Here is a sample EFL lesson plan in which I have tried to maximize the use of technology. Please go through it and leave a comment. Thank you.
Sample Lesson Plan with Technology
Class (name, type of student):
Lesson focus: Comparison
Class: Elementary
Main Activities: Reading – Grammar – Writing.
Duration: 60 minutes
Materials
Technology component downloaded from/accessed in class at:
Internet connection – Video – Pictures – two short texts -
Other material:
A Handout – a computer – a data show – loud speakers – Blackboard – chalk…
Introduction
Review of previous lesson:
Review of the verb “to be” in the present simple.
Review of vocabulary (adjectives).
Objectives of this lesson (tell students about them):
Using a video and two short texts with pictures (C), elementary students (A) will be able to explore and gather information about different gadgets compare them (B) using appropriate language in oral and written forms (D).
Procedure
Presentation (teacher or student), including key vocabulary
Warm up: (5 min)
· Students watch a video from: http://www.teachertube.com/viewVideo.php?video_id=167387 and answer the two following questions:
- What is the video about?
- Which coke is denser?
·
Text 1 source: http://wiki.answers.com/Q/Describe_laptop_briefly
Text 2 source: http://webopedia.internet.com/TERM/d/desktop_computer.html
- Pre-teaching vocabulary: although – weigh – run on – fit – monitor – slimline
- Pre-reading Task: what do you think the texts are about?
- While reading Task: Are these sentences “true” or “false”? Justify.
a. A laptop is bigger than a desktop.
b. A desktop can work with a battery.
c. Two types of desktop computers are desktop model computer and tower model computer.
Correction: Oral correction
- Post-reading task: Find in the first text a sentence that expresses comparison.
Correction: Correction on the board for further exploitation. (a transition to the next activity)
· Grammar: Comparison (30 min)
- Presentation: Using the example “older laptops…” present the different degrees of comparison. Use PPT or the blackboard and a handout which explains the lesson in details.
- Practice:
a- Oral practice: students compare pairs of volunteer students standing at the front or compare pairs of pictures taken from flickr.com or Google image.
b- Written practice: students do two exercises on a handout. (Correction on the board with the focus on structure).
c- Further practice: http://www.better-english.com/grammar/comp2.htm
· Writing: (5 min) Enough time just to give instructions.
Students should go to the class blog to get their tasks. They have to compare iPhone and Blackberry. Students do a webquest to learn about the two gadgets:
Watching a video on: http://www.teachertube.com/viewVideo.php?video_id=167387
Suggested websites:
- http://na.blackberry.com/eng/ataglance/
- http://www.apple.com/iphone/iphone-3gs/
Pictures of the gadgets:
- iPhone : http://www.flickr.com/search/?w=all&q=iphone&m=text
- Blackberry : http://www.flickr.com/search/?w=all&q=blackberry&m=text
· Follow up: The students use the information they get from the web questing, write a paragraph comparing iphone to blackberry and post their productions on class web.
Activity (student):
The student:
- watch a video and answer comprehension questions.
- Read texts and do comprehension tasks.
- Understand the ways the English people compare between things and recognize the target grammatical structure.
- Compare between people and things in oral and written forms.
- Use computers and the internet to do webquesting and search for specific information.
- Write a comparative paragraph describing things.
Learning styles addressed:
- Visual learners through the use of the video and the pictures.
- Kinesthetic/Tactile learners: Hands-on tasks using computers or hand outs.
- Auditory learners: using the video and the teacher talk.
Technology alternative (in case things don't work as planned):
- Download the video and the website on the computer.
- Print pictures of the target objects.
Review before the end of the class session:
- The different degrees of comparison.
Homework:
Compulsory Writing task: the comparative paragraph of iPhone and Blackberry.
Optional grammar task: Students do the exercise on comparison in
http://fog.ccsf.cc.ca.us/~lfried/grammar/comparatives.html and send me and email for
correction.
Comprehension Texts:
Laptop A laptop is a small mobile computer, typically weighing 3 to | From: http://images.google.co.ma/images?hl=fr&q=laptop&um=1&ie=UTF-8&source=og&sa=N&tab=wi |
Desktop Computer A computer designed to fit comfortably on top of a desk, typically with the monitor sitting on top of the computer. Desktop model computers are broad and low, whereas tower model computers are narrow and tall. Because of their shape, desktop model computers are generally limited to three internal mass storage devices. Desktop models designed to be very small are sometimes referred to as slimline models. From: http://webopedia.internet.com/TERM/d/desktop_computer.html | |
New Vocabulary: although – weigh – run on – fit – monitor – slimline
Task 1: what do you think the texts are about?
Task 2: Are these sentences “true” or “false”? Justify.
· A laptop is bigger than a desktop.
· _____________________________________________________________
· A desktop can work with a battery.
· _____________________________________________________________
· Two types of desktop computers are desktop model computer and tower model computer.
· _____________________________________________________________
Hello Hamid,
ReplyDeleteI have gone through your lesson plan and it's good, it's very clear and helpful for you.
However, what will you do in case something happens, for instance there is not electricity? Or the internet is out? Things like that happen all the time and you should have a plan B - for instance have some pictures presenting the degrees... just in case.
The second thing I would like to speak about is that your feedback is mainly teacher-centered. Here, I'd make my students check with a partner, not with the whole class / teacher. One thing I do about this, to make sure my students have all their answers corrected is:
1 - I give them the handout folded - one part of it contains the task, I allow them time to solve it, then check with a partner and discuss the possible differences. Then, I ask them to unfold the handout and they find there the right answers. Like this, all my students have the right answers and they can correct them individually.
2 - I let them solve the task, check with a partner and discuss the differences. In the meantime, I write on the board the right answers. I can tell you that no student notices the right answers are on the board till I tell them.
Hoping I was useful,
Nadina