Lesson Plan Template

Background Information-Content
Student name: Marwa Rashed

ID#: H00204430

Students
No. of
Date:27grade: 11
students: 25
10-2015
Learning Outcomes
Speaking
The students will take about pictures and
share their idea with the teacher. The
students will answer of the teachers
questions.
Listening
The students will listen to the teacher and
their students answers.
Reading
The students will read the passage.
Writing
The students will write the definitions of
the new vocabulary.

Lesson
Title/Reference:
food chain
School: Jamila bouhired

Time: 9:00
school
-9:50
Target Language

Encouragement words , good,

excellent and Well done.

Why dose animals important for

you?
Why the animals eat the food?
Where does the animals get their
energy?

What do you see in this pictures?

What do we call this ?
Who is the top of the food chain?
Why?
Vocabulary

Survive, deadly, competition, entire, unfortunately .

Phonological features
Correct pronunciation: (unfortunately - unfortunately) ,(

competition ,competition)

Other (eg affective domain)

Increase students confidence by working in groups. Increase Ss social skills by
taking turns in a game. Increase Ss imagination and creativity by getting them to
draw about their understating of the lesson.

Rationale: (Why am I teaching this? Place in teaching sequence?)

The teacher will give this lesson to the students to know the food chain and the
name of the animals in each steps. Develop their skills (Reading , Speaking,
Vocabulary )
Anticipated Concerns and Plan of Action: (e.g. Classroom Management;
Appropriacy of Goals; Suitability of Activities etc.)
The teacher must be clear with the instructions when working in pairs or groups.
Teacher may need to model the activities before giving them.
Resources and Materials:

o Bored
o Projector
o Marker
o Worksheet
o PowerPoint

Time/Stage

Teachers Activity
and language input

10 min/ The teacher

Engagem
will ask the
ent
students
questions
about the

Students Activity

Interaction
Pattern

Why

The students

Teacher

Engage

have to

and

students

answer the

students

interest and

questions.

set context
for lesson

animals. For
example:
Why dose
animals

Checking if
they
understood
the new

Feedb
ack

important for

vocabulary.

you?
Why the
animals eat
the food?
Where does
the animals
get their

The students

energy?

have to see
the photo and
answer

The teacher

teacher

will show the

questions.

students
pictures of food
chain .
What do you
see in this
pictures?
What do we
call this ?
Who is the
top of the

The students

food chain?

have to do the

Why?

vocabulary
worksheet by

The teacher

using

will read the

dictionary.

vocabulary and
the students
will repeat ,
after that, the
teacher will

The students

give each

have to

group

predict the

worksheet to

tittle from the

find the

teachers

meaning of the

questions.

word.
The teacher let
the students to
predict the title
from the
questions.
The teacher

35 min/
billing
will give each
knowledg
e
group

The students
have to read
the paragraph

paragraph ,

and get the

they will read

main idea.

all paragraph
and get the
main idea.
The students
The teacher

have to set in

will give each

right group

Individual

students

and start to

number and

discuss with

they she will

their students.

mix them in
different
groups and
discuss with
their students.
5min/
The teacher
The students
transfor will discuss the
have to
mation
passage and
questions with discuss with
the students.
whole class.
5 min/
The teacher
The students
Presentat
will let the
have to draw
ion&
students to
Reflectio
draw food
food chain
n
chain and write
and write five
five sentences
about it.
sentences

Whole
class

Individual

Checking
for their
understandi
ng.

about it.

Reflection
I started my lesson by asking the students questions about the animals. For
example, Why dose animals important for you? , Why the animals
eat the food?.

Asking questions before inter the lesson help the

students to make connection between the lesson and the text. so, that

help them to comprehension the reading without difficulties. Also,

active their schema important too because that help them to engage
their background knowledge and discover the tittle of the lesson. After
that, I showed them pictures of food chain and we discuss them
together. Also, that help them to take a hint about the topic of the
reading. Then, I started with the new words vocabulary by showing them the word
includes pictures. Then, I led them to find the meaning from the dictionary. So, new
words are important to the students to comprehension the context. (Thornbury, 2002).
When we finished the new vocabulary I led them to predict the tittle of the reading and
write it done and check them after reading if the wrote the right prediction. In a while
stage, I gave the students reading sheet , the students started to skim
the passage and know the idea of the reading. Then, students started
to read all the passage and get out the mina ideas of each paragraph. I
passed the paper for the students and I divided them by number so,
the students started to read the passage and discuss with their
colleagues. That strategy help the students to develop their skills and
share the ideas from others. Also, that help them to get more
information and understand the passage.(Graves, Juel, Graves, &
Dewitz, 2011) finally , I led them to write five sentences and draw food
chain they learn them in the lesson and that show their comprehension
on the lesson.

Bibliography
Graves, Micheal F.; Juel, Connie; Graves, Bommie B.; Dewitz, Peter. (2011). Teaching
Reading in the 21st Century. United state of America: Pearsonal Education.
Thornbury, S. (2002). How To Teach Vocablary. England: Personal Education.