Lesson Plan
Subject: English for Communication Level: Moderate (M.2)
Unit 4:
3 My province Time: 60
minutes
Topic: Asking for direction Date___________________
________________________________________________________________
Terminal Objectives:
-
Students
will be able to ask the direction.
Enabling Objective
1. Student will be able to ask and answer
the question about direction correctly.
Learning standard:
1.2(3)
Speak for help, accept and
refuse for helping in the situation, appropriately.
Contents:
Grammar: There is, there are; one,
any, some and Preposition
Vocabulary: Go straight on, Turn left, Turn right,
Intersection, Behind
, In front of, Near,
Next to, Between, Across from, Far from, Corner
Skills : Listening
and Speaking
Instructional Media:
Power
point
Direction
map
Worksheet
PowerPoint
Handout
Audio
Evaluation:
1. Student can listen and answer the
question about direction.
2. Student can ask and answer the question
about direction correctly.
Learning Experience:
Teacher (T)
|
Students (Ss)
|
Assessment
|
PRE-TASK (15 Minutes)
-
Teacher talks to students about the content of this lesson by use game, such
as match the pictures and words
-
T check the answer and asks Ss to answer the questions about game
|
-Ss
listen and answer the question.
|
Observe
student’s performance when they answer the question.
|
TASK CYCLE
(30 Minutes)
-
Teacher gives sheet no.1 about conversation to students for listen and
answers the blank words and let them work in pairs to practice.
-
Teacher gives task no.1and the Ss fill the answer in the blank.
-
Teacher checks the correct answer with students.
-
Power point is given to students to see about the direction’s vocabulary and
how to ask, answer the direction.
-
Teacher gives sheet no. 2 to the student then T show the power point is given
to students to see about how to asking the direction’s vocabulary next they
are works in pair to create the new conversation for three situations and come
to present in front of the room.
- Teacher
gives task no.2
Situation 1. Q:
Excuse me. How can I get to the ……………?
Ans……………….........
Situation 2. Q:
Excuse me. How can I get to the ………..?
Ans……………….........
-
Teacher gives sheet no. 3 about information gap to students then T show the power
point to see about how to asking and complete the information
|
-Ss
get pairs and practice.
-
Ss let do the task no.1
-
Students check the correct answer with teacher.
-
Ss try to
understand the content in
power point.
-
Ss work in pair for create the new conversation.
-
Ss create the new conversation.
-
Ss work in pair to complete the information.
|
Observe
student’s performance when they answer the question.
Checks
the answer from Task 1.
Listening
rubric
Checks
the answer from Task 2. Listening rubric
Checks
the answer from Task 3. Listening rubric
|
Language
Focus (15 minutes )
-
T command to Ss for creates their own direction map and make sentence about How can I get to your home?
|
-
Ss receive and create new direction
map and make sentence about direction for presentation in the next class.
|
Observe
student’s performance when they create the direction.
|
Comment and Reflections:
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
|
|
1
|
2
|
3
|
4
|
Ability
to focus.
|
poor
The
student was not able to concentrate on the listening task
|
Needs work
The
student found it hard to concentrate on the listening task, but sometime they
can try
|
Good
The
student was mostly attentive and usually able to listen
|
Very good
The
student was able to concentrate fully and listen very good throughout the
assessment.
|
Listening
for details.
|
poor
Students
will not be able to understand the details while you listen and not be able
to answer questions.
|
Needs work
Although
students demonstrated a limited ability to listen to detail specific
information.
|
Good
Students
were able to fill the most specific and detailed
|
Very good
Students
were able to fill all the specific questions correctly.
|
Accuracy
of answers.
|
poor
The
students can answer correctly for 40-54%
|
Needs work
The
students can answer correctly for 55-64%
|
Good
The
students can answer correctly for 65-79%
|
Very good
The
students can answer correctly for 80-100%
|
Speaking skill
|
1
Poor
|
2
Fair
|
3
Good
|
4
Excellent
|
Speak Clarity
|
All questions and answers can not understood
mispronunciation more than five words.
|
Questions and answers clearly. mispronunciation more than three words
|
Questions or answers were awkward at times and
uderstandable.
|
Questions and answers very excellent.
|
Pronunciation
|
Student's pronunciation was incomprehensible.
|
Student's pronunciation made difficult to
understand.
|
Student's pronunciation was derstandable.
|
Student's pronunciation was like a native
speaker.
|
Fluency
|
Student can’t ask or respond to questions.
|
Student use a long time to answer the questions.
|
Students were able to ask and answer the
questions.
|
Students were able to communicate clearly.
|
Comprehension
|
Student can not to comprehend questions.
|
The student shows a good little comprehension
of questions.
|
The student shows a good understanding of what
was asked of him/her.
|
The student shows a full understanding the
questions asked and answered correctly and clearly.
|
Content
|
Did not ask appropriate question for
information, not seem to understand the topic well.
|
Ask some inappropriate questions for
information or understanding of parts of the topic.
|
Gave appropriate questions for survey
information and show a good understanding of the topic.
|
Gave appropriate questions and shows a good content in responses to
questions.
|
writing
|
1
|
2
|
3
|
4
|
Quality of work
|
Provide ambiguous sentences 35-54% grammatically correct
,many misspelling and limited words.
|
Provide a some run on sentences 55-69% grammatically
correct, Use limited words and few misspelling.
|
Provide clear sentences. 70-79 % grammatically correct,
use some new words and no misspelling.
|
Provide clear sentences. 70-79 % grammatically correct,
use various new words and no
misspelling.
|
