This document provides a lesson plan for teaching the differences between the present simple and present continuous tenses to pre-intermediate English language learners. The plan outlines objectives, anticipated challenges, solutions, timing and procedures for the lesson. Key activities include a flashcard game contrasting routine actions, fill-in-the-blank and sentence writing exercises, and a role-play interview activity to practice forming questions and answers using both tenses.
This lesson plan outlines how to teach past simple tense to students effectively. The teacher will begin with a warm-up asking students about past actions. Then, the teacher will explain the structure and use of past simple tense through examples on the board. Students will practice forming past tense sentences, questions, and negatives through guided oral exercises. To assess understanding, the teacher will ask students questions about past simple tense before assigning homework practicing the tense.
TEACHING LISTENING LESSON PLAN FOR YOUNG LEARNERSMüberra GÜLEK
This lesson plan is for a 5th grade listening activity about movies. It involves showing clips from Bolt and Ice Age and having students make predictions and answer questions about what they watch. Students will be divided into groups to compete in a game where they race to correctly answer questions after listening to a movie conversation. The goal is for students to practice listening skills and describing characters and events from movies.
This lesson plan introduces adverbs of frequency to 1st year middle school students. The plan has three parts: an introduction where students ask each other about daily activities, a main activity where students complete a worksheet on character's routines using adverbs of frequency, and a post-activity where students interview someone else and write about their daily routine using adverbs of frequency as homework. The goal is for students to be able to use and identify adverbs of frequency in speech and writing when discussing daily activities.
This lesson plan focuses on teaching students about using the past simple tense. It includes activities like watching a song video that explains regular and irregular past verb forms, completing a presentation about the past simple tense including affirmative and negative forms, and having students write a short paragraph about what they did last weekend using past tense verbs. The expected outcomes are that students will be able to distinguish between affirmative and negative past simple forms and write about past events using this tense.
This lesson plan outlines a writing lesson for a 10th grade English class on descriptive texts. The objectives are for students to write descriptive texts with the correct structure. Vocabulary and grammar focuses on describing people. Activities include the teacher providing an example text, explaining the text structure, and playing a ball toss game ("CSW game") where students answer questions to describe a person in one word at a time to build a paragraph. Students then work in groups to arrange the sentences into a descriptive text which one student presents. The lesson concludes with the teacher summarizing descriptive texts and assigning homework to write a descriptive text based on a picture.
This lesson plan is for an English class focused on reading comprehension for 11th grade students. The main aims are for students to understand how different tenses are applied in texts and to be active in class. Potential problems addressed are students not being interested or understanding. Materials include a board, speakers, laptop, photocopies and dictionary. The class will begin with an icebreaker from the teacher, followed by students working in pairs on a short reading and then socializing it. Next, students will do a puzzle activity. Homework assigned is for students to write a 250 word paragraph on a blog. The method of evaluation will be oral participation and use of topics, with teaching strategies including drawing, games and writing.
The document is a lesson plan created by Mehmet Durmaz for a 50-minute English reading lesson for pre-intermediate level students. The main focus of the lesson is on practicing reading skills like skimming and scanning through a text about birth order. The lesson plan outlines the aims, materials, procedures, and timeline. It includes the reading text and accompanying activity sheets as appendices.
This lesson plan outlines how to teach past simple tense to students effectively. The teacher will begin with a warm-up asking students about past actions. Then, the teacher will explain the structure and use of past simple tense through examples on the board. Students will practice forming past tense sentences, questions, and negatives through guided oral exercises. To assess understanding, the teacher will ask students questions about past simple tense before assigning homework practicing the tense.
TEACHING LISTENING LESSON PLAN FOR YOUNG LEARNERSMüberra GÜLEK
This lesson plan is for a 5th grade listening activity about movies. It involves showing clips from Bolt and Ice Age and having students make predictions and answer questions about what they watch. Students will be divided into groups to compete in a game where they race to correctly answer questions after listening to a movie conversation. The goal is for students to practice listening skills and describing characters and events from movies.
This lesson plan introduces adverbs of frequency to 1st year middle school students. The plan has three parts: an introduction where students ask each other about daily activities, a main activity where students complete a worksheet on character's routines using adverbs of frequency, and a post-activity where students interview someone else and write about their daily routine using adverbs of frequency as homework. The goal is for students to be able to use and identify adverbs of frequency in speech and writing when discussing daily activities.
This lesson plan focuses on teaching students about using the past simple tense. It includes activities like watching a song video that explains regular and irregular past verb forms, completing a presentation about the past simple tense including affirmative and negative forms, and having students write a short paragraph about what they did last weekend using past tense verbs. The expected outcomes are that students will be able to distinguish between affirmative and negative past simple forms and write about past events using this tense.
This lesson plan outlines a writing lesson for a 10th grade English class on descriptive texts. The objectives are for students to write descriptive texts with the correct structure. Vocabulary and grammar focuses on describing people. Activities include the teacher providing an example text, explaining the text structure, and playing a ball toss game ("CSW game") where students answer questions to describe a person in one word at a time to build a paragraph. Students then work in groups to arrange the sentences into a descriptive text which one student presents. The lesson concludes with the teacher summarizing descriptive texts and assigning homework to write a descriptive text based on a picture.
This lesson plan is for an English class focused on reading comprehension for 11th grade students. The main aims are for students to understand how different tenses are applied in texts and to be active in class. Potential problems addressed are students not being interested or understanding. Materials include a board, speakers, laptop, photocopies and dictionary. The class will begin with an icebreaker from the teacher, followed by students working in pairs on a short reading and then socializing it. Next, students will do a puzzle activity. Homework assigned is for students to write a 250 word paragraph on a blog. The method of evaluation will be oral participation and use of topics, with teaching strategies including drawing, games and writing.
The document is a lesson plan created by Mehmet Durmaz for a 50-minute English reading lesson for pre-intermediate level students. The main focus of the lesson is on practicing reading skills like skimming and scanning through a text about birth order. The lesson plan outlines the aims, materials, procedures, and timeline. It includes the reading text and accompanying activity sheets as appendices.
This lesson plan summary is for a 45-50 minute English lesson on body parts vocabulary for beginner level students. The teacher's goals are to reduce slang usage, limit talking time, and improve their starter voice. Students will learn and practice body part vocabulary like head, arm, and leg through a warm up activity spelling their names with example words, a dialogue presentation, matching and fill-in-the-blank practice exercises, and a Simon Says game led by the teacher and students. Potential problems addressed are not understanding instructions, running out of activities or time, which are mitigated by examples, additional activities, and adjusting the lesson plan as needed.
This lesson plan aims to develop secondary students' global listening abilities over 40 minutes. It begins with a warm-up discussion to assess their current skills. The teacher then presents strategies for global listening through examples and explanations. Students practice global listening through short controlled exercises identifying people, labeling diagrams, and answering questions about stories. Guided exercises require students to add to family trees and continue stories. Free activities challenge advanced students to create their own continuation of stories. The plan provides structured listening practice to build students' global comprehension skills.
Lesson plan 11 octavo basico adverbs of frequencyRafael Alejandro
This lesson plan focuses on teaching adverbs of frequency to describe daily routines. Students will learn to distinguish different adverbs of frequency and how they are used to talk about how often activities are done. They will watch videos that explain adverbs of frequency and provide examples of their use. Students will then complete activities to practice using these adverbs, including interviewing classmates about their daily routines. The goal is for students to gain skills in listening, speaking, reading and writing about frequency adverbs and daily activities in English.
This lesson plan introduces 6th grade students to sports vocabulary in English. It aims to focus on speaking and writing skills while using a multisensory approach including videos and flashcards. The plan includes activities to revise and classify sports vocabulary into categories like individual/team sports and extreme/Olympic sports. Students will identify sports in a video, complete a survey on likes/dislikes, sort flashcards into columns, and fill in vowels to form sport names. The plan is for two 6th grade classes totaling 37 students between ages 11-12 who speak mostly Spanish in class but can identify English words.
TEACHING SPEAKING LESSON PLAN FOR YOUNG LEARNERSMüberra GÜLEK
This lesson plan is for a 4th grade speaking activity to teach describing people and objects using adjectives like beautiful, ugly, fast, slow, poor, and rich. The 40-minute lesson involves 3 stages: 1) Presenting vocabulary through a PPT and having students practice using the words; 2) Having students complete exercises matching pictures and sentences, then writing and presenting stories using the adjectives; 3) Dividing students into groups to perform role-plays using sample dialogues and playing a game using "happy" and "sad" face signs to encourage emotion sharing. The goal is for students to communicate, use everyday speech, have conversations, and describe people and objects while overcoming stage fright.
The lesson plan aims to develop students' reading comprehension, listening, and speaking skills through activities related to the song "We Are The Champions" by Queen. Students will watch a video of the song, brainstorm ideas, and complete a listening activity where they fill in the missing present perfect tense phrases from the song lyrics. They will then sing the full song karaoke-style. The goal is for students to extract information from a song and practice the present perfect tense.
The document outlines a lesson plan to teach English language learners action verbs. The lesson introduces vocabulary words for common actions through a PowerPoint presentation with illustrations and examples. Students then practice using the new verbs to ask and answer questions about what activities they enjoy. To review the vocabulary, the class plays a game of charades acting out the verb flashcards. The lesson concludes by exposing students to popular activities in New York City to reinforce the language in context.
Pre, while and post listening skills and activitiesAlexander Benito
This document discusses strategies for developing pre, while and post listening skills. Pre-listening activities prepare students by activating prior knowledge about the topic and making predictions. While listening, students monitor their understanding and fulfill the assigned task. Post listening activities include checking comprehension, discussing responses, and problem solving using the content. The goal is to engage students before, during and after listening to enhance understanding of authentic audio materials.
The 40-minute lesson plan aims to teach listening skills through a worksheet about two Hong Kong tourist attractions: the Hong Kong Museum of History and the Big Buddha. Students will first read background materials and then listen to audio guides to complete information sheets. They will then discuss which attraction they prefer and why. For homework, students will design an information sheet for another Hong Kong tourist spot using online research.
This lesson plan aims to teach students about the first conditional in English. The main objective is for students to recognize and use the grammar structures, vocabulary, and clauses related to conditional sentences in the context of "Election Day". Key activities include filling in gaps and writing a proposal using first conditional sentences to make promises, offers, and warnings for an election. The lesson involves a presentation of the grammar point, controlled practice with examples, and a group production activity where students write election proposals and present them to the class.
This lesson plan aims to teach Form 4 students about air pollution and effective ways to preserve the environment. The lesson will involve students watching a video clip, answering questions about pictures, and doing a KWL activity in groups where they discuss what they know, want to know, and learn about the topic from different excerpts. Students will then present their most effective method to preserve the environment and fill in a worksheet with correct grammatical structures. The lesson aims to explain the causes and effects of air pollution while improving students' reading, writing, speaking, and listening skills.
This lesson plan is for a listening lesson on shopping. The instructor will introduce listening skill tips and have students do 3 activities to practice their listening comprehension. Activity 1 focuses on vocabulary, pre-listening, and answering comprehension questions about a conversation on shopping. Activity 2 involves another listening conversation and vocabulary practice. Activity 3 has students listen to and role play conversations about shopping for different items. The lesson will conclude with an assignment and evaluation of the students' listening skills.
This lesson plan aims to develop secondary students' global listening abilities over 40 minutes. It will teach basic listening strategies and identify flaws. Various activities using audio recordings, videos, and handouts will expose students to different listening situations. The procedure involves a warm-up, presentation of new concepts, and three levels of practice - controlled, guided, and free - to give students ample opportunity to develop their skills. Suggestions are provided to select appropriate texts and design effective pre, while, and post listening activities tailored to the instructional goals and students' proficiency levels.
This document outlines a lesson plan for an English class on articles (a, an, the) for Year 3 students. The lesson plan includes the objectives, which are for students to correctly fill in blanks with articles, as well as activities such as watching a video on articles, teacher explanation of articles, reading sentences aloud for students to identify articles, and students completing exercises in textbooks and workbooks to practice using articles. The lesson will be assessed based on students' ability to fill in blanks with correct articles in exercises.
This 70-minute lesson plan aims to teach secondary two students about the past continuous tense. The lesson begins with introducing the tense through a story told with pictures. Students then practice forming the tense and asking questions in it. Most of the lesson focuses on speaking practice, with activities like a guessing game where students act out past actions and a pair work activity comparing pictures. Students consolidate their learning by doing an accompanying workbook individually. The goal is for students to understand and verbally apply the past continuous tense by lesson's end.
TEACHING PRONUNCIATION LESSON PLAN FOR YOUNG LEARNERSMüberra GÜLEK
1. The lesson plan teaches 5th grade students about minimal pairs (words that differ by only one sound like glass-grass) through a 40 minute activity using a video, flashcards, and worksheets.
2. Students will first watch a video on minimal pairs pronunciation and then practice identifying and saying the words.
3. An interactive game using PowerPoint will help students further practice the minimal pairs.
4. Students will be divided into groups to complete worksheets that reinforce the minimal pairs through a puzzle and coloring activity, developing their pronunciation and social skills.
How to teach vocabulary to young learnersTriska Dayu
This document discusses techniques for teaching vocabulary to young learners. It begins by explaining why vocabulary is important, as words are like bricks that build language. It then provides five techniques to teach vocabulary: 1) pointing using flashcards, 2) substitution using synonyms and antonyms, 3) naming by substituting words in contexts, 4) miming and using actions, and 5) using real objects. Finally, it describes six activities to engage young learners in vocabulary learning: Sparkle, Spelling Bulls-eye, Word Ladder, Guess the Word, and Vocabulary Puzzle. The goal is to make vocabulary learning interesting, relevant, and achievable for students.
The document is a lesson plan for a class on simple present tense and daily routines. It includes objectives, a warm up activity asking students about their daily activities, vocabulary instruction, exercises practicing simple present grammar rules like positive and negative forms, a reading about a family's atypical daily routines, and a writing assignment where students continue a story about someone having a bad day.
الدليل الديداكتيكي للغة الإنجليزية للسنة الثالثة.pdfMr Bounab Samir
This document provides guidance for teaching English to 3rd year primary students in Algeria. It outlines the overall competence goals for students, which include interacting orally, comprehending oral messages, decoding symbols, reading simple messages, and writing letters and sentences. The guidance describes the organization of the curriculum into units and sections, allocating time for teaching, practice, assessment, and remediation. It also provides suggestions for vocabulary, grammar structures, reading skills and handwriting features to target within each section. The document aims to help teachers implement the syllabus effectively in the classroom according to students' age and environment.
The document provides a term plan and module of integration for grammar, lexis, pronunciation, and projects. It includes:
- The second term schedule from January to March, divided into weeks.
- Learning objectives for each week covering grammar, lexis, pronunciation, and a module of integration (project).
- Details of tests, exams, and holidays during the term.
The provided document outlines the curriculum and assessments for the second term, dividing it into weekly modules focused on specific language skills, with integrated projects to apply the learning.
The document outlines a lesson plan for an English language class. It includes:
1) The learning objectives which are to describe daily activities using adverbs of frequency and describe actions that started in the past and still affect the present.
2) The procedures for the lesson which include warm-up activities, practicing describing regular activities with adverbs of frequency and the present perfect tense through various exercises, and a speaking activity where students talk about their first day of middle school.
3) The materials needed which are the student manuals, pictures, worksheets, and scripts from the book.
This lesson plan summary is for a 45-50 minute English lesson on body parts vocabulary for beginner level students. The teacher's goals are to reduce slang usage, limit talking time, and improve their starter voice. Students will learn and practice body part vocabulary like head, arm, and leg through a warm up activity spelling their names with example words, a dialogue presentation, matching and fill-in-the-blank practice exercises, and a Simon Says game led by the teacher and students. Potential problems addressed are not understanding instructions, running out of activities or time, which are mitigated by examples, additional activities, and adjusting the lesson plan as needed.
This lesson plan aims to develop secondary students' global listening abilities over 40 minutes. It begins with a warm-up discussion to assess their current skills. The teacher then presents strategies for global listening through examples and explanations. Students practice global listening through short controlled exercises identifying people, labeling diagrams, and answering questions about stories. Guided exercises require students to add to family trees and continue stories. Free activities challenge advanced students to create their own continuation of stories. The plan provides structured listening practice to build students' global comprehension skills.
Lesson plan 11 octavo basico adverbs of frequencyRafael Alejandro
This lesson plan focuses on teaching adverbs of frequency to describe daily routines. Students will learn to distinguish different adverbs of frequency and how they are used to talk about how often activities are done. They will watch videos that explain adverbs of frequency and provide examples of their use. Students will then complete activities to practice using these adverbs, including interviewing classmates about their daily routines. The goal is for students to gain skills in listening, speaking, reading and writing about frequency adverbs and daily activities in English.
This lesson plan introduces 6th grade students to sports vocabulary in English. It aims to focus on speaking and writing skills while using a multisensory approach including videos and flashcards. The plan includes activities to revise and classify sports vocabulary into categories like individual/team sports and extreme/Olympic sports. Students will identify sports in a video, complete a survey on likes/dislikes, sort flashcards into columns, and fill in vowels to form sport names. The plan is for two 6th grade classes totaling 37 students between ages 11-12 who speak mostly Spanish in class but can identify English words.
TEACHING SPEAKING LESSON PLAN FOR YOUNG LEARNERSMüberra GÜLEK
This lesson plan is for a 4th grade speaking activity to teach describing people and objects using adjectives like beautiful, ugly, fast, slow, poor, and rich. The 40-minute lesson involves 3 stages: 1) Presenting vocabulary through a PPT and having students practice using the words; 2) Having students complete exercises matching pictures and sentences, then writing and presenting stories using the adjectives; 3) Dividing students into groups to perform role-plays using sample dialogues and playing a game using "happy" and "sad" face signs to encourage emotion sharing. The goal is for students to communicate, use everyday speech, have conversations, and describe people and objects while overcoming stage fright.
The lesson plan aims to develop students' reading comprehension, listening, and speaking skills through activities related to the song "We Are The Champions" by Queen. Students will watch a video of the song, brainstorm ideas, and complete a listening activity where they fill in the missing present perfect tense phrases from the song lyrics. They will then sing the full song karaoke-style. The goal is for students to extract information from a song and practice the present perfect tense.
The document outlines a lesson plan to teach English language learners action verbs. The lesson introduces vocabulary words for common actions through a PowerPoint presentation with illustrations and examples. Students then practice using the new verbs to ask and answer questions about what activities they enjoy. To review the vocabulary, the class plays a game of charades acting out the verb flashcards. The lesson concludes by exposing students to popular activities in New York City to reinforce the language in context.
Pre, while and post listening skills and activitiesAlexander Benito
This document discusses strategies for developing pre, while and post listening skills. Pre-listening activities prepare students by activating prior knowledge about the topic and making predictions. While listening, students monitor their understanding and fulfill the assigned task. Post listening activities include checking comprehension, discussing responses, and problem solving using the content. The goal is to engage students before, during and after listening to enhance understanding of authentic audio materials.
The 40-minute lesson plan aims to teach listening skills through a worksheet about two Hong Kong tourist attractions: the Hong Kong Museum of History and the Big Buddha. Students will first read background materials and then listen to audio guides to complete information sheets. They will then discuss which attraction they prefer and why. For homework, students will design an information sheet for another Hong Kong tourist spot using online research.
This lesson plan aims to teach students about the first conditional in English. The main objective is for students to recognize and use the grammar structures, vocabulary, and clauses related to conditional sentences in the context of "Election Day". Key activities include filling in gaps and writing a proposal using first conditional sentences to make promises, offers, and warnings for an election. The lesson involves a presentation of the grammar point, controlled practice with examples, and a group production activity where students write election proposals and present them to the class.
This lesson plan aims to teach Form 4 students about air pollution and effective ways to preserve the environment. The lesson will involve students watching a video clip, answering questions about pictures, and doing a KWL activity in groups where they discuss what they know, want to know, and learn about the topic from different excerpts. Students will then present their most effective method to preserve the environment and fill in a worksheet with correct grammatical structures. The lesson aims to explain the causes and effects of air pollution while improving students' reading, writing, speaking, and listening skills.
This lesson plan is for a listening lesson on shopping. The instructor will introduce listening skill tips and have students do 3 activities to practice their listening comprehension. Activity 1 focuses on vocabulary, pre-listening, and answering comprehension questions about a conversation on shopping. Activity 2 involves another listening conversation and vocabulary practice. Activity 3 has students listen to and role play conversations about shopping for different items. The lesson will conclude with an assignment and evaluation of the students' listening skills.
This lesson plan aims to develop secondary students' global listening abilities over 40 minutes. It will teach basic listening strategies and identify flaws. Various activities using audio recordings, videos, and handouts will expose students to different listening situations. The procedure involves a warm-up, presentation of new concepts, and three levels of practice - controlled, guided, and free - to give students ample opportunity to develop their skills. Suggestions are provided to select appropriate texts and design effective pre, while, and post listening activities tailored to the instructional goals and students' proficiency levels.
This document outlines a lesson plan for an English class on articles (a, an, the) for Year 3 students. The lesson plan includes the objectives, which are for students to correctly fill in blanks with articles, as well as activities such as watching a video on articles, teacher explanation of articles, reading sentences aloud for students to identify articles, and students completing exercises in textbooks and workbooks to practice using articles. The lesson will be assessed based on students' ability to fill in blanks with correct articles in exercises.
This 70-minute lesson plan aims to teach secondary two students about the past continuous tense. The lesson begins with introducing the tense through a story told with pictures. Students then practice forming the tense and asking questions in it. Most of the lesson focuses on speaking practice, with activities like a guessing game where students act out past actions and a pair work activity comparing pictures. Students consolidate their learning by doing an accompanying workbook individually. The goal is for students to understand and verbally apply the past continuous tense by lesson's end.
TEACHING PRONUNCIATION LESSON PLAN FOR YOUNG LEARNERSMüberra GÜLEK
1. The lesson plan teaches 5th grade students about minimal pairs (words that differ by only one sound like glass-grass) through a 40 minute activity using a video, flashcards, and worksheets.
2. Students will first watch a video on minimal pairs pronunciation and then practice identifying and saying the words.
3. An interactive game using PowerPoint will help students further practice the minimal pairs.
4. Students will be divided into groups to complete worksheets that reinforce the minimal pairs through a puzzle and coloring activity, developing their pronunciation and social skills.
How to teach vocabulary to young learnersTriska Dayu
This document discusses techniques for teaching vocabulary to young learners. It begins by explaining why vocabulary is important, as words are like bricks that build language. It then provides five techniques to teach vocabulary: 1) pointing using flashcards, 2) substitution using synonyms and antonyms, 3) naming by substituting words in contexts, 4) miming and using actions, and 5) using real objects. Finally, it describes six activities to engage young learners in vocabulary learning: Sparkle, Spelling Bulls-eye, Word Ladder, Guess the Word, and Vocabulary Puzzle. The goal is to make vocabulary learning interesting, relevant, and achievable for students.
The document is a lesson plan for a class on simple present tense and daily routines. It includes objectives, a warm up activity asking students about their daily activities, vocabulary instruction, exercises practicing simple present grammar rules like positive and negative forms, a reading about a family's atypical daily routines, and a writing assignment where students continue a story about someone having a bad day.
الدليل الديداكتيكي للغة الإنجليزية للسنة الثالثة.pdfMr Bounab Samir
This document provides guidance for teaching English to 3rd year primary students in Algeria. It outlines the overall competence goals for students, which include interacting orally, comprehending oral messages, decoding symbols, reading simple messages, and writing letters and sentences. The guidance describes the organization of the curriculum into units and sections, allocating time for teaching, practice, assessment, and remediation. It also provides suggestions for vocabulary, grammar structures, reading skills and handwriting features to target within each section. The document aims to help teachers implement the syllabus effectively in the classroom according to students' age and environment.
The document provides a term plan and module of integration for grammar, lexis, pronunciation, and projects. It includes:
- The second term schedule from January to March, divided into weeks.
- Learning objectives for each week covering grammar, lexis, pronunciation, and a module of integration (project).
- Details of tests, exams, and holidays during the term.
The provided document outlines the curriculum and assessments for the second term, dividing it into weekly modules focused on specific language skills, with integrated projects to apply the learning.
The document outlines a lesson plan for an English language class. It includes:
1) The learning objectives which are to describe daily activities using adverbs of frequency and describe actions that started in the past and still affect the present.
2) The procedures for the lesson which include warm-up activities, practicing describing regular activities with adverbs of frequency and the present perfect tense through various exercises, and a speaking activity where students talk about their first day of middle school.
3) The materials needed which are the student manuals, pictures, worksheets, and scripts from the book.
Salam , MS3 Level : File 3 " Work & Play" The file is planned with PPu & PDP listening & reading frame works and PIASP teaching grammar and pronunciation item I included many worksheets that may help remedy any weaknesses in TD sessions Good Luck By: Mr Samir Bounab ( teacher trainer at MONE) The links:
Ms4 level f ile 6 fact and fiction with atf and aef competenciesMr Bounab Samir
MS4 file 6 " fact and Fiction" this file can be used to teach the following learning objectives :
1- Tell story
2- Express cause and effect in story telling (simple past & past continuous + time conjunctions "when - while - as)
The lesson plan is for a 4th grade English class and focuses on teaching daily routines vocabulary. It includes 3 activities: 1) A memory game and word search to practice the new vocabulary. 2) Students work in pairs to match pictures of routines to their names. 3) A game of Chinese whispers to practice listening. Scaffolding such as modeling and repetition is provided. The goal is to introduce vocabulary for routines and foster speaking and listening skills through cooperative and engaging activities.
The lesson plan is for a 4th grade English class and focuses on teaching daily routines vocabulary. It includes 3 activities: 1) A memory game and word search to practice the new vocabulary. 2) Students work in pairs to match pictures of routines to their names. 3) A game of Chinese whispers to practice listening. Scaffolding such as modeling and repetition is provided. The goal is to introduce vocabulary for routines and foster speaking and listening skills through cooperative and engaging activities.
1. The document discusses methods for teaching English vocabulary to students using actions and games. It suggests introducing new words with pictures, videos, songs and repetition.
2. Some recommended games include having students act out words, quickly match words to pictures, and compete in speed rounds to review vocabulary.
3. The goal is to help students remember words through associating the meanings with physical actions while making the lessons enjoyable.
Lesson Plan PhonicsTeacher Candidate Course .docxsmile790243
Lesson Plan: Phonics
Teacher Candidate:
Course:
LESSON PREPARATION [before the lesson]
Topic: Phonics
Specific Strategy: Rhyming short, one-syllable vowel words
Subject and Grade Level: Reading, First Grade
Standards: State [Virginia SOL or reading standard of your state]
English 1.6 The student will apply phonetic principles to read and spell.
Standards: National [IRA/NCTE]: Standard 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts.
Standards: Liberty TCA 1.6 Teacher candidate enhances success of all learners, providing for: diverse backgrounds (race, SES, gender, ethnicity, language)
Liberty TCA – Part 2: 2.1 Teacher candidate shows a high standard of ability in the English language arts and discerns, comprehends, and applies conceptions from reading, language, and child development, in order to assist students to effectively use their developing skills in dissimilar circumstances.
Standards: Common Core CCSS.ELA-Literacy.RF.1.3.b
Decode regularly spelled one-syllable words.
Primary Objective: Given one short vowel, one syllable word (ex. Dog), the student will be able to correctly match seven rhyming words out of a list of ten words with the original word provided.
Diversity: There are two students with ADHD that have IEP’s, and one student of Hispanic background with limited English proficiency. The students with ADHD will benefit greatly with the hands-on materials provided by this lesson and the songs and audio materials will be useful for the LEP student in order to see and hear the words in English.
Differentiation: Auditory: Students will be given the opportunity to listen to the short vowel words and hear how the one syllable words make rhyming patterns in the reading.
Visual: The students will be able to visualize the rhyming words when placed on the whiteboard and can identify the similarities between each short vowel word.
Tactile: Students who learn best tactilely will benefit from the use of hands-on materials, such as letter blocks and tiles to form the rhyming words.
Kinesthetic: Students will have bigger letter blocks to form the short vowel words and can physically move each block around to form the correct letter pattern.
Children’s Literature Selection:
Seuss, Dr. Hop on Pop. New York: Beginner Books, 1963.
Materials/Equipment:
v Mini Charts
v Plastic letters
v letter tiles
v alphabet cards
v Hop on Pop
v Hop on Pop worksheets
v Quiz on identifying the rhyming word
Technology Integration:
“Sing your way into phonics” is an excellent resource for integrating technology and diversity in the classroom. By using the provided CDs, children can experience the different sounds of short, one syllable rhyming words as they view them in class. https://www.actionfactor.com/pages/phonics-products.html#CB1
Character Education Principle: Compassion: Be kind to one another in and out of the classroom. “So whatever you wish t ...
This lesson plan is for a 40-minute English class for 23 secondary students focusing on the past simple tense and reported speech. The teacher will have students work in pairs to determine if statements are true or false. Students will then practice reporting what others said in sentences provided by the teacher. Finally, students will work in pairs choosing sentences and reporting what their partner said to review the target structures.
This document outlines a lesson plan for a secondary English class. The lesson focuses on reviewing the present perfect tense and introducing the adverbs "for" and "since." Key activities include watching videos to identify uses of the present perfect, completing exercises about sentences with already, just and yet, creating dialogues in small groups, and performing role plays. The lesson aims to develop students' speaking, listening, reading and writing skills through communicative activities integrating various skills.
This document outlines a lesson plan for teaching English to 4th year students focused on using the simple past tense. The 5-class plan includes activities like brainstorming vocabulary, reading diaries, completing sentences and stories in the past tense, playing grammar games, and creating a photo story project. Key elements identified are objectives, book and unit used, class time and date, activities including pair/group work and whole class discussions, homework, and assessment of learning the simple past tense.
Lesson Plan PhonicsTeacher Candidate Course L.docxsmile790243
Lesson Plan: Phonics
Teacher Candidate:
Course:
LESSON PREPARATION [before the lesson]
Topic: Phonics
Specific Strategy: Rhyming short, one-syllable vowel words
Subject and Grade Level: Reading, First Grade
Standards: State [Virginia SOL or reading standard of your state]
English 1.6 The student will apply phonetic principles to read and spell.
Standards: National [IRA/NCTE]: Standard 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts.
Standards: Liberty TCA 1.6 Teacher candidate enhances success of all learners, providing for: diverse backgrounds (race, SES, gender, ethnicity, language)
Liberty TCA – Part 2: 2.1 Teacher candidate shows a high standard of ability in the English language arts and discerns, comprehends, and applies conceptions from reading, language, and child development, in order to assist students to effectively use their developing skills in dissimilar circumstances.
Standards: Common Core CCSS.ELA-Literacy.RF.1.3.b
Decode regularly spelled one-syllable words.
Primary Objective: Given one short vowel, one syllable word (ex. Dog), the student will be able to correctly match seven rhyming words out of a list of ten words with the original word provided.
Diversity: There are two students with ADHD that have IEP’s, and one student of Hispanic background with limited English proficiency. The students with ADHD will benefit greatly with the hands-on materials provided by this lesson and the songs and audio materials will be useful for the LEP student in order to see and hear the words in English.
Differentiation: Auditory: Students will be given the opportunity to listen to the short vowel words and hear how the one syllable words make rhyming patterns in the reading.
Visual: The students will be able to visualize the rhyming words when placed on the whiteboard and can identify the similarities between each short vowel word.
Tactile: Students who learn best tactilely will benefit from the use of hands-on materials, such as letter blocks and tiles to form the rhyming words.
Kinesthetic: Students will have bigger letter blocks to form the short vowel words and can physically move each block around to form the correct letter pattern.
Children’s Literature Selection:
Seuss, Dr. Hop on Pop. New York: Beginner Books, 1963.
Materials/Equipment:
v Mini Charts
v Plastic letters
v letter tiles
v alphabet cards
v Hop on Pop
v Hop on Pop worksheets
v Quiz on identifying the rhyming word
Technology Integration:
“Sing your way into phonics” is an excellent resource for integrating technology and diversity in the classroom. By using the provided CDs, children can experience the different sounds of short, one syllable rhyming words as they view them in class. https://www.actionfactor.com/pages/phonics-products.html#CB1
Character Education Principle: Compassion: Be kind to one another in and out of the classroom. “So whatever you wish th ...
The document provides a lesson plan for a 90-minute English class for intermediate level teens. The lesson focuses on future tenses and predictions about the future. It includes a warm-up activity to review future structures, a presentation of new vocabulary, and three activities - analyzing inventions, reading an article and completing a summary, and discussing predictions. The plan scaffolds learning through examples, questions, and group work. It incorporates various resources including pictures, videos, readings and a board game. The plan aims to develop students' speaking, writing, reading and listening skills related to discussing future plans and predictions.
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1. Grammar Translation: Students translate texts, learn vocabulary and grammar rules explicitly, and complete written exercises with little speaking.
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This document outlines a lesson plan for teaching English using a story about the Lao New Year as a context. The goal is for students to effectively communicate experiences of the Lao New Year using descriptive sentences with adverbs of frequency. Key points covered include understanding the traditions in the story, identifying adverbs of frequency and their proper use in sentences, performance tasks to assess understanding like describing pictures using adverbs, and learning activities like reading the story, relating personal experiences, and writing an essay using the new grammar.
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This document outlines a lesson plan for a secondary school English class. The lesson focuses on revising and practicing the past simple tense. It includes activities where students ask and answer questions about past personal events using the target structure "When did...". The lesson involves students working individually, in pairs, and in groups. It integrates reading, writing, speaking, and listening skills and makes use of the communicative language teaching approach.
This lesson plan is for a 35-minute secondary 1 English class on the present perfect tense. It involves students reviewing their prior knowledge of the tense, distinguishing it from the simple past tense through examples, and practicing forming questions and statements using it. Students will work in groups to analyze news articles for examples of the tenses, participate in whole-class discussion and exercises, and then practice using a table to organize ideas while speaking in pairs. Potential problems addressed are the challenges some students may face with the content and time constraints.
Similar to D.G. - Present Simple VS. Present Continuous Lesson Plan (20)
D.G. - Present Simple VS. Present Continuous Lesson Plan
1. Present Simple VS. Present Continuous
Page 1 of 6
LESSON PLAN
Teacher: A Observer: B Date/Time: 2015/02/01 at 6:00 PM
Class Level: Pre-Intermediate Room #: 7 Expected Numbers: 20
Context: Contrast the present simple tense with the present continuous tense
Teaching Aids: Board, chalk, flashcards, worksheets, paper, pens/pencils
Learner Objectives:
For students to effectively produce language indicating the timing of routine
actions and actions currently in process, and to contrast between the present
simple and present continuous tenses.
Personal Aims:
Encourage student
involvement
Anticipated problems for students:
Confusion when writing questions regarding subject and the auxiliary verb
placing in sentence structure.
Solution:
Use example questions and
clarify that the subject and
the auxiliary verb usually
change places (e.g. “They are
waiting for me?” [wrong]
“Are they waiting for me?”
[correct])
Anticipated problems for teacher:
Student participation
Solution:
Fun student-paired exercise
Procedure Phase Timing Interaction
Ask students: “What do you do every day?”
Open-class discussion about routine actions
List students’ action answers on board (e.g. eat, sleep, walk, run)
Engage 2 minutes T-S
Explain ‘Pictionary’ game activity for use with “The Usual Actions”
flashcards (located in blue “Engage Activities” bin): Student-pairs
use flashcards to alternate turns acting out and guessing twenty
action vocabulary words to the corresponding pictures
(e.g.: read, work, shop, bathe, sit, drive, swim)
Pair students, Hand out flashcards
-Note: Expect some reluctant student participation. Relax students
by miming “eat” and “sleep” actions during explanation
Engage 1 minute T-S
Allow student-pairs to complete activity
-Note: Observe students from a distance to gauge speed and
accuracy
Engage 3 minutes S-S
Feedback for activity
-Note: Add unlisted actions to previous “What do you do every
day?” board list as mentioned by students
Engage 2 minutes S-S
Choral pronunciation drill of action vocabulary words
Randomly ask students to pronounce action vocabulary words
Study 2 minutes T-S
2. Present Simple VS. Present Continuous
Page 2 of 6
Ask students: “In the statement, ‘I like to read novels,’ which word
is an example of a non-progressive verb?”
Expected answer: “like”
Randomly elicit review from students: Produce a sentence
containing a non-progressive verb
Sample Expected answers: “I like to eat ice cream.” “I want to learn
English.” “I hate snakes.”
-Note: Ask at least two students to write their produced sentence
on the board.
Study 2 minutes T-S
Elicit review from students: “What are other examples of non-
progressive verbs?”
Review vocabulary answers: “like, love, hate, understand, want,
believe, hear, owe, own, seem, appear, wish, mean, remember”
-Note 1: List student answers on board, be prepared to mime
“hear” and “love” to get students started
-Note 2: Be prepared to explain any unlisted verbs e.g. understand,
owe, own, believe, seem, appear, remember, mean
Study 1 minute T-S
Elicit review from students: “Which forms of ‘to be’ are used with
each pronoun when using present tense?”
Expected answers: “I am, You are, He/She/It is, You are, They are,
We are”
Elicit review from students: “What are basic present verb forms of
common daily actions?”
Expected answers: “to (verb)”, “(verb) ending in ‘-s’”, “(verb)
ending in ‘-ing’”
Elicit review from students: “How do we form a negative sentence
using present simple tense?”
Expected answer: “We use ‘don’t’ or ‘doesn’t’ after the subject
and before a verb in a sentence.
Elicit review from students: “How do we form present simple
questions?”
Expected answer: “We add ‘do’ or ‘does’ at the beginning of the
sentence to make it a question.”
Elicit from students: “What tense is used to describe routine daily
actions?”
Expected answer: “The present simple tense.”
Study 2 minutes T-S
3. Present Simple VS. Present Continuous
Page 3 of 6
Ask students: “In the statement, ‘She walks to school every day,’
which words indicate the timing of her walk?”
Expected Answer: “every day”
Randomly elicit from students: Produce a sentence using an
affirmative or negative sentence indicating when they perform a
routine action. E.g.: “I play football every day.” “We work every
day.” “I don’t study every night.”
Study 1 minute T-S
Elicit from students: “What other adverbs do we use to indicate
the timing of a routine action?”
Expected answers: “Every day/week/month/year, every
morning/night/afternoon, often, frequently, half of the time,
usually, in general, as a rule, most of the time, every other day,
etc., most, always, routinely, customarily, normally , sometimes,
occasionally, on occasion, rarely, seldom, hardly ever, not ever ”
-Note 1: List answers on board
-Note 2: Be prepared to explain any unknown adverbs to students
Example: ‘customarily’ – usual practice, ‘occasionally’ – now and
then, ‘seldom’ – not often
Study 3 minutes T-S
Choral pronunciation drill of present simple tense adverb
vocabulary words
Randomly ask students to pronounce present simple tense adverb
vocabulary words
Study 2 minutes T-S
Randomly elicit answers from students: “What are you wearing?”
Expected sample answers: “I am wearing a shirt.” “I am wearing a
dress.” “I am wearing shoes.”
-Note: Ask at least two students to write their produced sentences
on the board.
Study 1 minute T-S
Elicit review from students: “How do we form present continuous
sentences?”
Expected sample answers: “Present continuous sentences are
formed by using the present tense of the verb ‘to be’ and the
present participle of the main verb.” “’to be’ and verb + -ing”
Elicit from students: “What tense describes an action currently in
process?
Expected answer: “The present continuous tense.”
Study 1 minute T-S
4. Present Simple VS. Present Continuous
Page 4 of 6
Ask students: “In the statement, ‘They are running behind schedule
at the moment,’ which words indicate the timing of an action?
Expected answer: “’At the moment’ indicates the action is
currently in process.”
Randomly elicit a statement in the present continuous tense using
an affirmative or negative sentence or question describing an
action currently in process from students. E.g.: “We are learning
English at the moment.” “I am sitting right now.” “The buses are
arriving early this week.” “Are they sitting now?” “The television is
not working at the moment.”
-Note: Ask at least two students to write their produced sentences
on the board.
Study 1 minute T-S
Elicit from students: “What other adverbs do we use to indicate an
action is currently in process?
Expected answers: “at the moment, at this time, at this second,
today, tonight, this day/night, now, for now, just now, right now,
this moment, this second, currently, this
morning/afternoon/evening, presently, this week/weekend, for a
little while, for the time being, this month/(period/semester/year,
as we speak, this decade/century/era”
-Note 1: List answers on board
-Note 2: Be prepared to explain any unknown to students
Example: ‘this century’ – time period of one hundred years, ‘this
decade’ – time period of ten years, ‘presently’ – now
Study 2 minutes T-S
Choral pronunciation drill of present continuous tense adverb
vocabulary words
Randomly ask students to pronounce continuous present simple
tense adverb vocabulary words
Study 2 minutes T-S
Elicit review of present simple vs. present continuous tense from
students: “What are the differences between the following
sentences?”
Example sentences: 1) “He wears glasses.” 1b) “He is wearing
glasses.” 2a) “She swims in the evening.” 2b) “She is swimming this
evening.”
Expected answers: “Sentence 1a is a present simple tense
sentence that describes a routine action. Sentence 1b is a present
continuous tense sentence that describes an action currently in
process. Sentence 2a is a present simple tense sentence that
describes when a routine action occurs. Sentence 2b is a present
continuous tense sentence that describes the timing of an action
currently in process.”
-Note: Write example sentences on board for open-class
Study 2 minutes T-S
5. Present Simple VS. Present Continuous
Page 5 of 6
discussion Study
Cont.
1 minute
Cont.
T-S
Cont.
Explain ‘Fill-in the blank’ activity worksheet for use with “Adverbs
and Actions in the Present Simple and Present Continuous Tenses
Edition” (located in green “Study Worksheets” folder)
Students fill in the blanks to complete the action verb of each
present simple or present continuous tense aspect and circle the
time indicating adverb of twenty sentences. Examples: 1.) My
sister always ___ (e.g. works) very fast. 2.) We are both ___ (e.g.
learning) to contrast between routine and temporary actions right
now. 3.) They ___ (e.g. wash) the car every week. 4.) She is___ (e.g.
running) in the park now. 5.) Our parents are not ___ (e.g. working)
at this moment. 6.) My mother ___ (e.g. watches) my matches
every Sunday.
Pair students, Hand out worksheet
Study 1 minute T-S
Student-pairs complete activity worksheet
-Note: Be available for student questions during activity, observe
from a distance
Study 5 minutes S-S
Feedback for activity
-Note: Ensure each student states one completed sentence and
selected adverb.
Study 2 minutes T-S
Explain ‘Interview Role-play’
“Present Simple and Continuous Edition” (located in red ‘Activate’
folder)
Explain that students will take turns assuming the role of a
celebrity and interviewer. Encourage students to produce present
simple and present continuous questions. Each present simple
tense question should have a present continuous tense answer.
Each present continuous tense question should have a present
simple tense answer. Each sentence should include an action verb
and a time indicating adverb.
Example possibilities: A journalist interviewing a celebrity on their
routines and current projects. Or, a journalist trying to gain a
celebrity interview which is declined and asked for an explanation
on normal routines.
Read aloud the example Interview: “Do you always sell your
concert tickets?” “No, but we are currently selling this tour.” “What
other projects are you working on now?” “I occasionally like to
restore my 1970 Aston Martin.”
Pair students, Hand out paper
Activate 1 minute T-S
6. Present Simple VS. Present Continuous
Page 6 of 6
Allow student-pairs to complete activity
-Note: Be available for student questions during exercise, observe
interviews from a distance
Activate 15 minutes S-S
Feedback for activity
Sample expected questions and answers: “Are you available for
questioning at this time?” “I am unavailable for questions every
evening.” “Why are you unavailable for questions every evening?”
“I am presently eating dinner.”
Activate 4 minutes T-S