Templates for the course assignment lesson plan
Lesson plan
Country
name
Workshop title
Brief description of context, location
and time (size of classroom,
facilities/resources
available, time of day, lesson length,
etc) –
50 words maximum
Brief description of learners (how
many, age, level, special
needs/behavioural
issues, etc) –
50 words maximum
Brief description of the new idea
and why chosen
(50 words maximum)
How does the lesson fit with
syllabus/timetable? 30 words
maximum
Learning outcome
Materials and references(attach
worksheets)
Anticipated problems (50 words
maximum)
Purposed solutions(50 words
maximum)
Unit 1
Thailand
NipaNingoh
Creative writing
The class locates in temporary building. This building
contained with 8 classes and on first floor there are empty
The class is opened air and quite hot because of there were
not any A.C .,inside the class contains of at least 45 students
with chair and table in ready to use. There is one blackboard
(whiteboard) There are 3 times per week for each class , it is
45 minutes for each time , and every time it’s depend on
subject on each days.
The students are boys and girls around 45 studentsthere are
only from Mathayum 3 and the age ranges 13-15 of ages.
The level of English subject are majorly wreaks. They were
not strong in basic of skill and method on English, there for in
every time on teaching should in slowly and much more with
procedures that teacher have to used in classroom., some
students are can’t write well on word and paragraphs and
some of them still not appropriate hot to arranges word to
make some sentences (in long sentences)
The mains of this object is to make student to understand the
lesson on writing skill, how to use the word and what the
useful sentences they found from reading short story then
they can adapt those sentences by themselves in anyway
and step.
The lesson should suit with short paragraph in 5-10 lines.
Then try to make student read and try to copy and
remember on paragraph by depend on document that was
given to . after that let student find out 10 new words while
reading this book:
studentscan write a story of their own. To support them in
their writing, and sharing ideas together, they start by
reading and analysing a graded reader, looking for useful
sentences which serve certain purposes in telling a story.
Sheet reading ,paragraph , short story, brochure and
exercises papers
We get problems on lesson that more than half of student
can’t pronoun the in the right way. Some of them almost
pronouns in Thai or Malay slangs (native pronunciations ).
Therefore, every teacher have to carefully on pronouns in
every word. Likewise as the seem as in their writing, it’s
difficult thing to changed. Actually they use Malay spilling
(Rumi letters)the way that they pronouns it’s not seem as
English (some letter)
The purpose of r writing is to help you learn from a particular
practical experience. It will help learners to make
connections between what they are taught in theory and
what they need to do in practice. so that they can learn.
Writing is particularly useful to improve their practice, to
help them use what they learn in a practical way.
Lesson procedure
Time
Teacher activity
Student activity
Class
3/1
3/2
3/3
3/4
Worm –up
Reciting word 10 word for 5
students each time by
guessing only five students in
the classroom the word was
given on the last time.
Student try to pronoun
each word by follow
teacher sound for new 10
words as the task for the
next time .
Step 1
Teacher send sheets to
everyone in classroom paper
might be in short paragraph,
short story, resent new
headline documents,
brochure, etc. it’s up to the
time and period that
available on
Step 2
The teacher may lead into
the task by discussing the
storys and asking students to
try to explain the events in
worksheet.
The teacher can then ask if
students want to write story
scripts themselves. For
students to write stories,
however, they need help.
The teacher can introduce
the idea of using language
they read in their writing.
The teacher can also
introduce the functions of
describing places, describing
people, narrating events,
and relating dialogues.
Students are asked to read a
graded reader within a set
timeframe Teacher read on
the documents time and
time until all students clear
with and can practice and
read for documents on them
self.
Interaction
Stage aim
T- ss s-s
1. to introduce
reading and
pronoucing
the vocabulary
analysing
useful word
while reading;
2.When the students have
finished reading, the
teacher can organise a
summary session where
students explain to each
other what they have read
and the useful language
they have found. The
teacher then introduces
the idea of using this useful
language in writing a story.
Student tents to
remember each paragraph
then change the names of
characters, change the
place, change some details.
Students write a story of
their own. To support them
in their writing, they start
by reading and analysing a
graded reader, looking for
useful sentences which
serve certain purposes in
telling a story.
2. to check on
students’
reading and to
lead into
creative
writing;
s-ss, ss-s
3. to review
students’
writing.
Templates for the course assignmentstu reflection
Reflection
What went well? Why?
(refer to the learners, learning outcomes
and stage aims, lesson procedures, tasks /
activities and materials)
What didn’t go well? Why?
(refer to the learners, learning outcomes
and stage aims, lesson procedures, tasks /
activities and materials)
What changes will I make next time? Why?
Once kids get step up with those topics, learners
can try to write with advance topics. Then they
need collect more information related to the
topic they going to write,students like to learn
with the course studies and enjoyed with
activities which represented in there classroom
and learners can collect information reading
books, articles, sample essays etc. Then they will
soon see the benefits. Not only will they have a
good writing skill about any topic, they will
improve reading skill, better understanding of
what they read and test scores as well
In this class some ss don’t get the idea,concept in
story(text) because they ‘re lack of
vocabulary.They can’t use correct form in
writing,they ‘re confused structure.
Teacher elicits vocabulary first in presentation
stage.T tells ss try to guess key words.I’ll adapt a
new easy topic in writing task.It’s closely/familiar
in daily life—personal inf.e.g. my
hometown,ambition,countryside or city etc.
Course assignment:
Date: / / /
Result
Moderator’s comments, advice and suggestions
Moderator:
………………………………………………………………………………………………………………………………
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Hi Nipa,
Thank you for sending in your lesson plans and materials. They all look very interesting but it's not
exactly what we were looking for. What you need to do is:
1. Plan a lesson.
2. Design materials.
3. Teach the lesson.
4. Write a reflection.
You will need to record this on the templates (see attached). Below is an example from Module 1.
Introductions assignment
Your assignment is to try out a ‘Find someone who ...’ activity with a group of your
learners. You will make up the statements on the worksheet yourself, either to find out
your learners’ learning styles (e.g. Find someone who ... uses pictures to remember
vocabulary) or to practise a current grammar or vocabulary point. You should then
reflect on your lesson as practised in this workshop. Use the following guidelines for
your assignment:
1 Make up materials for the new idea/activity you will be trying out, focusing on the
particular language points or learning outcomes you are aiming for.
2 Write your whole lesson plan, including your new idea/activity on the lesson plan
document, then teach the lesson. After the lesson, write a reflection using the reflection
document (write between 450 and 550 words).
3 Attach your lesson plan and materials used to your reflection. 4 Submit your
assignment by emailing it to your trainer.