This document provides a lesson plan for teaching students about names and ages. Over the course of a week, students will learn to introduce themselves by stating their name, ask for others' names, recognize that people are grouped by sex, and ask and state their age. The lessons include singing songs about names and ages, making name tags, playing getting-to-know-you games, and practicing conversational exchanges like "What is your name?" and "How old are you?". The goal is for students to appreciate that all people have names and to learn related vocabulary and sentence structures.
English gr.1 tg (q3&q4)inside pp10 12-12Baita Sapad
This document contains a week-long lesson plan for teaching preschool students about names and introducing themselves. The plan includes 5 daily lessons with objectives, activities and procedures. Some key points:
- Students will learn their own names, practice asking and answering "What is your name?".
- They will make name tags and learn that all people have names.
- Activities include singing songs about names, games to practice introductions, and role plays asking for and giving names.
- By the end of the week students should be able to introduce themselves by name and ask for another's name.
The document contains 9 lesson plans for a 5th grade elementary school class. The lessons cover topics such as countries and places, personal information including family trees and possessive pronouns, and Halloween. The lessons involve students identifying vocabulary, completing worksheets, presenting information to the class, and developing quizzes and interviews. The lessons aim to help students practice listening, speaking, reading and writing skills.
Sample lesson plan does not follow the book, because it's too difficult to understand, and it's kinda detailed lesson plan instead I did make it more simpler as it should be so that audience could understand the lesson clearly. Thank you!
This lesson plan introduces students to fractions through the book "Full House: An Invitation to Fractions". Students will color fraction bars to represent the fractions in the story. They will then work in groups to identify fractions using manipulatives and complete a worksheet. Formative and summative assessments include observing students' use of manipulatives and reviewing their completed worksheets and homework assignment.
The document provides a detailed lesson plan for teaching English to first year secondary students about the four types of sentences: declarative, interrogative, imperative, and exclamatory. The plan outlines objectives, materials, procedures, activities, and evaluation. It includes examples of each sentence type from a song about loving children. The lesson introduces the concepts and has students practice identifying and constructing different sentence types through group work, role playing, and an assignment.
This document provides a sample lesson plan format that teaches about religious diversity in French and American cultures. The plan compares and contrasts the two cultures over two class periods using photos, vocabulary, and graphs. Students discuss what French and American people look like and which religions they follow. They analyze a graph about the Muslim population in different countries. For assessment, students write a compare/contrast essay and paragraph about the similarities and differences between the two cultures. The lesson connects to language arts standards by having students read and analyze an essay about tolerance.
This document contains teaching plans for two English lessons on the topic of asking and answering "Where are you from?". The lessons include activities like warm-up questions, listening to and repeating dialogues, looking at pictures and asking each other questions, and filling in missing words. The objectives are for students to practice asking and answering "Where are you from?" as well as "Where's she/he from?". Teaching aids include an audio recording, pictures, and an English textbook.
The lesson plan aims to revise previously taught vocabulary about parts of the body, colors, and numbers through listening to songs and stories, asking questions, and participating in physical activities like touching body parts and clapping along to songs. Students will order pictures from a story they learned before and recognize vocabulary through listening to chants and songs involving movement. The teacher will assess students based on their collaboration and participation in the group activities.
English gr.1 tg (q3&q4)inside pp10 12-12Baita Sapad
This document contains a week-long lesson plan for teaching preschool students about names and introducing themselves. The plan includes 5 daily lessons with objectives, activities and procedures. Some key points:
- Students will learn their own names, practice asking and answering "What is your name?".
- They will make name tags and learn that all people have names.
- Activities include singing songs about names, games to practice introductions, and role plays asking for and giving names.
- By the end of the week students should be able to introduce themselves by name and ask for another's name.
The document contains 9 lesson plans for a 5th grade elementary school class. The lessons cover topics such as countries and places, personal information including family trees and possessive pronouns, and Halloween. The lessons involve students identifying vocabulary, completing worksheets, presenting information to the class, and developing quizzes and interviews. The lessons aim to help students practice listening, speaking, reading and writing skills.
Sample lesson plan does not follow the book, because it's too difficult to understand, and it's kinda detailed lesson plan instead I did make it more simpler as it should be so that audience could understand the lesson clearly. Thank you!
This lesson plan introduces students to fractions through the book "Full House: An Invitation to Fractions". Students will color fraction bars to represent the fractions in the story. They will then work in groups to identify fractions using manipulatives and complete a worksheet. Formative and summative assessments include observing students' use of manipulatives and reviewing their completed worksheets and homework assignment.
The document provides a detailed lesson plan for teaching English to first year secondary students about the four types of sentences: declarative, interrogative, imperative, and exclamatory. The plan outlines objectives, materials, procedures, activities, and evaluation. It includes examples of each sentence type from a song about loving children. The lesson introduces the concepts and has students practice identifying and constructing different sentence types through group work, role playing, and an assignment.
This document provides a sample lesson plan format that teaches about religious diversity in French and American cultures. The plan compares and contrasts the two cultures over two class periods using photos, vocabulary, and graphs. Students discuss what French and American people look like and which religions they follow. They analyze a graph about the Muslim population in different countries. For assessment, students write a compare/contrast essay and paragraph about the similarities and differences between the two cultures. The lesson connects to language arts standards by having students read and analyze an essay about tolerance.
This document contains teaching plans for two English lessons on the topic of asking and answering "Where are you from?". The lessons include activities like warm-up questions, listening to and repeating dialogues, looking at pictures and asking each other questions, and filling in missing words. The objectives are for students to practice asking and answering "Where are you from?" as well as "Where's she/he from?". Teaching aids include an audio recording, pictures, and an English textbook.
The lesson plan aims to revise previously taught vocabulary about parts of the body, colors, and numbers through listening to songs and stories, asking questions, and participating in physical activities like touching body parts and clapping along to songs. Students will order pictures from a story they learned before and recognize vocabulary through listening to chants and songs involving movement. The teacher will assess students based on their collaboration and participation in the group activities.
This document contains a lesson plan for an English class. It outlines the objectives, skills, activities and timeline for 6 English lessons over 3 weeks. The lessons focus on greetings, farewells, singing songs to practice this vocabulary. Activities include asking questions about oneself, spelling names, identifying objects by color, and playing games while singing. The goal is for students to practice conversational English and learn related structures.
This document contains a detailed lesson plan for an English 7 class. The lesson focuses on figures of speech such as simile, metaphor, and personification. Students will analyze examples of these figures of speech in a poem about the Philippines. They will play a game to practice identifying different figures of speech. The lesson aims to help students understand literature and communicate effectively using literal and figurative language.
Detailed lesson plan on I found a frogcarlynseludo
The document provides a detailed lesson plan for teaching a story called "I Found a Frog" to elementary students. The lesson plan has clear objectives for students to understand the story, answer WH questions, and sequence events. It includes various activities such as reading the story, group activities to relay the story's messages nonverbally, writing the story from the perspective of talking to a mother, and sequencing story events. The plan assesses if students met the objectives and assigns reading their story to family as homework.
The document provides details of an English lesson for students including objectives, teaching processes, and activities. The lesson focuses on greetings and introductions. Students will practice greeting each other, introducing themselves, and responding to greetings through repetition, role plays, songs, and exercises. The teacher will assess comprehension and correct pronunciation.
This document contains a lesson plan for a class on expedition food for 6th and 7th grade students. The lesson aims to teach students about the food and items important to take on expeditions, as well as the language points of must/mustn't, can/can't, and countable vs. uncountable nouns. The lesson includes a warm-up activity, reading and listening to a text, exercises matching food to containers and identifying countable and uncountable nouns, and a closing activity to practice the grammar point. Feedback at the end suggests including more resources and materials in lesson plans and keeping clear context when using the CLIL approach.
This document is the introduction to an English language textbook for 4th grade students in Ukraine. It provides background information on the textbook, describing its communicative approach and topic-based structure. It also outlines the textbook's content, focusing on familiar characters and introducing new characters from the Parker family in England. The introduction explains how the textbook aims to develop students' language skills while increasing their cultural awareness.
This document provides a lesson plan for a language and culture class focusing on cognates. The lesson aims to talk about hobbies and interests, recognize words from different countries, and compare students' native language to English. Activities include identifying cognates on the board, circling cognates in a reading passage about celebrity hobbies, and matching celebrities to their hobbies. The teacher emphasizes that reading can help students learn about other cultures and extend their knowledge.
This lesson plan aims to practice forming, asking, and answering 'wh' questions in the past tense. It includes 4 activities: 1) Students order jumbled questions and write questions in the past tense. 2) Students work in pairs to guess the question based on the answer. 3) Students mingle and ask each other questions to complete a worksheet about someone's day. 4) Students play a game in groups where one student describes their day and others ask questions to prevent them from getting to bedtime. The lesson aims to develop students' speaking skills through questioning each other about past events.
This lesson plan summarizes a lesson on verb tenses. It includes objectives to identify and differentiate between past, present and future verb tenses and construct sentences using correct tenses. Learning activities include games to practice tenses, highlighting examples of simple past, present and future tenses, and an activity where students construct sentences from placards showing verb tenses. There is also an evaluation with sentences to identify verbs and write the tense, and an assignment to write a reflection using correct verb tenses.
This document contains a lesson plan for teaching English to elementary school students. It includes objectives, vocabulary, activities, and resources. The lesson focuses on asking and answering questions about what activities different characters can and cannot do based on a reading passage. Key activities include a mime game to review vocabulary, working in pairs to ask and answer questions, and students describing what activities their partner can do. The goal is to practice reading comprehension and speaking skills around the topics of abilities and free time activities.
This lesson plan is for an 8th standard English class about the poem "The Coromandal Fishers" by Sarojini Naidu. The plan aims to develop students' appreciation for hard work and determination through discussing the challenges faced by fishermen. Students will read the poem individually and in groups, identify unfamiliar words, have a scaffolded discussion about the poem, write an imaginary conversation between fishermen, and prepare an article about fishermen's difficulties as an assignment.
This document is a lesson plan for a secondary school English class. It focuses on teaching the simple past form of the verb "to be" through a variety of listening, speaking, reading and writing activities. The lesson begins with warm-up activities reviewing past verb forms and identifying singers. Students then practice the new grammar through a reading activity, questions and answers, ordering sentences into questions and answering their classmates' questions. The plan aims to develop students' understanding and use of the simple past verb "to be" through integrated skills and group work.
The document provides a detailed English lesson plan on comparative and superlative adjectives for 6th grade students. The plan includes learning objectives, subject matter, methodology, and evaluation. Students will learn how to form comparative and superlative adjectives, practice comparing different attributes in groups, and apply their knowledge through exercises identifying the correct adjective forms and writing comparative sentences. The teacher uses various activities like games and examples to motivate students and ensure they understand comparing adjectives.
Detailed Lesson Plan in English Grade 9 michelleMitchikay Jordan
The lesson plan summarizes a lesson on participles for a 9th grade English class. It includes objectives to have students construct sentences using past, present and past participles and achieve a mastery level of 75%. The lesson defines and provides examples of the three participle forms - past, present, and future. Students practice identifying the participle form in example sentences and generate their own sentences using participles for homework.
Este documento presenta un cursillo de electrónica práctica que incluye temas como la soldadura con estaño, componentes electrónicos, diseño de circuitos impresos y uso de equipos de medición. El cursillo está dirigido a personas con conocimientos básicos de electricidad y electrónica y cubre temas como soldadura, resistencias, condensadores, transistores y diseño de circuitos impresos.
Banned Books Week is an annual event celebrated during the last week of September that highlights the freedom to read and the importance of preventing censorship. The document discusses the history and purpose of Banned Books Week, including defining intellectual freedom, censorship, and the First Amendment. It also lists some frequently challenged books over the years like Harry Potter and provides context for why books are often challenged by some groups.
Este documento presenta el plan anual de geometría para grado octavo. Consta de 4 unidades de aprendizaje distribuidas en 4 periodos de 10 horas cada una. La primera unidad cubre el perímetro y área de figuras planas. La segunda trata sobre poliedros. La tercera unidad se enfoca en líneas paralelas y perpendiculares. Finalmente, la cuarta unidad aborda el tema de grafos. Cada unidad incluye objetivos, estándares y material de apoyo.
El documento analiza las desigualdades en salud entre los diferentes grupos de edad en Costa Rica, enfocándose en los adultos mayores. Utiliza el Índice de Concentración de Erreygers y la descomposición de este índice para medir las desigualdades y los factores que contribuyen a ellas, como el ingreso, la educación y las redes sociales. Los resultados muestran que las desigualdades son menores entre los adultos mayores, especialmente los mayores de 70 años, aunque siguen existiendo brechas importantes entre los de 60
The UNAIDS report provides an overview of the global AIDS epidemic and progress toward reaching targets set in the 2011 UN Political Declaration on HIV/AIDS. Some key points:
- 34 million people were living with HIV globally in 2011, with sub-Saharan Africa remaining the most affected region.
- The number of new HIV infections continues to decline worldwide, falling by 20% since 2001. However, some regions like Eastern Europe and Central Asia have seen increases.
- AIDS-related deaths have declined by 24% since 2005, falling to 1.7 million in 2011 due to expanded access to antiretroviral therapy and declines in new infections.
The document discusses spelling and grammatical errors found in signs and announcements in the Philippines. It shows pictures of signs with errors in spelling, tense, and redundant words. The author notes that these errors can prevent the intended message from being understood and believes they should be fixed. While humorous at first, these errors demonstrate the importance of proofreading to ensure clear communication.
Novos contextos de aprendizagem e educação online netisabepaiva
Este documento discute como as tecnologias da informação e comunicação estão alterando os contextos de aprendizagem e educação online. Primeiramente, analisa como as novas tecnologias criaram a necessidade de repensar o que e como se aprende. Segundo, argumenta que as tecnologias não são suficientes para mudar a educação sozinhas e que é necessária uma mudança cultural maior. Por fim, discute como a web está criando novos espaços pedagógicos e possibilidades de aprendizagem online e flexíveis.
This document contains a lesson plan for an English class. It outlines the objectives, skills, activities and timeline for 6 English lessons over 3 weeks. The lessons focus on greetings, farewells, singing songs to practice this vocabulary. Activities include asking questions about oneself, spelling names, identifying objects by color, and playing games while singing. The goal is for students to practice conversational English and learn related structures.
This document contains a detailed lesson plan for an English 7 class. The lesson focuses on figures of speech such as simile, metaphor, and personification. Students will analyze examples of these figures of speech in a poem about the Philippines. They will play a game to practice identifying different figures of speech. The lesson aims to help students understand literature and communicate effectively using literal and figurative language.
Detailed lesson plan on I found a frogcarlynseludo
The document provides a detailed lesson plan for teaching a story called "I Found a Frog" to elementary students. The lesson plan has clear objectives for students to understand the story, answer WH questions, and sequence events. It includes various activities such as reading the story, group activities to relay the story's messages nonverbally, writing the story from the perspective of talking to a mother, and sequencing story events. The plan assesses if students met the objectives and assigns reading their story to family as homework.
The document provides details of an English lesson for students including objectives, teaching processes, and activities. The lesson focuses on greetings and introductions. Students will practice greeting each other, introducing themselves, and responding to greetings through repetition, role plays, songs, and exercises. The teacher will assess comprehension and correct pronunciation.
This document contains a lesson plan for a class on expedition food for 6th and 7th grade students. The lesson aims to teach students about the food and items important to take on expeditions, as well as the language points of must/mustn't, can/can't, and countable vs. uncountable nouns. The lesson includes a warm-up activity, reading and listening to a text, exercises matching food to containers and identifying countable and uncountable nouns, and a closing activity to practice the grammar point. Feedback at the end suggests including more resources and materials in lesson plans and keeping clear context when using the CLIL approach.
This document is the introduction to an English language textbook for 4th grade students in Ukraine. It provides background information on the textbook, describing its communicative approach and topic-based structure. It also outlines the textbook's content, focusing on familiar characters and introducing new characters from the Parker family in England. The introduction explains how the textbook aims to develop students' language skills while increasing their cultural awareness.
This document provides a lesson plan for a language and culture class focusing on cognates. The lesson aims to talk about hobbies and interests, recognize words from different countries, and compare students' native language to English. Activities include identifying cognates on the board, circling cognates in a reading passage about celebrity hobbies, and matching celebrities to their hobbies. The teacher emphasizes that reading can help students learn about other cultures and extend their knowledge.
This lesson plan aims to practice forming, asking, and answering 'wh' questions in the past tense. It includes 4 activities: 1) Students order jumbled questions and write questions in the past tense. 2) Students work in pairs to guess the question based on the answer. 3) Students mingle and ask each other questions to complete a worksheet about someone's day. 4) Students play a game in groups where one student describes their day and others ask questions to prevent them from getting to bedtime. The lesson aims to develop students' speaking skills through questioning each other about past events.
This lesson plan summarizes a lesson on verb tenses. It includes objectives to identify and differentiate between past, present and future verb tenses and construct sentences using correct tenses. Learning activities include games to practice tenses, highlighting examples of simple past, present and future tenses, and an activity where students construct sentences from placards showing verb tenses. There is also an evaluation with sentences to identify verbs and write the tense, and an assignment to write a reflection using correct verb tenses.
This document contains a lesson plan for teaching English to elementary school students. It includes objectives, vocabulary, activities, and resources. The lesson focuses on asking and answering questions about what activities different characters can and cannot do based on a reading passage. Key activities include a mime game to review vocabulary, working in pairs to ask and answer questions, and students describing what activities their partner can do. The goal is to practice reading comprehension and speaking skills around the topics of abilities and free time activities.
This lesson plan is for an 8th standard English class about the poem "The Coromandal Fishers" by Sarojini Naidu. The plan aims to develop students' appreciation for hard work and determination through discussing the challenges faced by fishermen. Students will read the poem individually and in groups, identify unfamiliar words, have a scaffolded discussion about the poem, write an imaginary conversation between fishermen, and prepare an article about fishermen's difficulties as an assignment.
This document is a lesson plan for a secondary school English class. It focuses on teaching the simple past form of the verb "to be" through a variety of listening, speaking, reading and writing activities. The lesson begins with warm-up activities reviewing past verb forms and identifying singers. Students then practice the new grammar through a reading activity, questions and answers, ordering sentences into questions and answering their classmates' questions. The plan aims to develop students' understanding and use of the simple past verb "to be" through integrated skills and group work.
The document provides a detailed English lesson plan on comparative and superlative adjectives for 6th grade students. The plan includes learning objectives, subject matter, methodology, and evaluation. Students will learn how to form comparative and superlative adjectives, practice comparing different attributes in groups, and apply their knowledge through exercises identifying the correct adjective forms and writing comparative sentences. The teacher uses various activities like games and examples to motivate students and ensure they understand comparing adjectives.
Detailed Lesson Plan in English Grade 9 michelleMitchikay Jordan
The lesson plan summarizes a lesson on participles for a 9th grade English class. It includes objectives to have students construct sentences using past, present and past participles and achieve a mastery level of 75%. The lesson defines and provides examples of the three participle forms - past, present, and future. Students practice identifying the participle form in example sentences and generate their own sentences using participles for homework.
Este documento presenta un cursillo de electrónica práctica que incluye temas como la soldadura con estaño, componentes electrónicos, diseño de circuitos impresos y uso de equipos de medición. El cursillo está dirigido a personas con conocimientos básicos de electricidad y electrónica y cubre temas como soldadura, resistencias, condensadores, transistores y diseño de circuitos impresos.
Banned Books Week is an annual event celebrated during the last week of September that highlights the freedom to read and the importance of preventing censorship. The document discusses the history and purpose of Banned Books Week, including defining intellectual freedom, censorship, and the First Amendment. It also lists some frequently challenged books over the years like Harry Potter and provides context for why books are often challenged by some groups.
Este documento presenta el plan anual de geometría para grado octavo. Consta de 4 unidades de aprendizaje distribuidas en 4 periodos de 10 horas cada una. La primera unidad cubre el perímetro y área de figuras planas. La segunda trata sobre poliedros. La tercera unidad se enfoca en líneas paralelas y perpendiculares. Finalmente, la cuarta unidad aborda el tema de grafos. Cada unidad incluye objetivos, estándares y material de apoyo.
El documento analiza las desigualdades en salud entre los diferentes grupos de edad en Costa Rica, enfocándose en los adultos mayores. Utiliza el Índice de Concentración de Erreygers y la descomposición de este índice para medir las desigualdades y los factores que contribuyen a ellas, como el ingreso, la educación y las redes sociales. Los resultados muestran que las desigualdades son menores entre los adultos mayores, especialmente los mayores de 70 años, aunque siguen existiendo brechas importantes entre los de 60
The UNAIDS report provides an overview of the global AIDS epidemic and progress toward reaching targets set in the 2011 UN Political Declaration on HIV/AIDS. Some key points:
- 34 million people were living with HIV globally in 2011, with sub-Saharan Africa remaining the most affected region.
- The number of new HIV infections continues to decline worldwide, falling by 20% since 2001. However, some regions like Eastern Europe and Central Asia have seen increases.
- AIDS-related deaths have declined by 24% since 2005, falling to 1.7 million in 2011 due to expanded access to antiretroviral therapy and declines in new infections.
The document discusses spelling and grammatical errors found in signs and announcements in the Philippines. It shows pictures of signs with errors in spelling, tense, and redundant words. The author notes that these errors can prevent the intended message from being understood and believes they should be fixed. While humorous at first, these errors demonstrate the importance of proofreading to ensure clear communication.
Novos contextos de aprendizagem e educação online netisabepaiva
Este documento discute como as tecnologias da informação e comunicação estão alterando os contextos de aprendizagem e educação online. Primeiramente, analisa como as novas tecnologias criaram a necessidade de repensar o que e como se aprende. Segundo, argumenta que as tecnologias não são suficientes para mudar a educação sozinhas e que é necessária uma mudança cultural maior. Por fim, discute como a web está criando novos espaços pedagógicos e possibilidades de aprendizagem online e flexíveis.
The document discusses the Israeli-Palestinian conflict and the role of the US as a mediator. It provides historical context on the roots of the conflict dating back to the late 1800s and Jewish immigration to Palestine. It also discusses the expectations created by the media on policymaking, and how instant access to information in today's transparent world poses new challenges for crisis response. Shock events that challenge expectations can create opportunities for conflict resolution if they cause adversaries to revise their strategies. The US role as a stakeholder and mediator is examined in working towards a durable resolution through utilizing shock events to facilitate changed expectations between the parties.
English gr.1 teacher's guide (q3&q4)inside pp10 12-12Wilma Villanueva
- Week 1 focuses on teaching students about their own names through songs, games, and activities where they practice asking and telling each other their names
- Week 2 introduces teaching students about their age and the concept of gender within families
- Each day's lesson has clear learning objectives, subject matter, materials, and step-by-step procedures to activate prior knowledge, model new concepts, and provide guided and independent practice
This document contains a dossier for a language teaching training lesson plan. The lesson plan focuses on teaching occupations and articles "a" and "an" through various activities and exercises. The lesson begins with identifying famous people's occupations from pictures. Students then match pictures of occupations to job titles and discuss which seem interesting or dangerous. Pronunciation of two-syllable occupation words is practiced. Students ask and answer questions about famous people's jobs in pairs. The teacher evaluates the lesson as promoting student participation and motivation through the use of varied activities and visual aids.
Giáo án tiếng anh lớp 5 sách mới cả năm (full 20 unit)DinhHa6
This document contains a lesson plan for teaching English. The lesson focuses on asking and answering questions about common health problems using the phrases "What's the matter with you?" and "I have...". The lesson objectives are for students to learn related vocabulary like toothache, headache, and fever and to develop speaking and listening skills. The teaching process involves warm-up activities, introducing new vocabulary, listening exercises, role plays asking about health issues, and a song to review the content. Students practice asking and responding to health questions in pairs and groups.
The document outlines a lesson plan for a first grade class focused on teaching family members in Spanish. The lesson aims to help students recognize and pronounce family terms like father, mother, brother, and sister. A variety of activities are planned using flashcards, posters, and songs to introduce vocabulary and have students practice naming family members in model families and their own families. The class will be assessed through oral repetition of vocabulary.
The document summarizes an English lesson plan for a 1st grade class focused on family members. The lesson aims to teach students to recognize and pronounce family terms like father, mother, brother, and sister. A variety of activities are outlined, including listening to a song, naming family members in pictures of the Simpsons and Flintstones, repeating terms after the teacher, and describing their own families. The class uses methods like flashcards, posters, and group work to reinforce vocabulary and pronunciation of new English words for family relations.
The document outlines a lesson plan for a first grade English class focused on family members. The lesson aims to teach students to recognize and pronounce family terms like father, mother, brother, and sister. Activities include listening to a song, naming family members in flashcards, matching names to pictures, and repeating sentences about their own families. The class uses various techniques like repetition, visual aids, and grouping to help students practice the new vocabulary. Assessment is oral to check students' pronunciation of the new words.
Simulated Activities for Teaching Listening, Speaking, Reading and WritingDenmark Aleluya
The document provides examples of listening, speaking, reading and writing activities that can be used to teach English.
For listening activities, it describes games like "Completing the Lyrics" where students fill in missing words to song lyrics, and "Guess Me" where students answer riddles based on clues.
For speaking, it outlines activities like reciting tongue twisters to practice pronunciation, forming question/answer chains using the last word of the prior response, and class debates on topics.
Reading activities include having students write main ideas on sticky notes to place in a text, associating their prior knowledge with a reading, and symbolically representing an abstract theme from a text.
Giáo án tiếng anh lớp 5 thí điểm mới nhất 2016DinhHa6
This document outlines a lesson plan for an English language class. The lesson's objectives are for students to learn vocabulary related to addresses and hometowns, and to practice asking and answering questions about addresses using the phrase "What's your address? It's...". The lesson plan details the teacher and student activities, which include warm-up games, vocabulary introduction, listening and repeating dialogues, asking and answering address questions in pairs and groups, completing exercises, and singing a song to reinforce pronunciation. The plan aims to develop students' speaking, listening, and language skills through active participation and practice.
This lesson plan teaches students about open and closed syllables over 45 minutes. The teacher will start with a warm up activity to introduce syllables. Then a PowerPoint presentation will be used to define open and closed syllables. Students will practice identifying and counting syllables in words using chips and mats. They will also complete worksheets independently. To conclude, students will clap out their first and last names while counting syllables, and see who has the most or fewest. An additional activity uses syllable cards to form words matching pictures.
This document contains a lesson plan for a 40-minute English class for 7th grade students focusing on colors, patterns, and the future tense "will". The lesson plan outlines objectives, syllabus codes, class organization into groups, warm-up activities, a listening task from the textbook, an evaluation, and homework assignment. Key elements include dividing students into groups based on vocabulary words, a whole-class phrase building activity, a listening task to identify what clothes people will wear to a party, and assigning role-playing of dialogues as homework.
Giáo án tiếng anh 5 thí điểm cả năm mới nhấtJung Yun
This document outlines the objectives, teaching aids, and teaching processes for a unit on addresses. The unit has three lessons. Lesson 1 focuses on vocabulary related to addresses and the question "What's your address?". Students practice asking and answering this question in pairs. Lesson 2 introduces descriptions of places using "What's the...like?" and adjectives like busy and quiet. Students read a dialogue and practice the language. Lesson 3 reviews and consolidates what students learned in the first two lessons.
The lesson plan aims to teach students clothing vocabulary in English. It includes three main parts: a warmup song, presentation of new vocabulary through flashcards and labeling activities, and a development section with matching, coloring, and question-answer activities. Students will practice describing what they and others are wearing. The lesson concludes with a song to review the vocabulary. Homework involves matching clothing items with their names. Potential issues like distraction are addressed, and student understanding will be assessed through interaction and a homework assignment.
This document provides a lesson plan for teaching colors in English to primary level students. The lesson introduces the vocabulary for colors like red, blue, green, etc. and the verb "to be" for describing colors. The 3-part lesson plan includes motivating students with a song about a rainbow, exploring the new vocabulary by pointing out colors and asking about favorite colors, and having students practice describing colors of objects. Students then reflect on what they learned and how language connects to God as the creator. The lesson aims to help students communicate about colors in English.
This document provides a lesson plan for a 50-minute class for 5-year-old students focusing on school supplies vocabulary. The lesson plan includes the following stages: a routine to greet students; a lead-in using flashcards to introduce new vocabulary; a presentation playing a song game to practice the vocabulary; and a development activity where students make crafts by stringing shapes onto school supply outlines. The lesson aims to help students learn new vocabulary, review numbers and colors, get to know the teacher, and play games integrating their knowledge.
This document contains lesson plans for a class on personal relationships over four days. It includes warm-up, presentation, practice, and production sections each day. On day one, students will introduce themselves, discuss things they like to do, and practice talking about likes. Day two focuses on getting to know friends, identifying characters, and introducing oneself. Day three involves revising structures from previous grades and introducing friends. The final day reviews family members, discusses musical instruments, identifies nouns, and has students present mind maps about family activities and nouns.
Book reading ( divasvapna) ths mussoorie 2014sherigoffice
This document summarizes the key details of a case study conducted by a group of six members on the book "Divaswapna" by Gijubhai Badheka. The group met over six sessions in one month to discuss different chapters of the book. The book describes Gijubhai's experiment in implementing new teaching methods focused on storytelling, games, library work, and developing personal cleanliness in students. It discusses the progress and challenges of the experiment, and how the methods aimed to make learning more engaging and reduce reliance on rote memorization. The case study analyzed how the book presented innovative approaches to teaching various subjects like geography, drawing, and arithmetic.
Gunzelmann tpd - lesson plan 2- resubmit - passeddanalegun
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Nagagamit nang wasto ang pangngalan sa pagtukoy ng mga tao, lugar, bagay, at ...EDITHA HONRADEZ
https://www.youtube.com/watch?v=ZuBf4uSelxU
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Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
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Individual lps-3q-weeks-1-5
1. QUARTER 3 – WEEK 1
Theme: Me and My Family
TARGET SKILLS:
At the end of the lesson the students should be able to:
Expressive Objectives:
● Realize that persons have names
● Appreciate that singing songs and reciting rhymes can be fun
Instructional Objectives:
● Oral language: Listen and share about him/herself
● Phonological Awareness: Recognize that sentences are made up of words
● Listening Comprehension: Listen and share about him/herself
● Vocabulary and Grammar: Recognize, identify, give examples of naming words
(people)
Suggested
# of Mins
WEEK 1 – DAY 1 LESSON PLAN
5 mins
I. Pre-Assessment
The teacher will check the attendance by calling out the names of each of the
students. As the students hear their names they will have to say “present” or
“here” to show that they have recognized their names and to show their
presence.
II. Objectives
● Ask the question What is your name?
● Answer the question What is your name?
● Realize that persons have names
III. Subject Matter and Materials
Subject Matter: One's Name
Materials:
1. Attendance list with all the names of the students
2. Pictures of famous people
3. the question What is your name? written on the board (or other materials
such as manila paper, cartolina) that is visible to the entire class
4. A copy of the greeting or song on the board.
20 mins
IV. Procedure
A. Activating Prior Knowledge
The teacher will post pictures of famous people on the board. He or she will
then ask the the students who each of them are.
Teacher: Who is this?
(The teacher may translate this question to the student’s mother tongue to
2. guide them)
Generalization: Persons have names.
B. Presentation and Modeling
The teacher will teach a greeting through a song.
1. The teacher will read the song
2. The students will repeat after each line the teacher reads
3. The teacher will sing the song
4. The students will repeat each line of the song after the teacher
5. The entire class will sing together
(See Appx. A1)
What is your name? (to the tune of “Where is Thumbman?”)
What is your name?
What is your name?
Clap your hands
Clap your hands
What is your name?
My name is __________.
Thank you __________.
Thank you __________.
6. After singing a song, the class will watch a dialogue between a teacher and
a student. The teacher will ask the question and the student will answer.
Afterwhich, the student will ask the question and the teacher will answer.
Teacher: What is your name?
Student: My name is ________.
Student:What is your name?
Teacher: My name is _________.
15 mins V. Guided Practice
The teacher will then have the same dialogue with each of the students. The
students may also go around the classroom and have the same dialogue with
their classmates
Student 1: What is your name?
Student 2: My name is ______________.
Student 2: What is your name?
Student 1: My name is _______________.
Clap My Name:
As a group, the teacher will choose a name of a student and clap its syllables.
Our names can be grouped into sounds. For example, let’s use the name
“teacher” and group the sounds Tea-cher. Can you count how many claps we
make? Tea-cher. That’s two! Good job! Now let’s try it with more names. How
about Carlitos?
3. The teacher may let each one of the students to clap their own names.
Suggested
# of Mins
WEEK 1 – DAY 2 LESSON PLAN
I. Objectives
● Practice asking the question “What is your name”.
● Practice answering “My name is _________.”
● Realize that persons have names
II. Subject Matter and Materials
Subject Matter: One’s name
Materials:
Sentence stem on the board “My name is _______.” (May be written on the
board or manila paper, etc)
15 mins
III. Procedure
A. Activating Prior Knowledge
The teacher will put up the sentence stem on the board. He or she will talk
about the sentence and the words that make it up.
Teacher: Let’s look at the sentence we made yesterday “My name is
___________.” Now, let’s try completing this sentence with my name. Listen to
my sentence, “My name is Teacher”. (clap for every word said). Now, how many
claps did I make? You’re right, four! Now, listen to this sentence. “Good morning
everybody!” (clap for every word said). Let’s say that again. Can you clap with
me? “Good morning everybody!”Now, how many claps did I make? Yes, three!
Teacher may continue to give more sentences for practice.
B. Presentation and Modeling
Learn the rules of the group game on getting to know each other
Watch the demonstration of the group game on getting to know each other
(See Appx. C1)
Getting to Know Game
a. Ask the children to form 2 big circles (inner circle and outer circle).
b. Ask the inner circle to move clockwise and the outer circle to move counter
clockwise while the music is playing.
c. When the music stops, ask the children to introduce themselves to the person
in front of them.
d. Have several rounds until they have talked to a number of classmates.
25 mins
V. Guided Practice
Facilitate a Getting to Know Game where in the students will take turns in
asking “What is your name?” and answering “My name is __________.”
4. Suggested
# of Mins
WEEK 1 – DAY 3 LESSON PLAN
I. Objectives
● State one's name in the form “My name is _________.”
● Realize that persons have names
II. Subject Matter and Materials
Subject Matter: One’s name
Materials:
cardboard / construction paper, crayons, yarn
5 mins
III. Procedure
A. Presentation and Modeling
Show a nametag to the class.
T: “My name is ______.”
Stick the nametag on the attendance board.
Generalization: I have a name and my name represents me.
20 mins
IV. Guided Practice
The students will then decorate their name tags
Name Tag Making
a. Prepare the materials: cardboard / construction paper, crayons, yarn
b. Write the names of the students in each name tag.
c. Ask the students to decorate their name tags with coloring materials.
15 mins
V Independent Practice
Ask the students to post their name tags on the board.Then one at a time, ask
the students to look for their name tag and state their name in front of the class.
“My name is ___________________”
Suggested
# of Mins
WEEK 1 – DAY 4 LESSON PLAN
I. Objectives
● Introduce one’s self to someone
● Realize that persons have names
II. Subject Matter and Materials
Subject Matter: One’s name
Materials:
1. Nametags
2. Attendance Chart
15 mins III. Procedure
A. Activating Prior Knowledge
Ask the students to get their nametags from the attendance board.
Ask the students to identify the names of the characters / persons found on a
5. poster (pictures of famous people from day 1)
B. Presentation and Modeling
Let the students listen to a dialogue. You can use puppets drawings or a live
conversation etc.
Q: “Hello, my name is ___. I like name of famous person. What is your name?
A: “Hello, my name is _______. I like name of famous person . Nice to meet
you.
Generalization: Others have names too.
Teacher: Listen to the last sentence again. “Nice to meet you.” (clap for every
word said) How many claps did I make? Correct! I made four claps in that
sentence. That sentence has four words :)
25 mins
IV. Guided Practice
Play a game with the students where they will have to introduce themselves.
(See Appx. C2)
State Name Activity
a. Write each child’s name on a piece of piece of paper and put it in a box.
b. Prepare a “special hat” for the activity.
c. Pick a name from the box.
d. The child with the name chosen would have to go in front, wear
the “special hat” and introduce his/her name.
Hi, my name is ______________. I like name of famous person
Suggested
# of Mins
WEEK 1 – DAY 5 LESSON PLAN
I. Objectives
● Introduce one’s self to someone
● Realize that persons have names
II. Subject Matter and Materials
Subject Matter: One’s name
Materials:
Generalization: Sharing our names is part of making friends.
40 mins III. Post-Assessment
Bring the class out of the classroom to a place where there are a lot of people.
Instruct the students to introduce themselves to someone they don’t know and
get that someone’s name.
Use these sentences.
Hello, my name is __________.
7. QUARTER 3 - WEEK 2
Theme: Me and My Family
TARGET SKILLS:
At the end of the lesson the students should be able to:
Expressive Objectives:
● Appreciate that persons have names
● Realize that persons are grouped according to sex.
Instructional Objectives:
● Oral language: Listen and share about self
● Phonological Awareness: Recognize that sentences are made up of words
● Listening Comprehension: Listen and share about him/herself; Follow directions
● Vocabulary and Grammar: Recognize, identify, and give examples of naming words
(people)
Suggested
Number of
Minutes
WEEK 2 – DAY 1 LESSON PLAN
I. Objectives
● Recognize one's age
● Ask one's age
II. Subject Matter and Materials
Subject Matter: Name and Age; Naming Words of People
Materials: pictures, of family members, copy of the song, manila paper
20 mins.
III. Procedure
A. Activating Prior Knowledge
Ask the class about their age.
T: Who are 5 years old? Who are 6 years old? (students should be able to
raise their hand)
In our song today, let's find out how old s/he is.
B. Presentation and Modeling
Sing a song about age. (This can also be posted on the board.)
Age song:
I’m six! I’m six! I’m six years old today.
I’m six! I’m six! I love to sing and play.
I’m six! I’m six! I laugh and smile all day.
I’m six! I’m six! How old are you today?
Discussion Questions:
1. How old is the speaker? (six years old)
8. 2. What does s/he love to do?
3. What else does s/he do all day?
Show the class how to say “How old are you?” when asking about one's age
and answer “I am _____ years old.”
IV. Guided Practice
Teacher: Awhile ago, we asked the question “How old are you?” and answered
“I am 7 years old.”
The question “How old are you?” is a sentence. It is made up of words.
The teacher will clap for every word that she will say.
Teacher: How (clap), old (clap), are (clap), you (clap)
How many claps did you hear?
Students: 4
Teacher: There are 4 words in the sentence.
Now try to clap for every word that I will say in the sentence.
Student: How (clap), old (clap), are (clap), you (clap)
Teacher: “I am seven years old” is also a sentence.
As I read the sentence, clap for every word that you will hear.
Student: I (clap, am (clap), seven (clap), years (clap), old (clap).
Teacher: How many claps did you hear?
Students: 5
Teacher: There are 5 words in the sentence.
V. Objectives (Grammar)
● Recognize the names of people
● Recognize the age of different people
20 mins. VI. Procedure
Presentation & Modeling
Show different picture of people (members of the family) with different ages.
(picture of grandfather → 78 years old; picture of father → 35 years old; picture
of toddler → 2 years old)
T: Lola Gorio is 78 years old. Tatay Manny is 35 years old. Obet is 2 years old.
How old is ___________?
Generalization: We ask “How old are you?” to know the age of our friends or
family members.
9. Suggested
Number of
Minutes
WEEK 2 – DAY 2 LESSON PLAN
I. Objectives
● Say one's name and age
● Ask one's age
II. Subject Matter and Materials
Subject Matter: Name and Age; Naming Words of People
Materials: pictures of family members, bottle / spinner, worksheet for cake and
candle art
10 mins. IV. Guided Practice
There will be a game. Prepare a spinner. Ask the children to form a circle. Spin
the bottle/spinner. To whomever the bottle/spinner is pointing to (when it
stops), will be the one to ask the question “How old are you?” to the person
directly across him/her. The student who will answer will say “I am ____ years
old.”
10 mins. V. Independent Practice
Ask the students to do an art activity: Cake and Candle Art. Distribute a
worksheet that has the picture of a birthday cake. Have the students draw the number
of candles that they would have on their cake given their age. They may color/decorate
the worksheet when they are done drawing the candles.
10 mins. VI. Post Assessment
Ask the students to use their art work to introduce themselves in class.
“Hi! I am _____. I am ___ years old.”
VII. Objectives (Grammar)
● Recognize the names of people
● Recognize the age of different people
10 mins. VIII. Guided Practice
Show different pictures of family members. Students should be able to name
the family members (ex. Grandfather, mother, brother, etc.)
Suggested
Number of
Minutes
WEEK 2 – DAY 3 LESSON PLAN
5 mins. I. Pre-Assessment
Ask the boys to stand up. Then, ask the girls to stand up. (Students should be
10. abe to recognize one's sex when the teacher calls them.)
II. Objectives
● Recognize one's sex
● Group people into two groups (boys and girls)
III. Subject Matter and Materials
Subject Matter: Name and Age; Naming Words of People
Materials: copy of the song, CD for the song
20 mins. IV. Procedure
A. Activating Prior Knowledge
Group some of the students into 2 groups (boys and girls). Ask the students
why they were grouped that way.
T: In our song today, there are boys and girls.
B. Presentation and Modeling
Read the lyrics of the song: “Where are the boys & girls?” After reading the
lyrics, teach the tune of the song. Actions may also be added.
Where are the Boys & Girls
Where are the boys?
Here we are, here we are
How are you today, boys?
Very well, we thank you
Let's (stand up).
Where are the girls?
Here we are, here we are
How are you today, girls?
Very well, we thank you.
Let's (stand up).
Call 2 students to say their name and sex.
Boy: I am ____. I am a boy.
Girl: I am ____. I am a girl.
The teacher will ask the boys to say the sentence I am a boy.
Teacher: “I am a boy” is a sentence. It is made up of words.
Teacher: I (clap), am (clap), a (clap), boy (clap)
How many claps did you hear?
Students: 4
Teacher: There are 4 words in the sentence.
Teacher will ask the boys to say each word in the sentence while clapping.
11. Boys: I (clap), am (clap), a (clap), boy (clap)
Teacher: “I am a girl” is a sentence. It is made up of words.
Teacher: I (clap), am (clap), a (clap), girl (clap)
How many claps did you hear?
Students: 4
Teacher: There are 4 words in the sentence.
Teacher will ask the girls to say each word in the sentence while clapping.
Boys: I (clap), am (clap), a (clap), girl (clap)
15 mins. VI. Guided Practice
There will be a game. Different pictures will be shown. Students should be able
to group the pictures into 2 groups (boys and girls).
Suggested
Number of
Minutes
WEEK 2 – DAY 4 LESSON PLAN
I. Objectives
● state one's name and sex
● state one's age
II. Subject Matter and Materials
Subject Matter: Name, Sex and Age; Naming Words of People
Materials: ball, chart of pictures of people (boys and girls)
III. Procedure
A. Activating Prior Knowledge
B. Presentation and Modeling
15 mins. IV. Guided Practice
There will be a game. Ask the students to form a big circle. Teacher plays the
music (or children sing a song). Children will pass the ball around. When the
music stops, the child holding the ball will say his/her name, age and sex.
(Teacher may write the sentence stems on the board:
I am ______.
I am ____ years old.
I am a boy/girl.)
V. Objectives (Grammar)
● identify naming words of people
● group naming words according to their sex
15 mins. VI. Procedure
A. Activating Prior Knowledge
12. B. Presentation and Modeling
Show a chart of pictures of boys and girls (in the family).
Give the names of the pictures on the chart.
(boys: This is father. This is brother. This is grandfather.)
(girls: This is mother, This is sister. This is grandmother.)
10 mins. VII. Guided Practice
Give more examples of naming words of people (with pictures). Ask the
children to identify which column they belong to.
* Homework: Ask the students to find out the names of their family members.
Suggested
Number of
Minutes
WEEK 2 – DAY 5 LESSON PLAN
I. Objectives
● state one's name and sex
● state one's age
II. Subject Matter and Materials
Subject Matter: Name, Sex and Age; Naming Words of People
Materials: art materials for the puppet (yarn, socks, paper bags, etc.)
15 mins. III. Independent Practice
Prepare the materials for the Puppet Art. Distribute the materials to the students.
Guide the children in creating their puppets.
10 mins. IV. Post-Assessment
With the student's puppet, s/he will state his/her name, age and sex in front of the
class. “I am ______. I am ____ years old. I am a boy/girl.”
V. Objective (Grammar)
● give examples of naming words of people
● ask and answer questions about family members
15 mins. VI. Procedure
A. Activating Prior Knowledge
Let's find out the names of our family members.
B. Presentation / Modeling
Generalization: Our family members also have names.
Dialogue: T: Who is your brother?
S: My brother is Kuya Bert.
VIII. Independent Practice
Children will do a Pair-Share in asking and answering the names of their family
14. QUARTER 3 - WEEK 3
Theme: Me and My Family
TARGET SKILLS:
At the end of the lesson the students should be able to:
Expressive Objectives:
● Appreciate the colors in the environment
● Appreciate things in the environment
● Appreciate that singing songs and reciting rhymes can be fun
Instructional Objectives:
● Oral language: Listen and share about him/herself
● Phonological Awareness: Recognize words that rhyme
● Listening Comprehension: Listen and share about him/herself
● Vocabulary and Grammar: Recognize, identify, give examples and classify naming
words (things)
Suggested
# of Minutes
WEEK 1 – DAY 1 LESSON PLAN
10 mins. I. Pre-Assessment:
*Pre-assessment can be in oral or written form.
For oral pre-assessment:
The teacher will show different crayon cutouts. (A blue crayon cut-out, a
red crayon cut-out, a yellow crayon cut-out, etc)
S/he will ask the question, “What color is this?
Ask the children to identify the colors orally.
For written pre-assessment:
The teacher will give a worksheet. The worksheet will have around 5
illustrations of crayons.
The children will color each crayon according to what the teacher says.
ex. Color the first crayon “green”.
II. Objectives:
● Answer the question ‘What color do you like?”
● Identify different colors in the environment
● Appreciate the different colors in the environment
● Realize one’s favorite color
III. Subject Matter and Materials
Subject Matter: colors
Materials:
poem chart
10 mins.
IV. Procedure
A. Activating Prior Knowledge:
There are many different colors around us. Can you tell me some of the
colors that you know?
(Identify the different colors)
Among the colors that you have just shared, I like the color ______.
How about you? What color do you like?
15. In our poem today, let us find out the colors that the speaker likes.
10 mins.
B. Presentation and Modeling:
The teacher will teach the poem, “I Like”
I Like (Poem)
I like red.
I like blue.
I like yellow.
And I like you.
Teacher says:
Listen to the words blue and you. What do you notice? Do they sound alike?
Can you think of other words that sound like blue and you? How about true?
(yes) How about moo? (yes) How about red? (no)
What colors does the speaker like in our poem?
If somebody asks me the question, “ What color do you like?”
I can answer by saying, “I like the color yellow”
10 mins.
V. Guided Practice:
Dialogue with a student. Practice saying:
T: What color do you like?
S: I like the color red.
Suggested
# of Minutes
WEEK 3 – DAY 2 LESSON PLAN
I. Objectives:
● Ask and answer the question ‘What color do you like?”
● Identify the colors in the environment
● Appreciate colors int he environment
II. Subject Matter and Materials
Subject Matter: Colors
Materials:
1. Song Chart
2. Ball
3. Examples of things: board, pencil, chair, bag, eraser, paper, table, etc
5 mins III. Procedure
A. Activating Prior Knowledge:
Let us recite the poem, “I Like.”
Ask what colors the speaker likes.
Teacher says:
The speaker likes the color red. What other words can we think of the
16. sounds like red? I have a red bed. Does bed sound like red? (yes) How
about the name Ted? (yes). Ted said Yahoo! Does said sound like bed?
(yes) How about yahoo and red? Do they sound the same? (no)
5 mins B. Presentation and Modeling (Oral Language and Listening
Comprehension)
Teacher says:
If you want to know the favorite color of your friend, you can say:
“What color do you like?
If you want to tell what your favorite color is, you can say:
“I like the color _____.
5 mins V. Guided Practice:
The class will practice saying :
What color do you like?
I like the color _________.
The teacher can call on students who would like to share what their favorite
color is.
10 mins Application Activity
Play a “Pass the Ball Color Game” where in the students can take turns in
asking
“What color do you like?” and answering “I like the color______.”
Pass the Ball Color Game
The children will form a big circle. Two different colored balls (eg. red and
blue) will be passed around as the music plays.
When the music stops, whoever gets the red ball will ask the question
“What color do you like?” The player holding the blue ball will answer by
saying “ I like the color _____.”
5 mins Presentation and Modeling (Grammar)
We have shared the colors that we like.
Now, let us look for things that have the color we like.
I like the color yellow.
This is a pencil.
It is color yellow.
(The teacher will provide other examples. )
10 mins Guided Practice
The class will practice saying:
I like the color _____.
This is a _____.
It is color _____.
(examples of things: board, pencil, chair, bag, eraser, paper, table, etc)
Suggested
# of Minutes
WEEK 3 – DAY 3 LESSON PLAN
I. Objectives:
● Answer the question ‘What color do you like?”
17. ● Identify the colors in the environment
● Appreciate the colors in the environment
II. Subject Matter and Materials
Subject Matter: colors
Materials: paper and coloring materials
5 mins III. Procedure
A1. Activating Prior Knowledge
What is your favorite thing/toy?
5 mins B1. Presentation and Modeling (Oral Language and Listening
Comprehension)
Today, we are going to draw our favorite thing/toy using our favorite color.
(The students will watch as the teacher models how to do the art activity.)
10 mins C1. Guided Practice:
The students will draw and design their favorite thing (toy, book, etc) using
their favorite color.
(See Appendix B3)
5 mins Application Activity
The class will group their artwork according to colors.
The teacher will post different colors on the board.
Teacher will say:
Who likes red?
Those who like red, post your drawing on this side of the board (red
column).
(Do the same for the other colors. Guide the children in grouping the
artwork.)
5 mins A2. Presentation and Modeling (Grammar)
Now, let us talk about the things that you drew.
This is a ball.
It is color red.
(The teacher will refer to the other artworks. )
10 mins B2. Guided Practice
Practice saying “This is a _____. It is color _____.”
Call for volunteers to show and tell something about their artwork by
saying, “This is a _____. It is color _____.”
Suggested
# of Minutes
WEEK 3 – DAY 4 LESSON PLAN
I. Objectives:
● Identify other colors in the environment
18. ● Identify names of other things in the environment
● Appreciate the things in the environment
II. Subject Matter and Materials
Subject Matter: Colors and things in the environment
Materials: coloring page of a rainbow
5 mins IV. Procedure
A1. Activating Prior Knowledge:
Teacher says: Let us learn some new words today.
When I turn on the TV, a picture appears. What do you think does appears
mean? Yes, “appears” means “shows itself”.
Look outside. Do you see where the clouds are? What color can you see?
That blue that you see is called “sky”.
Some days, I look at the sky and a small bird appears (suddenly show a
bird in front. What do you think does appears mean? Yes, “appears” means
“shows itself”.
Sometimes I also see this when I look in the sky (show picture of a
rainbow). What do you think this is called? This is called a rainbow.
Have you ever seen a rainbow?
What are the colors that you can see in a rainbow?
5 mins B1. Presentation and Modeling (Oral Language and Listening
Comprehension)
Today, we are going to sing a rainbow song.
Rainbow Song
How many colors does a rainbow have
Each time it appears in the sky
Red, orange, yellow and green
Blue and indigo
The last one’s violet
5 mins C1. Guided Practice:
What are the colors of a rainbow?
(Let the children identify each color.)
10 mins
D1. Application Activity
The children will color a picture of a rainbow. The teacher may opt to ask
the children to put cotton/tissue/white crepe paper on both ends of the
rainbow to serve as clouds.
(See Appendix B4)
19. 5 mins
A2. Presentation and Modeling (Grammar)
The teacher will post a sample artwork on the board.
The teacher will point at it from afar and will say:
What is that?
That is a _______.
Let us talk about other things around us.
(The teacher will post pictures of other things on the board. S/he will
introduce each by saying: That is a/an __________)
10 mins B2. Guided Practice
(The class will practice saying, “That is a/an ______________.” )
Let us go outside and talk about other things around us.
(The class will go outside. Have the children identify the names of the
things around them by saying, “That is a/an ________.”
Suggested
# of Minutes
WEEK 3 – DAY 5 LESSON PLAN
I. Objectives:
● Identify other colors in the environment
● Identify names of other things in the environment
● Appreciate colors and things in the environment
II. Subject Matter and Materials
Subject Matter: Colors and things in the environment
Materials: song chart, worksheet with coloring illustrations of a cap, a book,
a shirt, a table, a leaf
5 mins III. Procedure
A. Activating Prior Knowledge:
Let us sing the “Rainbow Song.”
Teacher says:
What words have the same sound as rainbow? How about row? Do they
have the same sound? (yes) How about low? (yes) How about go? (yes)
How about no? (yes)
Students may also give other words that sound the same as rainbow.
5 mins B. Presentation and Modeling:
Today, we are going to play a game “Touch the Color”
(The children will watch and listen as the teacher explains the game.)
( See Appendix C2)
10 mins IV. Post assessment (Oral language):
20. The teacher will say “Touch the color _____.” The children should be able to
touch an object that corresponds to the given color.
10 mins
Presentation and Modeling
Let us color the pictures on this paper.
(The teacher will show the class how to answer the seatwork.)
10 mins IX. Post Assessment (Grammar)
Listen as the teacher tells which color to use for each object.
Color the book red.
Color the cap green.
Color the shirt yellow.
Color the table blue.
Color the leaf orange.
21. QUARTER 3 – WEEK 4
Theme: Me and My Family
TARGET SKILLS:
At the end of the lesson the students should be able to:
Expressive Objectives:
● Realize that there are different kinds of food that can be eaten
● Appreciate that one can eat different kinds of food
Instructional Objectives:
● Oral language: Listen and share about self
● Phonological Awareness: Recognize, distinguish and supply rhyming words
● Listening Comprehension: Listen and share about self
● Vocabulary and Grammar: Recognize, identify, and give examples of naming words
(things/food items)
Suggested
# of Mins
WEEK 4 – DAY 1 LESSON PLAN
5 mins
I. Pre-Assessment
The teacher will ask the children to look at the pictures and encircle all the food
items that one likes.
II. Objectives
● Identify the names of different fruits one likes
● Identify a fruit that one likes
● Identify the names and colors of different fruits
III. Subject Matter and Materials
Subject Matter: Identifying names and colors of different fruits and fruits that
one likes
Materials: word cards for unlocking, pictures of different fruits
5 mins IV. Procedure
A. Activating Prior Knowledge
The teacher will unlock the word tummy.
The teacher will hold his/her tummy and ask the students to hold their tummy.
“Where is your tummy? Can you touch your tummy?”
Ask the children to say the word tummy again. Then say another word that has
the same ending sound as tummy, for example: mommy.
“Tummy has the same ending sound as mommy.”
“Let’s say the words again, tummy, mummy. What same ending sound of these
words can you hear?”
Students: -my
Give 2 more examples of words and ask the students if it has the same ending
22. sound as tummy.
The teacher will post pictures of fruits on the board and ask the children to look
at them. The teacher will ask the question, “What do you see on the board?”
“These are fruits. Now let’s listen to a song about fruits.”
15 mins
B. Presentation and Modeling
The teacher will sing a song about fruits.
Alright, we are going to sing a song today about fruits. The title of the song is
The Food Song by Mrs. Jones.
(The tune of the song is Skip to my Lou)
I like *fruits, yes, I do.
I like fruits, yes, I do.
I like fruits, yes, I do.
And my tummy loves them, too.
(You can change the word fruits to different kinds of food like *fruits, bananas,
mangoes, pineapple, melon, star apples, oranges etc.
The teacher will ask the children to look at the pictures of different fruits on the
board. The teacher will ask the children to listen and watch as she says, “I like
bananas.” The teacher will introduce different fruits,
T: What fruit is this? T: This is a/an _________. It is color ________. I like
_________.
10 mins
V. Guided Practice
Have the children respond accordingly as you show or mention different foods.
Ask the children to go in front and answer the question:
T: What fruit is this?
S: This is a/an ___________, It is color ________. I like __________.
Note that the objects should be near the 2 speakers.
5 mins
VI. Independent Practice
Do a food choice activity entitled “Thumbs Up, Thumbs Down”.
“Alright, we will have an activity called Thumbs Up and Thumbs Down.”
Have the children sit in a circle and practice the thumbs up and thumbs down
response. Then have the children respond accordingly as you show or
mention different foods.
23. Examples of food: atis, apple, spaghetti, bread, donut, hamburger, banana
Suggested
# of Mins
WEEK 4 – DAY 2 LESSON PLAN
I. Objectives
● Ask and answer the question “What fruits do you like?”
● Identify the name and color of different fruits
II. Subject Matter and Materials
Subject Matter: Asking questions and identifying the name and color of
different fruits.
10 mins
III. Procedure
A. Activating Prior Knowledge
The teacher will ask the children to recall the Food Song.
20 mins
B. Presentation and Modeling
1. Ask the children to listen and watch the dialogue.
“What fruits do you like?”
“I like _________. ”
2. Present different kinds of fruits.
Ask the children to listen as he/she identifies the name and color of different
fruits.
“This is ________. It is color ________.”
3. Ask the children to watch and listen to the dialogue.
“This is a/an_________. It is color _________. I like __________.”
10 mins
IV. Guided Practice
The teacher will play a game about the fruits that one likes. Have the children
answer the question, “What fruits do you like?” Have the children practice
asking and answering, What fruit is this?
This is a/an __________. It is color __________. I like ___________.
Suggested
# of Mins
WEEK 4 – DAY 3 LESSON PLAN
I. Objectives
● Identify the names of different vegetables that one likes
● Identify names and colors of different vegetables
II. Subject Matter and Materials
24. Subject Matter: Identifying names and colors of different vegetables
Materials: a big picture of a mouth opened and a mouth closed, pictures of
different food
10 mins
IV. Procedure
A. Activating Prior Knowledge
Ask the children to recall the Fruit/Food Song.
Alright, can you still remember the Fruit Song we sang?
Let’s sing it again.
The Food Song by Mrs. Jones.
(The tune of the song is Skip to my Lou)
I like *fruits, yes, I do.
I like fruits, yes, I do.
I like fruits, yes, I do.
And my tummy loves them, too.
10 mins
B. Presentation and Modeling
Have the children sing the “Food Song” using vegetable names.
(eg I like pechay, yes I do.)
Have the children listen and watch a dialogue:
“What vegetables do you like?”
“I like ______________.”
Have the children listen and watch the dialogue: T: What vegetables do you
like? I like ___________. Ask the children to listen;
T: This is a carrot. IT is color ___________.
10 mins
V. Guided Practice
Have the children practice asking and answering the question; “ What
vegetables do you like? I like __________. Have the children practice saying
“This is a _______. It is color _______.
10 mins
VI. Independent Practice
Have the children do a vegetable activity “I Like!”
The Teacher will hang up a picture of an open mouth on one side of the room
and sealed lips on the other side. A food picture will be shown in every round.
Have the children who really love that food stand close to the open mouth
picture. The children who do not like the food stand close to the sealed lips.
While the children who neither like the food nor do not like it stand somewhere
in between. Gather the students and play a game.
25. Suggested
# of Mins
WEEK 4 – DAY 4 LESSON PLAN
I. Objectives
● To be able to identify other kinds of food that one eats.
● To be able to identify names and colors of fruits and vegetables.
II. Subject Matter and Materials
Subject Matter: Identifying other kinds of food and names and colors of fruits
and vegetables.
Materials:
5 mins
III. Procedure
A. Activating Prior Knowledge
Unlock the following meaning of the words
*munch (demonstration)- Show the class how to munch. The girls munch on
some banana chips while watching the television. Who can show me how it
looks like when you are munching on something.
* lick- (demonstration)- Show the class how to lick. Ria is licking the ice cream
he bought. Can you show me how to lick.
* quick- (demonstration) Show the class how to be quick. I am quick when I
run. I am slow when I walk. Are you quick when you run? Who can show me?
15 mins
B. Presentation and Modeling
Have the children recite a poem about food entitled:
“I Eat”
I eat carrots-
crunch, crunch, crunch
I eat apples-
munch, munch, munch
I eat mango ice cream
lick, lick, lick
But I eat bananas
quick, quick, quick!
Ask the children to identify a vegetable in the poem. - carrot
“ Let’s say the word carrot again. Now can you say parrot. Does it have the
same ending sound as parrot? carrot-parrot ”
Ask the children to identify the same ending sound in the words carrot and
parrot.
Give other words and ask the children to identify if it has the same ending
sound as the carrot.
The teacher may ask the chilldren if the fruits(apple, mango, and banana) in
the poem rhyme with the word parrot.
Have the children watch and listen to a dialogue:
“What fruit or vegetable do you like? I like _______.”
10 mins IV. Guided Practice
26. Have the children practice asking and answering the question, “What fruit or
vegetable do you like? I like _________.”
10 mins
V. Independent Practice
Gather the students and play a game “I like _________.”
Suggested
# of Mins
WEEK 4 – DAY 5 LESSON PLAN
I. Objectives
● Identify one’s favorite fruit and vegetable.
● Identify names of different foods.
I. Subject Matter and Materials
Subject Matter: Identifying favorite fruits and vegetables and names of
different foods
Materials: seatwork, paper for art activity
5 mins
V. Guided Practice
Ask the children to listen to the directions of the art activity.
35 mins
VII. Post Assessment
1. Give a sample item before letting the students answer the seatwork. Show a
picture of a food. Ex. carrot
Alright, look at the picture of the food on the board. Is this a food? A carrot is a
food. If it is a food, then let us color the picture of the carrot.
After giving the papers, ask the students to look at all the things, then identify
and color only the food.
2. Give each student a piece of paper. Ask them to draw and color their favorite
fruit and vegetable.
27. QUARTER 3 – WEEK 5
Theme: Me and My Family
TARGET SKILLS:
At the end of the lesson the students should be able to:
Expressive Objectives:
● Realize that we have body parts that can do many things
● Appreciate that singing songs and reciting rhymes can be fun
Instructional Objectives:
● Oral language: Listen and share about him/herself
● Phonological Awareness: Recognize words that rhyme
● Listening Comprehension: Listen and share about him/herself; Follow directions
● Vocabulary and Grammar: Recognize, identify, and give examples of naming words
(body parts)
Suggested
Number
Minutes
WEEK 5 – DAY 1 LESSON PLAN
10 mins.
I. Pre-Assessment:
Conduct a game of “Touch Your Body Part”
Have the class point to a body part
ex. Can you touch your nose?
II. Objectives:
● Recognize parts of the body
III. Subject Matter and Materials
Subject Matter: Body Parts
Materials: body parts puzzle, song chart
10 mins.
IV. Procedure
A. Activating Prior Knowledge:
Ask the children to form a puzzle of a boy and a girl using different body parts
(paper cut-outs)
5 mins.
B. Presentation:
Sing a song about the parts of a body
Clap your Hands
Clap your hands
Touch your toes
Turn around
Put your finger on your nose
Flap your arms
Jump up high
Wiggle your fingers
And reach for the sky.
15 mins.
C. Modeling
Name the parts of the body
ex. These are my fingers. Can you show me your fingers?
V. Guided Practice:
28. Let the children show their own body parts
Discussion Questions:
● What can we do with our hands (toes, nose, arms, etc.)?
● What do you feel when you clap?
● When do you usually clap?
Suggested
Number
Minutes
WEEK 5 – DAY 2 LESSON PLAN
I. Objectives:
● Identify the parts of the body
II. Subject Matter and Materials
song chart, twister mat
5 mins.
III. Activating Prior Knowledge
Sing the song about the parts of the body
“Clap your hands”
5 mins.
IV. Presentation
Explain the rules of the Body Game
a. Teachers says: “Touch your part of the body.”
Ex. Touch your feet. (Children should be able to touch their feet.)
b. Teacher checks if the students are able to touch the correct part of the body
mentioned.
5 mins.
V. Modeling
Demonstrate the rules of the game. Show the students how the game is played.
10 mins.
VI. Guided Practice:
Guide the children as they play the game. Make sure that they touch the correct
body part mentioned.
15 mins.
VI. Independent Practice: Twister
Explain the rules of the activity
1. Divide the class into 2 groups. (or more depending on size of class)
2. Lay a Twister mat on the floor.
*Twister mat is divided into squares. Each square has a different color. There
should be at least 2 squares with the same color.
3. Give directions that will use names of body parts and colors.
ex. Put your right hand on the color yellow.
Put your left knee on the color blue.
4. Each player should be able to follow accordingly.
Suggested
Number
Minutes
WEEK 5 – DAY 3 LESSON PLAN
I. Objective:
● Name the parts of the body
● Act out what each body part can do
29. II. Subject Matter and Materials
sentence stem strips
5 mins.
III. Modeling
Review the part of the body by using the sentence stem
This is my ____________. (show the body part referred to)
I can ______ (act out).
Let some students tell about the parts of their bodies using the sentence stem
This is my ____________. (show the body part referred to)
5 mins.
IV. Guided Practice
Have a Pair-Share Activity
1. Divide the class into pairs.
2. Ask the children to share about the body parts they know by facing their partner
and using the sentence stem
This is my ____________. (show the body part referred to)
I can _______________ (act out).
20 mins.
V. Independent Practice
Let a student be the leader for the body game.
a. Student says: “Touch your part of the body.”
Ex. Touch your feet. (Classmates should be able to touch their feet.)
b. Teacher checks if the students are able to touch the correct part of the body
mentioned.
Suggested
Number
Minutes
WEEK 5 – DAY 4 LESSON PLAN
I. Objectives:
● Name the parts of the body
● Identify uses of the body parts
● Identify words that rhyme
II. Subject Matter and Materials
copy of the song
5 mins. III. Activating Prior Knowledge
Let the children answer the question, What can our body parts do?
30. List them on the board.
10 mins.
IV. Presentation
Sing a song about what are body parts can do.
Our Body Parts (to the tune of “Twinkle, Twinkle”)
We use our legs when we walk.
We use our mouths when we talk.
We use our hands when we write.
We use our teeth when we bite.
With each part, we can do a lot.
Let's be proud of what we've got.
*Check which of the things on the list written earlier were mentioned in the song.
10 mins.
V. Modeling:
Share about the the different things we do with our body
ex. T: “We use our legs when we walk. We use our hands when we write.”
Show the class what each body part can do
10 mins.
VI. Independent Practice
Let the children answer which body part you refer to by giving the things it can do.
Ask them to do the action.
T: What body part do we use to nod?
S: head
T: Can you show me how to nod our heads? (students nod their head)
5 mins.
VII. Assessment/ Evaluation Activity
Play the Body parts game again and check if the students will be able to touch the
correct body part you refer to
Suggested
Number
Minutes
WEEK 5 – DAY 5 LESSON PLAN
I. Objectives:
● Identify ways to take care of the body
● Realize that our body parts can do many special things and that we
should take care of them
II. Subject Matter and Materials
pictures which show ways to take care of the body
10 mins. III. Presentation
Sing a song about taking care of the body.
This is the Way (song)
This is the way we
brush our teeth 3x
This is the way we brush our teeth
So early in the morning
This is the way we
comb our hair 3x
31. This is the way we comb our hair
So early in the morning
This is the way we
take a bath 3x
This is the way we take a bath
So early in the morning
10 mins.
IV. Guided Practice
Show pictures of things we do with our body. Some show how to take care and
some do not. Post them on the board.
Let the children identify which pictures show ways to take care of the body and
which do not.
5 mins.
V. Independent Practice
Act out the ways to take care of the body
ex. taking a bath, brushing the teeth
15 mins.
VI. Post Assessment/Evaluation Activity
Provide a worksheet for the children to answer.
Instructions: Color the pictures that show how to take care of the body