presented. Provide a detailed, step-by-step description of everything you will do.

Include a description of how you will introduce the lesson.

Tell the actual techniques you will use.

Plan frequent and varied opportunities for the students to be involved. Include specific things that the student will do during the lesson.

Check for student understanding.

2. Aims and content of the lesson

a) Aims of the lesson

A lesson without an aim is like a boat without a rudder or a traveller without a map:

there's very littlechance you'll get to your destination because you don't even know what

it is!

The first thing a teacher must do is decide on the lesson plan's focus. The teacher creates

one idea or question they want the students to explore or answer. Next, the teacher

creates classroom activities that correlate with the established idea or question. This

includes individual and group activities. Having established these activities, the teacher

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identifies what language arts skills the lesson plan must cover. After the teacher

completes these activities, they must ensure the lesson plan adheres to the best practices

used in language arts. This includes conducting research on what teaching methods result

in a high success rate for students. The teacher must ensure the lesson plan goals are

compatible with the developmental level of the students. The teacher must also ensuretheir student achievement expectations are reasonable

Try telling your students what your aims are at the beginning of each lesson. You can

write them up on the board. Alternatively, you could ask your students at the end of the

lesson what they thought the aims were. It might be interesting to see what they say. If

their ideas are different from yours, it is interesting to explore why.

Writing aims for each step or stage in a lesson can help you think carefully about whatyou are trying to achieve with your students.

b) Language

It is important for the teacher to know exactly what language will be taught in the lesson.

Most lessons introduce either new vocabulary or a new structure, or both. Make thesepoints:

New vocabulary: Not all new words in a lesson are equally important. As part of the

presentation for the lesson, the teacher should decide which words need to be practiced,

and which only need to be briefly mentioned.

Structures: If a new structure is introduced in the lesson, it will need to be presented

carefully and practiced. The teacher should also be aware of any structure which arepracticed in the lesson, but which were introduced in earlier lessons.

c) Skills

The teacher needs to be aware of what skills will be developed in the lesson: speaking,

listening, reading or writing. If possible, the lesson should include practice of more than

one skill. This will increase the variety and interest of the lesson.

3. Stages of the lesson.

A Lesson Plan is simply a step-by-step guide to what an teacher plans to do in the

classroom . The more detailed the step-by-step, the better.

Good lesson design begins with a review of previously learned material. New material isthen introduced, followed by opportunities for learners to practice and be evaluated on

what

they are learning. In general, a lesson is composed of the following stages:

Presentation: The teacher presents new words or structures, gives examples, write themon the board, etc

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Practice: Students practice using words or structures in a controlled way, e.g. making

sentences from prompts, asking and answering questions, giving sentences based on a

picture. Practice can be oral or written.

Production: Students use language they have learnt to express themselves more freely,

e.g. to talk or write about their own lives and interests, to express opinions, to imagine

themselves in different situations. Like practice, production can be oral or written.Reading: Students read a text and answer questions or do a simple task.

Listening: The teacher reads a text or dialogue while students listen and answer

questions, or the students listen to a cassette.

Review: The teacher reviews language learnt in an earlier lesson, to refresh students

memories, or as a preparation for a new presentation.

All the stages above are not fixed order. Usually teachers present new language, then do

some practice, then get students to use language more freely. But a teacher might, for

example, present a structure, practise it quickly, then present and practice something else

before going to a final production activity- each stage could occur several times in asingle lesson.

The stages overlap. For example, reading a text might be part of presentation or it might

be a quite separate activity, answering questions on a text is part of reading but also gives

students oral practice. When we talk about stage of a lesson, we are thinking of the

main focus of the activity.

However, the stages listed here are only the most important ones; there are other

activities that could form part of a lesson; for example:

When you teach a lesson with a topic An English Wedding is aimed at the acquisitionof typical wedding vocabulary, and its use in both oral speech and writing. At the

beginning of the class students are given a list of wedding vocabulary such as:

wedding, bride, groom, church, wedding cake

Warm up

The teacher plays a video tap of a wedding or he starts asking questions such as: have

you ever been to a wedding?, and what was it like? and so on. After that he is going

to present some new words in the text. You can use photos, pictures, music (a song of

marriage) and other resources

- For example: Show a picture of wedding

T: Now the whole class, look at the picture This is a wedding.

T: Who knows what it means?

Ss: m ci.

T: Good, now repeat after me wedding.

Ss: Wedding.

- Next, the teacher show second picture of bride

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T: And next the whole class, look at the picture. This is two important persons of

wedding : bride and groom. Bride usually wear a beautiful dress.

T: Who knows what mean of bride ?

Ss: C du

T: Thats right, now repeat after me bride .

Ss: Bride.

Then, the teacher wil continue teaching all remain new words of above list.

Presentation

Before next lesson, we read a text in the book about an English wedding. In the text,

students can come across many examples of the present continuous structure. After

students have read text, they are given some present continuous sentences taken from the

text and answering some questions in the text such as: whats the bride wearing?,

what the groom wearing?, where are they going to spend their honeymoon?The

teacher presents new structure and write them on the board

Structure of present continuous tense

Form: S + TO BE + V INGExample: I am reading

He is swimming

They are working

Once the students are comfortable with the introduction, they repeat the new structure on

the board. After that, you will in turn introduce the form of negative and interrogative of

the present continuous tense and through some situation and examples you help your

students learn how to use the present continuous tense.For example:

T: Look, what am I doing?( go forward the blackboard and write a sentence)

Ss: You are writing on the board

T: Thats right. Now, repeat after me you are writing on the board

Ss: you are writing on the board.You can also use a picture to teach. e.g. show a picture with a man is swimming and ask a

student

T: Lan, Look at the picture and tell me what is he doing?

Lan: He is swimming.

T: Good. Thank

Before you move on to the Guided Practice section of the lesson, check for understandingto ensure that your students are ready to practice the skills and concepts you have

presented to them.

Practice

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Divide class in groups of two ( student A, student B); first student A ask student B about

wedding customs in their home countries. The teacher listed a set of questions to get

students:

- Do you think marriage is important?

- Do you have wedding in your country?

- How do you celebrate weddings?

- Are marriage arranged by your families or are they love marriages?

- What happens at a traditional wedding in your country?

- What would you like to wear at your wedding?

- Who is invited to a wedding?...

Both students in each pair take on the roles and exchange the roles. This thing make them

aware of the many differences in other communities and cultures and broaden their

knowledge of the world.

Closer to the end of the class, students are engaged in a general discussion about wedding

and wedding traditions in different country and cultures, as well as advantages and

disadvantages of a big/ small weddings, wedding gifts, the best age to get married. In the

end, the teacher gives the assignment at home.

4. Writing a lesson plan

The purpose of a lesson plan is to provide us with a lesson framework. Our lesson will

need to include a variety of components, because students will quickly get bored if we

just do one thing and the plan helps us order these components.This order should be

logical and enable us to see a link between each of the components, which leads us to

achieve the aim of the lesson plan. We need to consider five elements in our planning

which are present below:

LESSON 5Title: Family

Aims: Helps students understand the importance of the relationships between relative and

practice talking about their families.

New vocabulary: Nouns: family, father/ daddy, mother/ mummy, grandfather/

grandmother, sister, brother.

Structures: To Have: I have a young sister, she has a son.

1. Review: The teacher greets the students. Well, first we reviewed words for animals,

which the students had learnt last week, and then I taught them nouns to describe a

family.

2. Presentation: Show a picture of the family, then explain the name of the members inthe family, then write it on the board and ask the students speak loudly one by one new

words in order to become aware of the ways words are spelled.

3. Practice:

a) Now, look at pictures and make sentences; e.g. I have a family, I have a young

brother

b) Pairwork: A: Have you got a sister?

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B: No, I havent or Yes, I have

B: Do you have a watch?

A: Yes, I do.

4. Reading: The teacher read text and helps them to translate it .Write some questions on

the board, then asks the students read text silently, and find answers to guiding questions.

5.Writing: Teacher write the prompt on the board

IV. ConclusionThe things above are just basics which should be considered when making lesson plan

formats. By doing so, you are doing more than simply making the process of teaching the

class easier for yourself. In fact, you are improving the environment of classroom as well

where students can easily. The more they are aware of the mingled elements of discipline

and spontaneity, the easier it will be for them to relax and settle into the daily routine

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