Skip to main content

Sample of Lesson Plan



 Sample Lesson Plan 

Lesson: Teaching the Seasons

 

Objective: Teach students about the different seasons of the year: Spring, Summer, Fall, Winter.

 

Materials: Construction paper, arts and craft supplies, calendar, photos of each season, four children’s books

 

Procedure:

 

12:00–12:15 → Show different pictures of each season. Start with spring and progress all the way to winter, explaining the weather in each season and using the pictures as a visual aid.

 

12:15–12:30 → Read four short children’s books, each telling a story about a different season. This will give the students something familiar to associate with each season.

 

12:30–12:45 → Put the children at different tables, and hand out art supplies. Demonstrate to them what the project is: a large piece of construction paper split into fourths. In each corner, the students will be doing art that reflects each season. For spring, they can make flowers; for summer, they can make a sun; for fall, they can make leaves; for winter, a snowman.

 

12:45–1:45 → Give the students ample time to complete this project. Go around and help them construct this piece of art and label each of the seasons. Frequently ask questions when going around about other things each season includes. For example, summer is a time to go to the beach, while winter is a time to wear coats, mittens, and scarves.

 

1:45–2:00 → Clean up art projects, and hang them around classroom.

 

2:00–2:15 → Have a final wrap-up with the children with a question and answer period about each season. Ask them what kinds of things they associate with each season, including things like weather and also personal memories. This will solidify that they understand the lesson completely.

 

Homework: Have them draw a picture at home including something from one specific season of their choice. They will have to come in the next day and show the class their drawing and explain why it fits into one particular season.

 

Comments

Post a Comment

Popular posts from this blog

Teaching Language Construction

  Teaching Language Construction Studying of a specific feature of the language is new to students and they want to understand and use it or because they want to revise it in order to improve their ability to use it without making errors. The immediate goal of this kind of study is to increase knowledge of the language system so that the longer term aims of improving productive and receptive skills can be achieved.   A. Studying structure and use   A focus on the structure and use of language forms: ·         The morphology of forms ·         The syntax of phrases, clauses and sentences ·         Vocabulary ·         The meaning and functions that phrases and sentences can convey ·         Pronunciation ·         Spelling   A1 Language ...

Teaching Speaking

  Teaching Speaking What is Speaking? Speaking is ‘‘the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts” (Chaney,1998:13). Brown (1994) states that speaking is an interactive process of constructing meaning that involves producing and receiving and processing information.   What Is "Teaching Speaking"? *        Produce the English speech sounds and sound patterns. *        Use word and sentence stress, intonation and the rhythm . *        Select appropriate words and sentences according to the audience, situation and subject matter. *        Organize their thoughts in a meaningful and logical sequence. *        Use language as a means of expressing values and judgments. *        Use the language quickly and confidently . ...

Communicative Language Teaching

  Communicative Language Teaching  What is CLT? The communicative approach in language teaching starts from a theory of language as communication. The goal of language teaching is to develop what Hymes (1972) referred to as "communicative competence." Hymes coined this term in order to contrast a communica­tive view of language and Chomsky's theory of competence.   Chomsky held that linguistic theory is concerned primarily with an ideal speaker-listener in a completely homogeneous speech community, who knows its language perfectly and is unaffected by such grammatically irrelevant conditions as mem­ory limitation, distractions, shifts of attention and interest, and errors (random or characteristic) in applying his knowledge of the language in actual performance.   The Communicative Approach is based on the idea that learning a language successfully comes through having to communicate real meaning. In the Communicative Approach, the main objective is to pres...