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    Anticipated Problems Solutions: Safir Teaching Practice Lesson Plan

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    parmis
    This lesson plan aims to teach English vocabulary related to describing facial features and hairstyles. Over the course of a 75 minute class, students will practice describing features through discussion, reporting, guessing games, and matching exercises. The lesson introduces target vocabulary like "feature" and teaches students to use "have/have got" and "wear" correctly depending on what is being described. Students will move from controlled practice matching sentences to more free practice designing a model and describing their features. The goal is for students to be able to accurately describe facial features and hairstyles by the end of the lesson.

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    Anticipated Problems Solutions: Safir Teaching Practice Lesson Plan

    Uploaded by

    parmis
    189 views8 pages
    This lesson plan aims to teach English vocabulary related to describing facial features and hairstyles. Over the course of a 75 minute class, students will practice describing features through discussion, reporting, guessing games, and matching exercises. The lesson introduces target vocabulary like "feature" and teaches students to use "have/have got" and "wear" correctly depending on what is being described. Students will move from controlled practice matching sentences to more free practice designing a model and describing their features. The goal is for students to be able to accurately describe facial features and hairstyles by the end of the lesson.

    Original Title

    110-111

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    This lesson plan aims to teach English vocabulary related to describing facial features and hairstyles. Over the course of a 75 minute class, students will practice describing features through discussion, reporting, guessing games, and matching exercises. The lesson introduces target vocabulary like "feature" and teaches students to use "have/have got" and "wear" correctly depending on what is being described. Students will move from controlled practice matching sentences to more free practice designing a model and describing their features. The goal is for students to be able to accurately describe facial features and hairstyles by the end of the lesson.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    189 views8 pages

    Anticipated Problems Solutions: Safir Teaching Practice Lesson Plan

    Uploaded by

    parmis
    This lesson plan aims to teach English vocabulary related to describing facial features and hairstyles. Over the course of a 75 minute class, students will practice describing features through discussion, reporting, guessing games, and matching exercises. The lesson introduces target vocabulary like "feature" and teaches students to use "have/have got" and "wear" correctly depending on what is being described. Students will move from controlled practice matching sentences to more free practice designing a model and describing their features. The goal is for students to be able to accurately describe facial features and hairstyles by the end of the lesson.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 8

    Safir Teaching Practice Lesson Plan Date: ----

    Trainee: parmis mostafazadeh Time: 75 min

    Number of Students: ---- Level: 206

    Page no.: 109 Module: vocabulary

    Achievement Aim(s): By the end of the lesson the learners will be able to describe features of
    the face and different hairstyles

    Procedure Aim(s): What the students will do during the class Discussion, reporting , guessing

    Materials: Pictures, handouts

    Assumptions about the students' knowledge and abilities: Ss have studied have and has –
    have got

    Anticipated Problems Solutions


    1. Time management Learner centered feedback

    2. Lack of ideas on learners part Provide them with good modeling

    3. They have problem with Explain which features come with wear which ones
    understanding which verb to with have
    use (wear or have)
    4.

    My aims:
    Maximize STT

    Clear instructions

    Relevant context

    Stages Time Interaction Aim Procedure(s)


    patterns
    Greeting 3 min T-CL Building up A)prepare the slides
    rapport B) Greet the students and ask them how
    they feel and how was their day.

    Lead-in 5 min T-CL A) Ask the student’s to call out all the
    (engagement names for parts of the face(chin
    ,lip ,eyes , nose)
    )
    B) Show them a picture of your
    childhood and ask the students to
    describe her.
    C) Write down everything they say and
    at the end tell them these are her
    features.
    D) Then show them the emojies that
    you have made
    E) Write down their features at the end
    of the slide and tell them to guess the
    features.
    F) Put them in groups
    G) Ask them to describe their features
    to their partner.

    Stages Time Interaction Aim Procedure(s)


    patterns
    study 20 t-cl To A) Elicit the word feature by MECDIBLE
    introduce B) Feature: any one of the parts of the face
    the target ( nose, chin , cheek…)
    language CCQ: so feature is parts of the body or face?
    Face.
    and
    Drilling and then individual drilling
    focus on Labelling
    form Telling them which part of the speech it is
    Asking students to make an example
    C) Show them pictures of people who have
    (beard , mustache ,pierced ears, shaved head ,
    bald , wearing their hair in a pony tail or a bun
    and braids…..) elicit each phrase with pictures
    D) Explain that we use have/ have got for ( beard
    , mustache , pierced ears , long finger nails ,
    freckels)
    E) Be: bald, muscular
    F) Wear: ( your) hair in a pony tail in a bun ,
    braids / wear glasses wear braces
    G) Draw a chart for them to say which one is
    about face and which one about hairstyles
    faces Hair styles
    Have freckles Wear braids
    Have a beard and Wear cornrows
    mustache
    H) Tell the students to open their books listen to
    the listening and check the features they like
    I) CCQ? Are you going to check all of them or the
    ones that you like?
    J)
    Tim Interaction
    Stages Aim Procedure(s)
    e patterns
    Controlled 10 t-c Highlighting A) Ask the students to do the part B in
    Practice the form and pairs
    meaning in a B) For four features think of a family
    controlled way member a friend …

    Transition A) Go to the page 116 exercise 1 and


    Semi- to the freer match the sentences with the
    controlle 5 practice people in pairs.
    d practice (Find B) Show them the correct answers on
    the screen.
    someone
    C) Do exercise 2 think of your friend or
    who) a celebrity….. then write 2
    sentences about them for example:
    my friend has got freckles.
    D) Go to the page 111 . ask questions
    about the picture where are
    they ?...and ask two students to
    read the conversation
    E) Then do part B based on the
    conversation above.

    Freer Whole class


    To activate
    10 A) Tell the students that a game center
    practice the TL in a
    free way has asked you to design a model for
    their games (your model can be a girl
    or boy) you should talk about the
    features of your model.
    B) CCQ: are you going to talk about
    features of your model or your own
    features?
    C) For example: my model has got brown
    eyes and she wears her hair in a bun
    she has bangs

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