1 / 24

Lesson plan

Lesson plan. Life in the city vs Life in the countryside. Focus : reading and grammar.

selma
Download Presentation

Lesson plan

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Lesson plan Life in the city vs Life in the countryside

  2. Focus: reading and grammar • Preparation: the slideshow has to be in accordance with the content and subject taught. The pictures has to be clear, with different landscapes and colors to be appealing to the students eyes. This activity is mainly based on the students’ ability to “ look and describe “. • Activity : the students are asked to watch the slide and try to describe the difference between the pictures they see. They will try to come out with some vocabulary that will be exploited as a comparative tool. ie : big, small, green, trees, field, buildings….. • Reason to choose this activity : It is a good way to brainstorm the students about previous vocabulary knowledge and at the same time trigger their willingness to learn new words according to a given context. Furthermore, pictures are a good tool to teach vocabulary since the students get the chance to learn a new word and see what it is instead of imagining its concept . ( not all students have good sense of imagination and some of them fsll in the trap of misunderstanding and vocabulary misuse )

  3. Extension: the students are asked to do a 10mn quiz on the vocabulary. It is a way to extend and assess what has been taught to be able to recycle and built on new vocabulary. • Structure and content: mainly vocabulary related to the pictures . The question is : what do you see? What do you think ? I see ……. I think that….is bigger, has more…..less…… Comparative structures are introduced: better, worse, more…less, The students can also play a memory game in class by numbering the pictures and then asking each other in pairs : where is the girl in the field? And then the student answers : it is on picture 4 or 5… Where is the field of flowers? It is on picture…… Doing this, the students are correcting themselves through negotiation. If one of them makes a mistake, the other can correct without feeling prompted to say the right answer. It is a mutual student assessment and the game makes the class more student centered since it destructs them from the teacher.

  4. Now, what do you think ? Try to find out the difference in these pictures ! Do you see any ?

  5. Lets talk about the city. • What do you think is the most predominant factor ? ( in this section , the students are supposed to lead a discussion in class where everybody feels free to say what they think )

  6. Lets talk about the countryside. • What do you think is the most predominant factor? ( the same procedure dealt with before )

  7. Good job !

  8. Why use powerpoint ? • ·         Appropriate use of PowerPoint can enhance the teaching and learning experience for both staff and students • ·         It provides encouragement and support to staff by facilitating the structuring of a presentation in a professional manner.

  9. learning diversity • ·         By careful mixing of media, a presentation can appeal to a number of different learning styles and be made more stimulating. You are encouraged to incorporate more sophisticated visual and auditory media into presentations although care is required because of the inevitable increase in file sizes and the danger of excessive use. Incorporation can be done, either directly from within the programm or, sometimes more successfully, by appropriate pausing of the PowerPoint presentation and using alternative technology (e.g. tape player or VCR). •     The electronic file format allows distribution and modification for/by students unable to be present or who have impaired visual or auditory difficulties. http://www.bioscience.heacademy.ac.uk/journal/vol2/beej-2-3.htm

  10. Editing and printing • ·         Editing of each PowerPoint file is very easy with minimal associated reprinting costs. This ease and potential immediacy of revision facilitates reflection upon, and evolution of, teaching materials by staff whilst minimizing the consequences of any revision in terms of either workload or time. • ·         The printing of handouts in a variety of formats is facilitated with a number of embedded options to print either the slides themselves (useful if there are graphics involved) or the text from the slides (outlines). The outlines may be saved as .rtf format and opened for further modification within an appropriate word processor. This allows the easy development of more sophisticated handouts based on the PowerPoint presentation but with extra interactive elements such as readings and questions added where appropriate.

  11. Information use and portability • ·         Extra information can be ‘hidden’ within files for answering predicted questions or for providing feedback to students using the file in a distance-learning context. The use of speakers notes as an automated feedback system was described by Mottley (2003) who also describes other ways to use PowerPoint for development of self-study materials • ·         The portability of the files, especially on compact disks (CDs) with their large capacity, allows presentations to be given wherever the technology is available or distributed where appropriate. Presentations can also be set up to run automatically if required e.g. as demonstrations/instructions within a laboratory

More Related