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    Suez Task 1

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    Mark Darren
    This daily lesson plan is for an English language class focusing on speaking skills. The lesson aims to teach students to use the present simple tense to talk about activities they do on different days of the week. The lesson will include activities like matching names to activities, repeating sample sentences, practicing in pairs, and rearranging jumbled sentences. The teacher will elicit prior knowledge, present new vocabulary, provide practice opportunities, and assess learning through a production activity and closure game.

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    © All Rights Reserved

    Suez Task 1

    Uploaded by

    Mark Darren
    62 views8 pages
    This daily lesson plan is for an English language class focusing on speaking skills. The lesson aims to teach students to use the present simple tense to talk about activities they do on different days of the week. The lesson will include activities like matching names to activities, repeating sample sentences, practicing in pairs, and rearranging jumbled sentences. The teacher will elicit prior knowledge, present new vocabulary, provide practice opportunities, and assess learning through a production activity and closure game.

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    year 2 cefr lesson plan

    Original Title

    SUEZ TASK 1

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    This daily lesson plan is for an English language class focusing on speaking skills. The lesson aims to teach students to use the present simple tense to talk about activities they do on different days of the week. The lesson will include activities like matching names to activities, repeating sample sentences, practicing in pairs, and rearranging jumbled sentences. The teacher will elicit prior knowledge, present new vocabulary, provide practice opportunities, and assess learning through a production activity and closure game.

    Copyright:

    © All Rights Reserved
    62 views8 pages

    Suez Task 1

    Uploaded by

    Mark Darren
    This daily lesson plan is for an English language class focusing on speaking skills. The lesson aims to teach students to use the present simple tense to talk about activities they do on different days of the week. The lesson will include activities like matching names to activities, repeating sample sentences, practicing in pairs, and rearranging jumbled sentences. The teacher will elicit prior knowledge, present new vocabulary, provide practice opportunities, and assess learning through a production activity and closure game.

    Copyright:

    © All Rights Reserved
    of 8

    Daily Lesson Plan

    English Language Year 2

    Date / Day 5th March 2019 / Tuesday


    Time / Class 7:30 a.m. – 8:30 a.m./ 2 Smart
    Focus Skill(s) Speaking
    Theme World of Self, Family and Friends
    Topic Unit 5 Free Time
    Content Main skill
    Standard Speaking
    2.1 Communicate simple information intelligibly

    Complementary skill
    Listening
    1.2 Understand meaning in a variety of familiar contexts
    Learning Main skill
    Standard Speaking
    2.1.1 Give simple personal information using basic statements

    Complementary skill
    Listening
    1.2.1 Understand with support the main idea of simple sentences
    Learning By the end of the lesson, pupils will be able to:
    Objectives 1. Use present simple tense
    e.g. I ride bike on Mondays.
    Language / Present simple tense: I ride, play, go;
    Grammar Focus bike, piano, pony, go swimming, on (Mondays)
    Success Criteria Pupils can use present simple tense
    e.g. I ride bike on Mondays.
    Lesson Outline Set Induction
     Elicit students’ prior knowledge on the days of the week.
     Clap twice and say a day of the week,
    e.g. Tuesday.
     The class claps twice again and says Wednesday.
    e.g. Clap two times and say, Monday. Clap two times again and
    say, Tuesday.
     Students continue until they get to Monday.

    Presentation
     Write the days of the week on the board.
     Under each day write an activity and mime it,
    e.g. go swimming
     Point to each day and say,
    e.g. On Monday. I go swimming.
     Students repeat.

    Practice
    Activity 1
     Students are given action stickers and a blank table with names.
    (refer Appendix 1)
     Read the names aloud so students know what they sound like.
     Read the dialogue.
    Dialogue
    Sandra: Hi, I’m Sandra. I ride my bike on Sundays.
    Pat: I’m Pat. I play the piano on Mondays and Fridays.
    Maria: My name’s Maria. I play football on Thursdays.
    Oliver: My name’s Oliver. I ride my pony on Tuesdays and
    Saturdays.
    Bill: Hi, I’m Bill. I go swimming on Wednesdays and Fridays.
     Students choose the stickers and stick them on the correct names.
     They compare in pairs.
     Read the dialogue again and check with the class.
     Say each sentence for students to repeat.
    Hi, I’m Sandra. I ride my bike on Sundays.
    I’m Pat. I play the piano on Mondays and Fridays.
    My name’s Maria. I play football on Thursdays.
    My name’s Oliver. I ride my pony on Tuesdays and Saturdays.
    Hi, I’m Bill. I go swimming on Wednesdays and Fridays.
    Activity 2 (refer Appendix 2)
     Read the first sentence.
    I go swimming on Mondays.
     Students repeat.
     Read the second sentence.
    I play football on Saturdays.
     Students repeat.
     Students practise in pairs with different actions and name of days
    provided.
    play computer games…Wednesdays.
    ride my pony…Tuesdays.
    read books…Fridays.

    Activity 3
     Write the structure for present simple tense on the board,
    e.g. I ______ on ______.
     Demonstrate the activity first with one or two students.
     Prompt students answer by asking,
    I play football on Monday. What about you?
     Students answer using the structure written on the board.
     Students take turns to ask and answer about what they do on
    different days of the week.

    Production
     Students are given a worksheet with sentences in jumbled
    order. (refer Appendix 3)
     Students are asked to rearrange the sentences in the correct
    order individually.
     Check students answer by asking them to read the sentences in
    correct order.

    Closure
     Mime one of the actions for students to guess.
     Students take turns to mime and guess in pairs.
    Cross Curricular Language
    Elements
    Materials Action stickers, Blank table with names, Super Minds Student’s Book,
    Jumbled order sentences worksheet
    Teacher’s Reflection
    Achievements Remarks
    Attendance: __ /
    __
    Absent: ____

    ____ out of ____


    pupils are able to
    achieve the
    objectives.

    ____ out of ____


    pupils are able to
    achieve the
    objectives with
    guidance.
    Appendix 1
    Sandra Pat Maria Oliver Bill
    Appendix 2
    Appendix 3

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