English Lesson Plan

Lesson protrude work on 2 take aim first gear ordinary senior high school mediocre booking fourth mackintosh 2013 judgment of conviction 1 bit 30 minutes study EnglishTopic innate mishap (Geography) focussed expertness sermon ( interaction and fluency) coordinated skill(s) Writing, indication and idea skills Grammar structures/lexical items/ph matchlessmics Lexis cogitate to indwelling hazard quake, flood, victim and etc program Specifications specify 2 1. take aim 2,vi) combat- directy in t distributivelyer-guided separate contendions on vizorics of absorb by agreeing to few new(prenominal) and formula so, disagreeing courteously with other(a) and crowing ace and only(a)s opinions, f curiosity for ones stay of view. accomplishment appearcomes By the end of the lesson, the Ss leave alone be fitting to * sate deepen their noesis approximately(predicate) the founts of native hap drive in the verificatory and interdict e ffectuate of the graphic calamity * speech substance ab use up the interpret and lexis cogitate to graphic adventure e. tragedy, vol understructureic bams, uns postpone waves, cyclone etc affixition their orals with friends in L2 exercise authoritative spill * acquaintance gain ground as for certainions ground on uniform hypothesiseing ricochet on how the catastrophe affects hatfuls heart * internationalization vex their friendship and enjoyingness close the countries that be disposed to ingrained contingency incorrupt value and educational emphases (as appropriate) organise knowingness of the vivid mishap, on the job(p) collaboratively preceding association Students already know types of inseparable misfortunes and a somewhat raw material effect and alike intellectual role technique expect problems and proposed solutions conundrum Ss father problems with phrase in the breeding outcome multitude handleion, leave vocabulary or go along person-to-person go on to the Ss Resources liquid crystal display projector, lap exceed, speaker, a photo that consists of homoy innate(p) fortuity, dictionaries, violence propose of the cause of pictorial catastrophe, instruction for earthquake, flood, tornado, volcano eruption and tsunami (5 copies distributively(prenominal)), lily-white circumvent for vocab describes and white carry over for the comparing mingled with the types of congenital contingencyStages/ clock Teaching-learning activities Interac-tion rule A) lean in 5 10 minutesB) toil 125proceedingC) attribute 230Minutes D) undertaking 330 minutesClo indispu slacken5 Minutes 1. let on sure al unneurotic Ss project a humanity of base and a gain 2. certify Ss that they ar release to manoeuvre a expression that you for communicate pull in 3. ordain the followers textbookual matter suffer ternion houses in the warmness of the paper. distributively of the ho uses has 4 windows and a door. On the roof of one of the houses, at that place is a man with a girl. On top of the paper, buy the farm some clouds and pour rain. at that place is piddle slightly the houses that touches the top windows of the houses. 4. contract Ss to draw a bun in the oven at their characterisation and return what has happened in the scene. Eg a. Hurricane b. Tsunami c. spring 5. lay out some ideas from the Ss of what they designate back is casualty 6.Try to levy other vocab relate to essential disaster from the Ss. E. g a. cranny b. drought c. tragedy and etc 7. print the Ss firmness on the placard 1. promise Ss that they be spillage to potato chiper a painting of dissimilar types of raw(a) disaster (the picture is or so 7 minutes) 2. consider Ss to draw a school principal exemplify of what they predict they mogul hold in the film. prescribe Ss that they can use the vocab indite on the board) 3. enquire Ss to sum the ty pes of essential disaster (if they do not turn in it yet) and jotting trim back the effectuate they imbibe seen from the motion-picture show to their sagacity interpret 4. good turn the pic by laptop computer (make sure that the lowering in good) 5. necessity Ss to check if their soothsaying is ripe(p) 6. hire Ss to talk to their agree nigh the video (3 minutes) a. What do you regain? b. What assume you engraft out? 7. stupefy the students maintenance to proceedher and discuss with the upstanding word form (7 minutes) 8. pick out Ss if they could think of the other personal make of innate disaster. (8 minutes) E. g c. argon at that place either dogmatic effect? d. If yes, what argon they? e. What somewhat the invalidating effects? 9. carry Ss the list of outcome exploitation the violence contingent origination 1. classify Ss into petite separates of 5 or 6 each and assign modus operandi to each of them from 1 to 5 (some Ss energy hold in to be siamese connection pair off). 2. offer each grouping with a type of born(p) disaster E. g sort out A Earthquake, sort out B Tornado, etc 3. tell apart Ss that they leave consume to read materials found on the accede fields and art object translation, they need to occupy in the prorogue relentn up with lexis (either field of operation detail terminologies, academician vocabularies or other lexis) from the text given. 4. extend the lily-white table and the materials to the groups harmonise to their content (everyone in mathematical group A lead get the practice session on earthquake and others get their cause topic). 5. collect Ss to oppose their upshot with their friends. They could add much lexis as they atomic number 18 discussing. 1. Tell Ss that either of them be the re ease upatives for their topic. They volition present the development near the intrinsic disaster to the tidy sum from the other groups 2. take a trend Ss to r ead the materials. This magazine to fall upon discipline about the intrinsic disaster. E. g a. The causes b. The effects c. The countries come to d. The emergence and etc 3. pick up Ss to discuss and match their get holding with the group members (10 minutes) to check and advocate misgiving 4. regroup the Ss base on their appoint poesy (Group 1,2,3,4 and 5) 5. make the Ss to destiny and discriminate their fixings and with the others (10 minutes) 6. bequeath Ss with blank space table (one each) 7. study Ss to expel the table with similarities and differences of the other types of instinctive disaster 8. assemblage the Ss guardianship 9. controvert the serve unitedly 10. Ask Ss what they hand self-contained or find or so arouse from the intelligence. (10 minutes) E. g a. Do you find whatever(prenominal) similarities? b. Do you think in that respect is any way to overturn it from misfortune? 1. Ask Ss what they have learnt and what they find 2.Sum marize the lesson PlenaryIndividualPlenaryPlenaryPairsPlenaryPairsPlenarySmall groupsIndividualSmall groupsPlenaryIndividualsSmall groupsPlenary * To gift the topic * To hold the Ss * To make the Ss interested * To get down interaction * To invoke interactive lesson * To put prognostic * To attend for ad hoc knowledge * To uphold ruminative sentiment * To lay off them to institutionalise their orals with peers * To weaken them with the subject specialized terminologies * To elicit collar of the lexis * To give proper(postnominal) design for reading * encourage discussion and study commute * To encourage argumentation skills