ELED 4040 TEACHING PRACTICE II LESSON PLAN
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Lesson Plan
General Particulars
Date:
13th November, 2015 (Friday)
Teacher:
Fong Wan Yiu, Sophia
Class:
1C and 1D (Group 5)
Class size:
17
Time:
2:55pm – 3:30pm (35 minutes)
Topic:
Land pollution – wastes
Learning
General:
objectives:
1. To name the wastes of land pollution
(paper, plastic bottles, aluminum cans, unwanted toys, old clothes, old
batteries, construction waste, furniture, kitchen waste, polystyrene lunch
boxes, disposable cutleries, old newspaper and magazines, computer parts)
Specific:
1. To recognize the meanings of vocabulary items taught by classifying the
vocabulary items into three categories
2. To pronounce the vocabulary items
Learning
outcomes:
By the end of the lesson, students will be able to:
1. identify the meanings of the examples of waste
2. distinguish the meanings of the three types of waste
Teaching
materials:
Vocabulary worksheets (Appendix I)
Teaching aids:
-
Previous learning
experience:
Students should have come across some vocabulary items in primary
education (e.g. paper, plastic bottles, old clothes)
Remarks:
- Proficiency level: low
- Learners’ characteristics:
Computer: PowerPoint slides (Appendix II)
Visualizer
Whiteboard
1) Students are active in class
3) Individual differences are quite big.
4) There is a scoring system. When students answer a question, the teacher
will deduct one mark from them. When they behave poorly, the teacher will
add one mark to them.
ELED 4040 TEACHING PRACTICE II LESSON PLAN
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Procedures
Time
allocated
Interaction Stages and steps
5 min
T – Ss
T - Ss
Warm-up
1. Ask students if they
enjoy the Sports Day
and the reasons behind.
2. Chat with the whole
class. Ask different
students about their
feelings and respond to
them.
Rationale
Instructional language
Instructional
materials
Whiteboard
- A warm-up to
speak in English
after three
non-regular
school days
-Encourage
I know you must be
very happy this week
because you had
Sports Day and a
holiday. Did you
enjoy the Sports Day?
Why?
students to speak
in English by
giving them a
speaking topic
which is closely
related to them
5 min
T – Ss
Lead-in
3. Ask students what
wastes they produce
A coherent
transition from
On Sports Day, you
wore a lot of cheering
the warm-up to
the topic of waste
team accessories such
as a hat. Did you
throw them away after
the Sports Day? What
wastes do you produce
during the Sports
Day?
Prepare students
to understand
Now, I will show you
a video. In the video, a
what the video is
about
woman is scared and
she runs away from
her house.
5. Give students a question Give students a
to think about when they purpose to watch
watch the video
the video
Watch the video and
see why she runs
away from her house.
What problem does
during the Sports Day.
T
4. Introduce the video clip
that is going to be
played.
T
A video clip
PowerPoint
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she face?
T – Ss
T
6. Ask students for the
answers
Check
understanding
What problem does
she face? Why does
she run away?
7. Introduce that we
produce a lot of rubbish
every day by giving data
A coherent
transition from
the lead-in to
presentation
In fact, we produce a
lot of wastes every
day. Hong Kong
people produce 380
buses of waste every
day!
10 min
T
Presentation
8. Distribute worksheets to
students
T
PowerPoint
Students can
You will now receive
write down notes
on the worksheet
when teachers
introduce the
vocab items
a worksheet. Write
down your name,
class, class number,
and today’s date on
the worksheet
9. Introduce household
-It is more
wastes and give
organized to
examples. Show pictures classify the
of the vocab items on
wastes into
PowerPoint.
groups and
introduce the
vocab items
according to the
groups
- Visual aids can
-We produce a lot of
wastes at home. We
call them household
waste.
facilitate the
understanding of
a word
T – Ss
10. Ask students the words.
If they do not know the
words, give hints and
ask questions to guide
-Elicit prior
knowledge.
They should
know some of
This is……
(e.g. Aluminum cans
- do you drink a lot
of them? )
ELED 4040 TEACHING PRACTICE II LESSON PLAN
them
T - Ss
T
11. Ask the whole class and
several weaker students
to read the words
4
the words.
Verbal drills can
reinforce memory
12. Introduce commercial
-It is easier for
wastes and give
students to
examples. Show pictures understand what
of the vocab items on
commercial
PowerPoint.
waste is when
Read after me
-In restaurants, shops
and offices, we
produce a lot of
wastes. We call them
commercial wastes.
teachers
immediately
give examples
T – Ss
13. Ask students the words.
If they do not know the
words, give hints and
ask questions to guide
them.
- Let students
think. Guide
them to guess
the meaning of
the unfamiliar
words
T - Ss
T
14. Ask the boys and then
the girls to read the
words
15. Introduce industrial
-Facilitate
wastes and give
understanding
examples. Show pictures when vocab
of the vocab items on
items are
PowerPoint.
T- Ss
Verbal drills can
reinforce memory
16. Ask students the words.
If they do not know the
classified into
groups
Guide them to
guess the
This is……
(e.g. kitchen waste
- do you finish all
the food that
you order in a
restaurant?)
Read after me
There are a lot of
industries. In car
industry, workers
make cars. In clothing
industry, workers
make clothes. When
they make things, they
produce industrial
waste.
What are these?
ELED 4040 TEACHING PRACTICE II LESSON PLAN
T - Ss
10 min
T
S
words, give hints and
meaning of the
ask questions to guide
them.
unfamiliar words
17. Ask the whole class,
boys, and then girls to
read the words
Verbal drills can
reinforce memory
5
Read after me
Practice
18. Give instructions on
how to do the
worksheet.
Make sure
students know
how to do the
Write down the three
types of waste. Give
examples by choosing
from the box.
19. Students finish the
worksheet by
worksheet
-Individual
practice
themselves
- The writing and
thinking process
help students
remember the
words
Ss
20. Ask students who
quickly complete the
table to come out and
write down the answers
on the whiteboard
-occupy students
who quickly
complete the
table
-writing the
words on
whiteboard
reinforce
memory
Can you come out and
write the answers?
T
21. Check answers on
whiteboard
- Cater to visual
learners when
checking
answers
For household waste,
we have……
For commercial waste,
we have……
22. Ask the whole class and
some students to read
the words
-Reinforce
memory through
verbal drills
T - Ss
PowerPoint
Worksheets
Whiteboard
ELED 4040 TEACHING PRACTICE II LESSON PLAN
5 min
T - Ss
T
Production
23. Elicit the shared
knowledge about wastes
and Tseung Kwan O
24. Ask students to turn to
p.2 of the worksheet and
explain the situation
Visualizer
A coherent
transition from
practice to
production
25. Explain what they need
to do in the task
We throw away a lot
of wastes every day.
Where do the wastes
go to? What problem
is Tseung Kwan O
facing?
-An authentic task Tseung Kwan O is
helps students
facing a serious
make a linkage
problem because the
between the
English words
and their daily
T
6
landfill is nearly full.
In order to reduce
wastes, you are doing
life
-Students can
really use the
words in a
meaningful
context
a project to know
more about the wastes
people produce.
Make sure
students
understand what
to complete in
this task
Interview five
residents in Tseung
Kwan O and complete
the table below. Write
down their names, the
wastes that they
usually produce, and
the reasons. After you
have collected
information from the
residents, report the
results of the
interviews. Suggest
one way to help each
resident to reduce
waste.
Worksheets
ELED 4040 TEACHING PRACTICE II LESSON PLAN
T
26. Ask students to hand in
Hand in the
the worksheets next
Monday.
1 min
T-S
T
7
worksheets next
Monday.
Conclusion
27. Remind students what
they have learnt today
by asking questions
A revision of the
whole lesson
We learnt a lot of
words about wastes
today. Can you give
me 3 examples of
household wastes?
28. . Ask them to read the
Revision is
Remember at
essential for
students to
remember the
weekend, revise what
you have learnt. Read
the words.
vocab items at weekend
words
Predicted problems and possible solutions:
1) Some students are particularly active and noisy
- Pause and look at the student
- Make use of the scoring system of the class
2) Some students may not understand how to do the pair work
- Go into groups and help them
- Use very simple language. Give them instruction with imperatives instead of long
sentences.
3) Students may not speak in English when they share with their partner
- Walk around the classroom and remind them to speak in English