Reflect lesson plan;Can I help you?

                 In this lesson is related to the unit “Signs and notices in real life” in lesson: “Can I help you?”  The time required in this lesson is 50 minutes. This lesson is quite useful lesson.  It can be said that this work needs to be developed and improved. Lesson plan “Can I help you?” consists of learning standards, objectives, instructional materials, evaluation, lesson plan outline, and rubric. In lesson plan outline consists of pre-task (10 minutes), task-cycle (30 minutes), and language focus (10 minutes).

                  First of all, teacher begin with pre-task that spend 10 minutes. Teacher introduces the topic by asking the questions “What do you say in English to ask and give directions?” Next, teacher chooses key words concerning the direction, such as go straight, turn right, turn left, intersection ahead, rotary ahead, etc. Then teacher shows the picture cards, and asks her students “What is the sign?”.  Next, teacher plays the audio twice and checks students understanding by using the exercise. In the language focus step, teacher asks students to discuss with modal verb (Can, Could). 

                   In conclusion, “Can I help you?” is one of good lesson that gives students the experience of public mind of giving direction. Nevertheless, the topic about giving direction is too popular among micro teaching. Though, this lesson is not a new and creating topic, but it can help students to improve their communicative skills. Therefore, it is important for the teacher to think progressively.

Lesson Plan

Subject: English for Communication                             Level: M.1          

Unit 3:  Signs and notices in real life                     Time: 50 minutes

Topic: Can I help you?                                                 Date:  October 20, 2014
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Learning standard:
1.2(2): Use requests and give instructions and clarifications according to the situation.

4.1(1): Use language for communication in real situations/simulated situations in the classroom and school.

Objectives:

-       Students will be able to ask and answer the question about direction.

-       Students will be able to listen the question about direction and comprehension them.

Contents: 

Grammar: Modal verb (Can, Could)

Vocabulary: go straight, turn right, turn left, intersection , next to, behind, in front of, between , across from , opposite

Skills: Listening and Speaking

Instructional Media:

 1. Worksheet

 2. PowerPoint

 3. Handout

 4. Audio

 5. Picture Cards

Evaluation:

        -         Students can ask and answer the question about direction.

        -         Students can listen the audio about direction and comprehension them.

Lesson Plan Outline:

Teacher (T)	Students (Ss)	Assessment
PRE-TASK (10 Minutes) 1. T introduces the topic by asking the questions. T asks Ss to answer the questions: -What do you say in English to ask and give directions? - If you were in a strange city and had difficulties in finding some place, how could you ask for help? And what can you say? 2. T choose key words concerning the direction, such as go straight, turn right, turn left, intersection ahead, rotary ahead, etc. and show the picture cards asks Ss What is the sign?	Ss answer all the questions Ss read the key words and say the signs Ss listen to the conversation. Ss work in pair to answer the questions in sheet no.1. Ss checks the correct answers with T Ss receive Sheet no. 2 and read it out loud. Ss checks the correct answers with T Ss in each group create conversation from map by using sheet no.2 as a guideline and present in classroom by play role play from situation.	Observe student’s performance when they answer the question. Checks the answer from sheet no.1. Listening rubric Speaking rubric Checks the answer from Sheet no. 3. Speaking rubric
3. T introduces necessary vocabulary that students will meet in the lesson, go straight, turn right, turn left, intersection ahead, rotary ahead TASK CYCLE  (30 Minutes) 4. T opens the audio twice - The first times, Student listen audio - The second, teacher gives sheet no.1 to students and lets them work in pairs fill in the blank. 5. T checks the correct answers with Ss 6. T gives Sheet no. 2 to Ss to read the conversation about direction and asks all of Ss read the conversation out loud. 7. T asks Ss to work in pairs to answering the questions from direction in Sheet no. 3. Then T checks the correct answers with Ss. 8. T asks Ss in each group create conversation from map by using sheet no.2 and map in sheet no.3 as a guideline and present in classroom by play role play from situation.
Language Focus  (10 minutes ) 9. Teacher discusses language feather with student and explain language structures with all students.  Grammar focus on Modal verb(Can, Could)

Listening Rubric

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.

Speaking Rubric for the specific situation in the conversation

CATEGORY	4	3	2	1
Speak Clearly	Speaks clearly and distinctly all (100-90 %) the time, and miss pronounces no word.	Student seems pretty prepared but might have needed a couple more rehearsals.	Speaks clearly and distinctly most (89-70%) mispronounces more than four words.	Often number or con not be understood OR miss pronounces more than five words.
Clear sentences	Say all sentences clearly. (100-90%) misused no sentences.	Say all sentences clearly. (100-90%) misused two sentences.	Say all sentences clearly. (100-90%) misused three sentences.	Say all sentences clearly. (100-90%) misused more than three sentences.
Content	Show a full understanding of the topic.	Show a good understanding of the topic.	Show a good understanding of parts of the topic.	Does not seem to understand the topic very well.