Reflect lesson plan;Rude Behaviors

         In this lesson plan, teacher teach about rude behavior that is very good thing for students to learn it.  Going to be a good person is very importance. How to student know that they should do or shouldn’t do that when they go travel aboard.

         Teacher begin the lesson with lets students watching video that someone doing the bed behavior and then give an opportunity to students what are they thinking about it. After that teacher teaches vocabulary that by giving the picture to students guessing the meaning.  In task circle, teacher gives worksheet to students to listen and read the conversation about rude behavior. Students answer comprehension questions to show understanding of the story. Next activity, teacher gives students to work in group.  Students brainstorm in group (3-4people) and discuss about how to suggest good behaviors by using should and shouldn't and let them present in front of the class. And the end of the task teacher teaches grammar focus that students have met in the lesson.

         that they have learnt outside classroom. Teacher gives students to try out their language knowledge by listening and speaking. Students enjoy learning with the fun way. And after that they can use knowledge

Lesson Plan

Unit One : I Am A Hero                 Length : 60 minutes

Lesson No Two : Rude Behaviors   Experience Level: Intermediate (Grade 7)

Unit Aim : Students discuss about rude behavior.

Objectives :

By the end of this lesson, students will be able to

1. Listen the conversation about rude behavior and comprehend them     by answer the questions correctly.

2. Tell and share idea about a bad experience by using past simple     

     tense.

Standard :

1.1.4 Specify the topic and main idea and answer questions from

         listening to and reading dialogues, tales and short stories.

1.3.3 Speak/write to express opinions about activities or various

         matters around them as well as provide brief justifications.

Contents:

Grammar:  past simple tense         

Vocabulary: spit : v. Eject saliva forcibly  from  one’s mouth

                    crush : v. Crease or crumple something

                    throw : v. Propel (something) with force through the air by a n movement of the arm and hand

                    kick : v. Strike or propel forcibly with the foot

 Instructional Media:

1. Worksheet

2. PowerPoint

3. Handout

4. Audio

5. Video

6. Word cards

7. Picture cards

Lesson Plan Outline

Pre-Task ( 10 Minutes )

1. Teacher shows video about someone' behavior. After watched this VDO please tell me about your feeling or your opinions.

Teacher: how do you feel ......? Why? Is it joke? Is it impolite? What else?

2. Teacher introduces necessary vocabulary that students will meet in the lesson,  by using word cards and picture cards. 

Task Circle ( 35 Minutes )

         3. Teacher gives sheet no.1 to students to listen and read the conversation about rude behavior. Students answer comprehension questions to show understanding of the story (Task 1).

         4. Students listen sheet no.2 and share their opinions (Task 2).

           5. Students brainstorm in group (3-4people) and discuss about how to suggest good behaviors by using should and shouldn't and let them present in front of the class. (Task 3)

         6. Students tell one experience that you would like to share with the class (Task 4).

         Language Focus ( 15 Minutes )

         7. Teacher discusses language feathers with students and explains the language structures with all students.

Assessment Plan

(Task 1)

Listening : Answer Key

1. Yes. (lines 7)

2. So it’s not a danger to anyone. (lines 20)

3. It’s bad for the environment. (lines 22)

4. Yes. (last two lines)

Standard :

                  Students can answer at least 3 is  good.

         Students can answer at 2  is  fair.

         Students can answer at 0-1 is improve.

Rubric

(Task 1)

Listening skill	1	2	3	4
Ability to focus.	Area of concern The student was not able to concentrate on the listening task and was easily distracted and inattentive	Needs work The student found it difficult to concentrate on the listening task, but was able to attend occasionally.	Good The student was mostly attentive and usually able to listen with good concentration.	Very good The student was able to concentrate fully and listen very attentively throughout the assessment.
General understanding.	Area of concern Student did not understand enough vocabulary or information to answer the questions.	Needs work While the student did not understand a lot of the vocabulary and information, he/she was able to complete some of the questions.	Good The student showed a good general understanding of the vocabulary and information, with most questions completed.	Very good The student showed a very good general understanding of all vocabulary and information, completing all the questions.
Listening for details.	Area of concern Student was unable to grasp specific details when listening, and did not include them in the answers.	Needs work Although the student showed a limited ability to listen for details, specific information was occasionally included.	Good The student was able to include most specific information and details in his/her answers.	Very good The student included all the specific information and details in his/her answers.
Accuracy of answers.	Area of concern The student's answers were mostly left out or unrelated to the information given.	Needs work The student included a small amount of information, however, a lot was left out or was not accurate.	Good Answers were mostly accurate and related to the information given, with a only a few errors	Very good The content was always accurate and related to the information given.

Total points ________

Teacher Rubric for Group Work  (Task 3)

Your teacher will use this rubric to evaluate your group's work as a team.

Team members:__________________________________

	Beginning 1 point	Developing 2 points	Accomplished 3 points	Exemplary 4 points
Contribution	One or more members do not contribute.	All members contribute, but some contribute more than others.	All members contribute equally.	All members contribute equally, and some even contribute more than was required.
Cooperation	Teacher intervention needed often to help group cooperate.	Members work well together some of the time. Some teacher intervention needed.	Members work well together most of the time.	All members work well together all of the time; assist others when needed.
On task	Team needs frequent teacher reminders to get on task.	Team is on task some of the time. Needs teacher reminders.	Team is on task most of the time. Does not need any teacher reminders.	Team is on task all of the time. Does not need any teacher reminders.
Communication	Members need frequent teacher intervention to listen to each other and speak to each other appropriately.	Members need some teacher intervention to be able to listen to each other and speak to each other appropriately.	All members listen to each other and speak to each other in equal amounts.	Each member listens well to other members. Each member speaks in friendly and encouraging tones.

      Total points ________

Rubric

(Task 4)

Speaking skill	1 Poor	2 Fair	3 Good	4 Excellent
Clarity	All questions and answers were awkward and incomprehensible	Questions and answers were awkward and incomprehensible to understand at times	Questions or answers were awkward at times but always understandable.	Questions and answers were clear and comprehensible.
Pronunciation	Student's pronunciation was incomprehensible.	Student's pronunciation made understanding difficult.	Student's pronunciation was understandable with some error.	Student's pronunciation was like a native speaker.
Fluency	Student was unable to ask or respond to questions.	Student took a long time to ask and respond to questions.	Students were able to ask and answer the questions with little difficulty.	Students were able to communicate clearly with no difficulty.
Comprehension	Student was unable to comprehend questions. Questions had to be repeated.	The student showed little comprehension of questions. Questions had to be repeated.	The student understood most of what was asked of him/her.	The student fully understood the questions asked and answered correctly.
Content	Did not ask appropriate question for information, no response to question.	Ask some inappropriate questions for information or answered question with very limited answers.	Gave appropriate questions for survey information but responses were limited in content.	Gave appropriate questions and good content in responses to questions.

                                                               Total points ________

Task 3

Students brainstorm in group (3-4people) and discuss about how to suggest good behaviors by using should and shouldn't.

 

Sample Presentation

Pushing on the t rain!

I would like to tell you about people pushing on the train. This type of rude behavior really bothers me! The question in the book asks when this experience happened, but this is not something that only happened once. This happens almost every day. I take a crowded train every morning going to school and coming home. Often when the train is crowded, some people push hard to get into the train. This causes people to get crushed. They should wait for the next train instead of pushing so hard. It makes me angry that people think only about getting on the train. They aren¡¦t respecting the people who are getting crushed. Sometimes I want to tell them to stop, but I don¡¦t. I¡¦m afraid that will just make the situation worse. I really wish people were not so rude!