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Lesson plan in english 5

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Lesson plan in english 5

  1. 1. Semi-Detailed Lesson Plan in English 5 (COT – Third Quarter) I. Objectives At the end of the lesson, 75% of the pupils the students should be able to: a. familiarize themselves with the concept of context clues. b. enumerate the most common types of context clues c. unlock the meaning of the words through context clues; d. demonstrate interest to the lesson through active participation during class discussion. II. Subject Matter Topic : Context Clues Reference/ : Joy in Learning English 5 p205 English Expressways, pp. 304-305 Online Source : https:// /7aoh2vhjhheq -of-digging-by-seamus-heaney/ Materials : power point presentation, flash cards III. Procedure A. Daily routine Opening Prayer Greetings Classroom Management B. Motivation - Ask the pupils how they are able to identify the meaning of an unfamiliar word contained in a sentence. - Several sentences will be shown in the powerpoint presentation containing made up words - Afterwards, let the pupils identify the definition of the unfamiliar words in the sentences given and asked them how did they are able to come up with such definition C. Presentation -Show a slide explaining the what context clues are - Explain the different types of context clues with examples 1. Definition: an unfamiliar word is directly defined in a sentence in which it appears 2. Synonyms: a word with a similar meaning may be stated to help define the unfamiliar word 3. Antonym: a word that is opposite the unfamiliar word may also be stated as a clue 4. Inference: an unfamiliar word can be assumed with both prior knowledge and the context in which the word sits D. Assessment Students will answer a short drill prepared by the teacher in relation to context clues and its types.
  2. 2. Directions: Read the following sentences and determine the meaning of the underlined words through context clues. 1. The diaper was just the right snug around the baby’s waist. (fit, dark, fast) 2. I was kept awake at night by the rasping sound of a snoring partner. (rough, soft, smooth) 3. A synthetic turf was installed in the playing field instead of authentic grass. (meadow, grass, land) 4. Going to the bog got my shoes all muddy and wet. (wetland, river, sand) 5. The lug of a spade is the part you would rest your foot on. (projected part of a something, an edge to increase balance) E. Assignment Students will be given a short readin passage which contains unfamiliar words that they would need to larn by practicing the use of context clues.
  3. 3. C. Motivation The teacher asks the students about who are worthy to imitate or try to be like, and what makes these people admirable? D. Lesson Proper Seamus Heaney was an Irish poet, playwright, translator and lecturer. He was a son of a farmer in Ireland. He received the 1995 Nobel Prize in Literature. Digging by Seamus Heaney Between my finger and my thumb The squat pen rests; snug as a gun. Under my window, a clean rasping sound When the spade sinks into grav elly ground: My father, digging. I look down Till his straining rump among the flowerbeds Bends low, comes up twenty y ears away Stooping in rhy thm through potato drills Where he was digging. The coarse boot nestled on the lug, the shaft Against the inside knee was lev ered firmly . He rooted out tall tops, buried the bright edge deep To scatter new potatoes that we picked, Lov ing their cool hardness in our hands. By God, the old man could handle a spade. Just like his old man. My grandfather cut more turf in a day Than any other man on Toner’s bog. Once I carried him milk in a bottle Corked sloppily with paper. He straightened up To drink it, then fell to right away Nicking and slicing neatly , heav ing sods Ov er his shoulder, going down and down For the good turf. Digging. The cold smell of potato mould, the squelch and slap Of soggy peat, the curt cuts of an edge Through liv ing roots awaken in my head. But I’v e no spade to follow men like them. Between my finger and my thumb The squat pen rests. I’ll dig with it. E. Discussion 1. Who are the main characters in the selection?
  4. 4. 2. What is the occupation of the father and the grandfather? 3. What similarities are there between writing and digging? 4. Do you think the speaker is unhappy that he's not a potato farmer like his father and grandfather? Why or why not? F. Evaluation. The teacher asks the students to draw a symbol that best describes who has helped in shaping who they are today. Below the drawing, let them write a few sentences that explains. IV. Assignment Write a letter of appreciation to your parents.

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