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The document provides details of an English lesson for grades 6-7 on adverbs of frequency. The 20-minute lesson aims to teach students how to talk about their daily routines using adverbs of frequency. It includes a warmer activity asking students how often they do various leisure activities. New vocabulary related to hobbies is then introduced and example sentences are provided using adverbs of frequency. A controlled exercise has students fill in blanks with adverbs of frequency. Homework of a gap-fill worksheet is assigned.
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This document provides a lesson plan for a primary school English class focused on teaching adverbs of frequency. The 80-minute lesson will begin with a warm-up revising simple present tense. Students will then watch a video introducing adverbs of frequency and complete activities practicing their use. Examples include writing sentences about personal routines and choosing adverbs to complete sample sentences. To conclude, students will play a game using cards with adverbs to create original sentences. The teacher aims to develop writing, speaking, and understanding of adverbs through varied activities engaging different learning styles.
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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.
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This document provides a lesson plan for a primary school English class focused on teaching adverbs of frequency. The 80-minute lesson will begin with a warm-up revising simple present tense. Students will then watch a video introducing adverbs of frequency and complete activities practicing their use. Examples include writing sentences about personal routines and choosing adverbs to complete sample sentences. To conclude, students will play a game using cards with adverbs to create original sentences. The teacher aims to develop writing, speaking, and understanding of adverbs through varied activities engaging different learning styles.
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Lesson plan 11 octavo basico adverbs of frequency
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.
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Ppp lesson plan format (listo
1) The document outlines a lesson plan about using adverbs of frequency to describe daily routines.
2) It includes the aim, which is for students to describe daily routines using adverbs of frequency orally and in writing.
3) The procedures include introducing vocabulary through pictures, watching a video example, practicing sentence structures in pairs, and doing a role play activity where students take turns being the doctor or patient.
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1 lesson plan
This lesson plan aims to teach students how to speculate about present facts of a person using modal verbs like can't, could, must, should, may, and might. The plan includes three stages: a presentation where the teacher models speculation and examples are provided, a practice with an exercise in their workbook, and a production stage where students work together to write speculations about the teacher's life. The plan is for an 81 minute English class of 30 high school students and includes interaction between the teacher and students as well as collaborative group work.
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How to teach pronunciation
This document provides information about teaching pronunciation to English language learners. It discusses the importance of teaching phonemic symbols, phonetic alphabets, and diphthongs. Specifically, it defines diphthongs as sounds produced from two vowels paired together, lists the 8 most common diphthongs in English with examples, and explains how diphthongs can appear in initial, medial, or final positions in words. It also discusses the schwa sound and how it is used in unstressed syllables and function words. Finally, it notes that teachers should be aware of pronunciation challenges faced by students from different language backgrounds but should stay loyal to their own pronunciation.
Lessons plans
This document provides information about a unit plan for an English teaching practicum. The unit focuses on teaching the verb "to be" in present tense.
The unit has three lessons that introduce and practice using the verb "to be" in affirmative, negative, and interrogative forms. Lesson plans include warm-up games, modeling sentences, student practice writing and speaking sentences, and feedback activities.
Assessments include having students write sentences using professions and pronouns as well as drawing pictures and creating sentences using vocabulary from the unit. The overall goals are for students to understand and use the verb "to be" to talk about themselves and describe people and things.
Pronunciation Games:Fun and Effective
This document describes various games to help students practice different aspects of pronunciation, including games focused on the International Phonetic Alphabet (IPA), word endings, word stress, blending, rhythm, reductions, and intonation. The games include card games like Go Fish and Connect Four using IPA symbols, as well as other activities using songs, roleplays, and physical movement to highlight pronunciation patterns. The goals are to help students learn phonetic symbols, distinguish different sounds, identify stress and intonation patterns, and improve their production of connected speech features.
Using words you know
The document describes a reading instruction activity where students are taught to group words according to their spelling patterns. Students are shown words by the teacher and asked to put them into the correct quadrant of a chart divided into four sections based on similar spelling patterns. This helps students learn to decode and spell new words using rhyme and word patterns. The activity is meant to be done competitively in groups and can incorporate student-generated words in addition to teacher-provided words.
Less.plan iii term 7-plan consolidation open lesson
This document contains a lesson plan for an English class about animals. The objectives are for students to name animals, produce a project about animals, and read and write. The lesson includes a warm-up activity where students name animals on flashcards, singing songs about pets, a matching exercise identifying big and small animals, making a craft of a pet shop with drawn animals, a bingo game about animals, and a final activity where students whisper animal names to each other.
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Less.plan iii term 7-plan consolidation open lesson
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This document provides a detailed lesson plan for a Grade 6 English class focusing on identifying adverbs and their different types. The objectives are for students to identify adverbs in sentences and differentiate between types of adverbs. The lesson plan outlines teacher and student activities including a spelling exercise, phonics drill, reading conversation examples to identify adverbs, and explaining the four types of adverbs - time, place, manner, and frequency. Students practice identifying adverbs, their function, and classifying them according to the four types through example sentences.
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This lesson plan aims to teach students about different types of adverbs. It begins with an introduction to adverbs through analysis of song lyrics and examples. Students then watch a video explaining how adverbs modify verbs, adjectives, and other adverbs. The lesson identifies five types of adverbs: manner, place, time, frequency, and degree. Activities include students creating their own sentences using different adverbs and acting out phrases to demonstrate understanding. The goal is for 100% of students to be able to describe, use, and differentiate adverbs by the end of the lesson.
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This document discusses the use of gerunds after certain verbs like "like", "love", "don't mind", "dislike", "don't like", "hate", "enjoy", and "prefer". It explains that gerunds are formed by adding "-ing" to the base form of a verb. It provides examples of sentences using gerunds after these verbs, such as "I dislike reading books" and "Do you like travelling?".
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Adverbs can modify verbs, adjectives, other adverbs, and sentences. They usually appear immediately before the word they modify or at the end of a clause or sentence. Some common types of adverbs include adverbs of place and time, frequency, expectation, focus, degree, manner, viewpoint, and comment. Adverbs have different positions depending on their function and can change the focus and meaning of a sentence.
Likes & Dislikes
The document lists various foods and dishes that different people and groups like and dislike. It provides examples of individual preferences such as one person liking apples and milk but disliking tea and coffee. Group preferences are also included, for example a group liking pizza and football but disliking fries and lettuce. The document then asks questions about whether certain foods are liked or disliked and provides sample responses.
Adverbs of Frequency: English Language
The document discusses the use of frequency adverbs in the present simple tense. It provides examples of common frequency adverbs like always, usually, often, sometimes, and never and how they are placed before the main verb. It then has students complete sentences using frequency adverbs based on a table of activities people do. Finally, it has students write sentences about their own routines using frequency adverbs.
Expressing likes and dislikes
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Frequency Adverbs 1
This document discusses adverbs of frequency and their usage. It provides examples of common adverbs of frequency like always, usually, often, sometimes, rarely and never. It explains that adverbs of frequency come after verbs like "be" and usually come before other verbs. It also notes that usually and sometimes can come at the beginning or end of sentences. The document includes practice exercises asking learners to use adverbs of frequency to describe their study habits and for asking questions about frequency using "how often".
Expressing likes, dislikes and hobbies
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Lesson plan adverb of manner
Adverbs of manner modify verbs to describe how an action is performed. They are usually formed by adding -ly to adjectives and placed after verbs or objects. Common adverbs include well, fast, hard, and early. Adverbs of manner can come before or after verbs but must follow objects. In passive sentences, adverbs precede past participles.
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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.
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The document provides a lesson plan for an English class on the topic of jobs. The 45-minute lesson is for a group of 20 beginner level students aged 15-20. It includes objectives to have students name different jobs using the structure "What do you do?", practice pronunciation, and produce questions and answers about jobs. The lesson uses techniques like silent way, audio-lingualism and role plays. It assesses students' performance and provides homework assignments.
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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.
50minutelessonplantemplate
1) The lesson plan is for a 45-50 minute English class focusing on body part vocabulary.
2) The teacher's goals are to reduce slang usage, limit talking time, and improve instruction delivery.
3) Students will be able to lead each other in a game of Simon Says using target vocabulary words like head, arm, shoulder, and foot.
4) A variety of activities are outlined to present, practice, and produce the vocabulary including a matching worksheet, fill-in-the-blank sentences, and a Simon Says game.
Plan 4
This lesson plan is about teaching animals and actions to young English learners. The teacher will revise animals and actions taught in previous classes through a warm-up activity where students match pictures and words. Students will then watch videos of birds in England and identify mallards, geese, and swans. They will practice writing sentences about what each bird can and cannot do by completing a chart in small groups. The goal is for students to recognize vocabulary and develop listening, speaking, and writing skills.
Lesson plan
The lesson plan aims to teach 15 students between ages 9-14 how to use the structure "There is/There are (not)" to describe classroom objects. The 60 minute lesson involves warm up activities like a bingo game using the alphabet. Students will then watch a video on classroom objects and practice describing objects using the target structure. Later, students will work in pairs to fill out worksheets asking about various objects. Finally, the lesson wraps up with a spelling game and word search before homework is assigned.
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Giáo viên. Thầy cô vào mục Tiếng Anh 5. Thầy cô nhấn vào biểu tượng tải xuống là thầy cô có ngay giáo án chuẩn. Chúc thầy cô vui vẻ!
Blp
This document outlines a 60-minute English lesson plan for a 5th grade low-intermediate class. The content objective is for students to describe their daily routines and provide advice using frequency adverbs and modal verbs. In-class activities include introducing daily routine vocabulary, filling in a worksheet while listening, and asking each other "How often" questions. Students also match adverbs to sample sentences and ask classmates questions to check comprehension. A post-class voice thread activity reinforces the vocabulary, grammar, and ability to provide advice in comments. The goal is for students to improve describing routines and discussing habits using appropriate language structures.
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This document provides a lesson plan for a primary school English class. The lesson aims to help students develop their communicative skills by asking and answering questions about routines using the interrogative word "How often" and adverbs of frequency. The 80-minute lesson includes a warm-up activity revising adverbs of frequency by watching a video. Students then practice the new target language of "How often" questions through copying examples, asking each other questions, and completing exercises in their workbooks and coursebook. The teacher uses a PPP approach and ICT such as a video to engage students and assess their understanding of asking and answering "How often" questions.
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This document outlines a lesson plan using the PPP model to teach English as a foreign language. The lesson introduces adverbs of frequency to describe daily routines. Students will first listen to an audio about teenagers' hobbies and habits. They will then write about and discuss their own daily routines using adverbs of frequency. Finally, students will work in pairs to describe people's jobs based on their routines and habits using target language. The goal is for students to learn to use adverbs of frequency to talk about repeated actions.
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The document provides a lesson plan for a 10th grade English class on the topic of music. It includes details of the class, objectives to understand the roles and vocabulary of music, and a procedure consisting of warm-up activities, pre-reading vocabulary instruction and tasks, while-reading true/false and multiple choice exercises, and a post-reading discussion. The lesson plan aims to develop students' reading skills and enrich their music vocabulary through various group and pair activities over a 45 minute period.
MDD 2 & 3
Students learned about giving advice using the modal verb "should".
The teacher presented examples such as "You should get a part time job" and "You should pay attention in class".
Students then practiced rearranging sentences using the structure Subject + Should + Verb + Complement.
As a production activity, students worked in pairs to write three pieces of advice each for three teenagers with problems, using "should".
Ms1 sequence 3 me & my daily activities
Salam,
MS1 level ; Sequence 3 - Me & My daily activities ( Part 1)
The Sequence is planned with PPU speaking lessons and PIASP teaching grammar and pronunciation items
Good luck
By Mr Samir Bounab ( teacher trainer at MONE)
the links
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This lesson plan aims to help students comprehend information about daily schedules from audio recordings. The teacher will elicit students' prior knowledge of daily routines and vocabulary. Students will then listen to recordings and complete tasks like ticking words they hear and ordering sentences. The teacher will monitor students and check their understanding. As homework, students must create a poster about their own daily schedule and present it in the next class.
Sdl lesson plan (1)
This lesson plan aims to help students comprehend information about daily schedules from audio recordings. The teacher will elicit students' prior knowledge of daily routines and vocabulary. Students will then listen to recordings and complete tasks like ticking words they hear and ordering sentences. The teacher will monitor students and check their understanding. As homework, students must create a poster about their own daily schedule and present it in the next class.
Blp
This document outlines a 60-minute English lesson plan for a 6th grade elementary class at a low-intermediate level. The content objectives are for students to be able to discuss their daily routines and provide advice using frequency adverbs and modal verbs. Key vocabulary like "constipation" and "injection" will be introduced. During the lesson, students will listen to descriptions of routines, fill in blanks, ask questions using frequency adverbs, and exchange advice papers. Post-class activities include an interactive voice thread activity to review vocabulary, grammar, and giving advice. The goal is for students to improve their ability to discuss daily routines and provide suggestions to others.
The ms1 level "daffodil teacher's guide" by mr samir bounab
The “daffodil MS1 teacher’s guide “is designed for the teachers dealing with Middle School level 1 ,
The guides deals with how to plan lessons accroding to the 2nd Generation Curriculum program March 2015,
The guide takes into account ; The CBA – competency based approach principles ; Introducing the project work & the principle of the “4 learning situations” ( initial problem solving situations , input situation ( PPU speaking lessons , PDP reading & listening lessons followed by “inductive teaching grammar lessons using my ow teaching method “PIASP =( presentation – isoalation – analysis- stating rule – practice ), the third leanring situation “ situation of integration “ splet into “2” sessions “ learning integration & assessing integration”
The Daffodil MS1 teacher’s guide “ contains “4” sequences lesson plans
Each sequence is planned as follows ;
Planning sequence which states all the lessons that sequence contains
Guided sheet of “lesson focus”which details all what a lesson deals with :
Learning objectives ( fucnction – grammar – vocabulary related to – teaching sounds – type of tasks )
Aim of the lesson and the needed material
The 2G principles: “teaching values & cross curricular competencies”
Hope the “ daffodil MS1 teacher’s guide will be of some help for the teachers dealing the first time with the 2G program,
Mr Samir Bounab ‘ teacher trainer”
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- 1. Diploma in TESOL 2013 PreparedbyAzra Ilyas Lesson Details Lesson : : Adverbs of frequency Class : Grade 6-7 Date : 31-1-2013 Time: 20 MINUTES Materials Needed : Whiteboard , markers ,overhead projector ,chart,flashcards Lesson Objectives : Talking about your dailyroutine usingAdverbs offrequency Skills: Listening, writing, speaking, reading. Lesson Aim : Warmer: Teacher introduces the topic “leisure activities” to the students asking “ How often do you do…” using a variety of activities they already know e.g. playing football Surfing on internet go for a walk etc? Lead-in: Elicit new vocabulary using PPT.(5mins) Prodedure: Write a list of words (vocabulary of hobbies) on the board, explaining the meaning. Ask the students what they like or dislike from the list. (T-S 5 mins) Now that the vocabulary is introduced, start to write sentences including adverbs of frequency related to hobbies. (e.g. I usually watch television.) Ask concept questions to check understanding. (S-T T-S-T 5 mins) Write sentences on the board about the new vocabulary introduced and then tell
- 2. Diploma in TESOL 2013 PreparedbyAzra Ilyas them to say chorally to check pronunciation. Controlled practice : Conduct a controlled exercise (there are several sentences and the students need to fill in the gaps using the words provided). Example: __________ I watch television. a) Always b) Sometimes c) Never d) Regularly After that, ask students to do peer-correction. (T-S-S 6 mins) Homework: Set worksheet with gap-fill exercises. (T-S 5 min)
- 3. Diploma in TESOL 2013 PreparedbyAzra Ilyas ADVERBS OF FREQUENCY Name:___________ Class :___________ REWRITE THE SENTENCES WITH THE FREQUENCY ADVERBS IN THE BLANKS Mr. Abdullah gets up at 6:30. (always) She plays the flute.(sometimes) ----------------------------------------------- --------------------------------------------------------- I walk my dog in the park. (often) He readsan Englishstory book. (rarely) ---------------------------------------------- ---------------------------------------------------------
- 4. Diploma in TESOL 2013 PreparedbyAzra Ilyas Saif doesn'tplaycomputer games. (never) Rima goesto bed early.(always) ---------------------------------------------- --------------------------------------------------------- Our dog doesn'teat spinach. (never) Mohannad swimsin their swimmingpool.(often) ---------------------------------------------- --------------------------------------------------------- I eat my lunchin the cafeteria.(sometimes) She walks to school.(usually) ---------------------------------------------- ---------------------------------------------------------