Download to read offline
![T: What TV programmes did you write? Did somebody write a cartoon? Yes? Who?
STS: (Some children raise their hands)
T: Lucia, what cartoon do you watch?
ST1: Phineas and Ferb
T: Ok, and what do you think about it? Do you think it is boring? Or interesting? Or maybe
funny?
ST1: I think it is funny
(The same is doing with those students who put their hand up)
T: did somebody write the news?
STS: (Some children put their hand up)
T: Ok, Do you watch the news?
ST2: No, my father
T: Ok, and what do you think about it? Do you think it is exciting? Or boring? Or
interesting?
ST2: I think it is boring
(The same is doing with the other TV programmes)
T: Look at this! (Pointing a digital clock) it is seven o’clock.What TV programmes do you
watch at seven o’clock?
STS: I watch cartoons… My father watches the news… I watch music video…
[We keep practising the same kind of time (o’clock)]
Presentation (10’min):
Purpose:
To expose learners to the target language
To improve their listening and cognitive abilities
Teaching strategies:
Do movements, miming or use pictures for understanding
Use motivational phrases to keep learning
Skills:
Listening ability
Cognitive and visual abilities
Description and instructions:
Pupils will listen to some kids talking about TV programmes and the time they watch
those programmes. First I’ll paste a poster about the time on the wall just to help pupils if
they do not remember the time. Then I’ll write a list of different times on the board, and
I’ll ask children “what time is it?” Students must come at the front, choose a paper strip
where there is a digital clock and paste it on the correct time. Once they Finished, They
write the task on their folder and then I’ll play the audio once. Then we’ll check with the
audio i.e. I’ll pause it every time “the time” is told and I’ll ask them “what time did he/she
say?”](https://image.slidesharecdn.com/young-tpd2018-lessonplans-class2-primary-passed-181114134643/85/Lesson-plans-class-2-4-320.jpg)
More Related Content
Similar to Lesson plans, class 2
More from antonella3218
Lesson plans, class 2
- 1. I.F.D.C. LENGUAS VIVAS TALLERDE PRÁCTICA DOCENTE Tutora: Aurelia Velázquez ALUMNO RESIDENTE: Antonella Young Período de Práctica: Primaria Institución Educativa: Colegio Sagrado Corazón Dirección: Pellegrini 389 Sala / Grado / Año - sección: 6to grado Cantidad de alumnos: 12 Nivel lingüístico del curso: Flyers (A1) Tipo de Planificación: Clase Unidad Temática: The time Clase Nº: 2 Fecha: 02/08/2018 Hora: 9.45 – 10.35 hs Duración de la clase: 50 minutos Fecha de primera entrega: 28/07/2018 Teaching points: The time: O’clock, quarter past, half past, quarter to (digital clock) Aims or goals: During this lesson, learners will be able to… Identify and say the time Talk about TV programmes using the time Improve Macro-abilities (listening, speaking, and reading) Develop writing skills Work in groups and in pairs Language focus: Functions Lexis Structures Pronunciation New O’clock, five past…, quarter past…, twenty past…, half past…, quarter to…, …. Talk about the time in which they watch the TV programmes What time is it? It’s… What time do you watch the cartoons? /ɑ:/ past
- 2. Revision Cartoon, comedy, documentary, music video, news,quiz show, sport, weather Talking about TV programmes students usually watch My favourite programme is… I like watching ….. I usually watch….. /ju/ Documentary Music News Teaching approach: The lesson is based on the Natural Approach, and organized through the PPP procedure (Harmer,2010) Integration of skills: What skills will be integrated and how? Speaking by asking and answering questions Listening by paying attention to an audio and doing written exercises about it Writing by producing a text about their partner’s TV programmes Reading by reading sentences during some tasks and reading their writing production Materials and resources: Board and pieces of chalks Photocopies Audio (CD1 Kid’s box 5) Paper strips Poster Paper tape Pedagogical use of ICT in class or at home: - Seating arrangement: Students will seat in pairs to work with their partner. Assessment: what will be assessed and how I'll check Learners comprehension by correcting the activities together orally or on the board. Besides I’ll check students’ performance in the use of macro-abilities by monitoring the class.
- 3. Stages in thelesson Routine(2’ min): Purpose: To greet students and start the lesson Teaching strategies: Ask the date for practice Skills: Listening and speaking abilities Description and instructions: I’ll enter into the classroom and greet pupils. Then I’ll ask them what day it is and I’ll take note on the board. T: Good morning, everybody Sts: Good morning, teacher. T: what day is today? Sts: It’s Thursday T: Great! Translation: Is everybody here? yes? Ok, so let’s start. Warm – up (5’ min): Purpose: To review TV programmes To check the homework To introduce the new topic (the time) Teaching strategies: Oral questions to check homework Skills: Listening and speaking abilities Description and instructions: We’ll correct the homework together. I’ll ask students some questions about the TV programmes they have written on their chart. At the same time I’ll say some sentences using “the time”, and then I’ll focus on it deeper.
- 4. T: What TVprogrammes did you write? Did somebody write a cartoon? Yes? Who? STS: (Some children raise their hands) T: Lucia, what cartoon do you watch? ST1: Phineas and Ferb T: Ok, and what do you think about it? Do you think it is boring? Or interesting? Or maybe funny? ST1: I think it is funny (The same is doing with those students who put their hand up) T: did somebody write the news? STS: (Some children put their hand up) T: Ok, Do you watch the news? ST2: No, my father T: Ok, and what do you think about it? Do you think it is exciting? Or boring? Or interesting? ST2: I think it is boring (The same is doing with the other TV programmes) T: Look at this! (Pointing a digital clock) it is seven o’clock.What TV programmes do you watch at seven o’clock? STS: I watch cartoons… My father watches the news… I watch music video… [We keep practising the same kind of time (o’clock)] Presentation (10’min): Purpose: To expose learners to the target language To improve their listening and cognitive abilities Teaching strategies: Do movements, miming or use pictures for understanding Use motivational phrases to keep learning Skills: Listening ability Cognitive and visual abilities Description and instructions: Pupils will listen to some kids talking about TV programmes and the time they watch those programmes. First I’ll paste a poster about the time on the wall just to help pupils if they do not remember the time. Then I’ll write a list of different times on the board, and I’ll ask children “what time is it?” Students must come at the front, choose a paper strip where there is a digital clock and paste it on the correct time. Once they Finished, They write the task on their folder and then I’ll play the audio once. Then we’ll check with the audio i.e. I’ll pause it every time “the time” is told and I’ll ask them “what time did he/she say?”
- 5. T: Look atthis! It is a poster about the time. You can look at this when you do not remember the time. Look at the first time! What are the minutes? STS: O’clock! T: Very good! And the hour? STS: One T: Okay, and if I want to say this time, how do I say it? (I’ll write the time on the board) 07:00 STS: It’s seven o’clock T: Good! Now pay attention to this time! (I’ll write the time on the board) 01:05 T: How many minutes are there? (Pointing to number five) STS: Five! T: Good! So we say the minutes first (I’ll say it while write the minutes in letters on the board) T: Okay, we have the minutes! Now, what do we need? (Pointing to the word “preposition”) STS: A preposition! T: Yes, what is the correct preposition here? Past? (Pointing) or to? (Pointing) STS: Past T: Very good! (I’ll write the preposition next to the minutes) Well, we have the minutes and the preposition. What else do we need? (Pointing to the word “hour”) STS: The hour T: good! What is the hour here? (Pointing) STS: One! T: very good! (I’ll write the hour next to the preposition) So It’s five past one, can you repeat it, please? STS: It’s five past one! T: Very good! … (We’ll keep practising with quarter past, half past, twenty-five to, and quarter to)
- 6. T: Now, whowants to come at the front and paste the first clock? STS: Me! T: Come, please! (Pointing to the student who put his/her hand up first) choose a digital clock and paste it to the correct time. STS: (He/she will do this) (The same is doing with the rest of the times)
- 7. Once they finished… T:Please, open your folder and write the date, title and activity. THE TIME 1. Write the digital clock next to each picture. Then, Listen and tick the time you hear. a. Four o’clock b. Ten to four c. Ten past four d. Half past five e. Twenty past four f. Five o’clock g. Five to four h. Quarter past four i. Half past seven j. Twenty-five past seven
- 8. T: Well, nowlisten and do a tick on the time you hear (miming). Let’s listen the first as an example, we will do it together. Audio transcription: Narrator: It’s ten to four. Dan, Shari and Alvin are in the library. Alvin: Look at this, Dan. Fun time is on TV1 at ten past four. Shall we watch it? Dan: Wait a minute. Animals is on TV2 at twenty past four. Shari: Let’s watch that because we all like it. Dan: Yeah, that’s a good idea, but what time is it now? Shari: It’s five to four. If we want to watch it, we have to leave now. Alvin: Come on, then. Let’s go! Dan: Phew. Just in time. It’s quarter past four. Shari: Hi, Dad. Can we put TV2 on, please? We want to watch Animals. Mr. Nelson: Oh, don’t worry. It finishes at twenty-five past seven! Three children: Oh. Shari: Well, boys, I think we can watch TV another day. Alvin: You’re right. Let’s go and write something about TV for our enzine. Dan: Yeah. We can’t watch TV, but we can write about it. Mr. Nelson: Ssshhhh! Three children: Ooh! (Once they finished) T: Let’s check the activity together. I’ll pause the audio every time the time is said and you have to tell me what time you have ticked. Pupils will look at the pictures about the audio and do a last activity before moving on to the next step. They will match sentences about the kids with the correct time. T: Look at the pictures. They are the kids of the audio and he is Shari’s dad. There are some sentences below the pictures. Let’s read it and join with the proper time. Who wants to read the first sentence? ST1: Me! T: Ok, start please! The rest listen carefully! T: what is the best option to these sentences? STS: C, at ten to four! T: Very good! (The same is doing with the rest of the sentences)
- 9. Transition: Now, Iwant to know about you!
- 10. Development(25’to 30’min) Purpose: Topractise and internalize vocabulary To develop listening, speaking and writing skills Teaching strategies: Do movements and miming for understanding Skills: Listening, speaking and writing abilities Activity 1 (10’min) Role - play Description and instructions: I’ll tell pupils that they have to ask questions to their partner about the TV programmes he/she likes , those that he/she doesn’t like and his/her favourite Tv Programme. They will complete a chart with this information. I’ll write on the board some questions and answer prompts that pupils can use. Then I’ll distribute the charts to each learner and I’ll divide them on students A and students B. Pupils A will start first. I’ll monitor the class and help pupils if necessary. Once they finished, they will change their role and so students B will ask the questions. T: I’ll give you a chart like this (showing the chart) in which you have to complete with your partner’s information. We have already seen how to ask and answer about our favourite programmes but just in case you don’t remember I’ll write some questions and alternative answers on the board to bear in mind. (After I wrote the questions and answers) T: Let’s practise first! Santiago what TV programmes do you like? ST1: I like sport programmes! T: good! Santiago, ask Florencia about what TV programmes she likes. ST1: What TV programmes do you like? T: Good! Florencia please answer it! ST2: I like music video! T: very good! T: Well, now! Work in pair and fill the following chart (while I distribute the photocopies)
- 11. Student’s name TV programme The time that itstarts The time that it finishes Does he/she like or doesn’t like it? Is it his/her favourite programme? ----------------- ----------------- ----------------- Questions: What TV programmes do you like? What time does it start? What TV programmes don’t you like? What time does it finish? What is your favourite TV programme? Answers: I like/don’t like…. It starts/finishes at… My favourite programme is… Activity 2 (15’to 20’ min) Writing Description and instructions: I’ll tell learners what TV programmes I usually watch as an example. Then I’ll ask them to write a text about their partner’s TV programmes with the information that they wrote on the previous task. Before they start writing, I’ll paste on the wall a poster about suitable sentences that they can use to begin, develop and conclude their writings. Then I’ll give them a model of text to complete. Besides I will monitor the activity and help them if necessary. T: Now, you will write a text about your partner’s TV programmes using the information that you have gathered in the chart. This poster helps you to start, develop and finish your writing. T: What will you write at the beginning? Favourite programme? Name? age? (pointing the poster) STS: Name and age! T: Ok, your name? Or the name of your classmate? STS: Classmate! T: Ok, good! And then? STS: TV programmes that she/he likes and doesn’t like
- 12. T: Good! And…to conclude? STS: His/her favourite programme T: Good! Now, I’ll show you a personal example about my friend. (I’ll read it and then I’ll paste it on the wall as an example) Well, now let’s start! (I’ll give them a photocopy to write the text and drawing a picture about their mate). Beginning: He/she is _________________(name) - his/her name is _____________ He/she is _______________________ (age) years old Middle: He/She likes ____________________ (TV programme) – He/she thinks it is ______________________ (adjective)- He/She watches this program at ________________ – He/She doesn’t like __________________ (TV programme) – because He/she thinks it is _______________________(adjective). Ending: His/her favourite TV programme is ______________________ (TV programme). She watches it at ______________________(the time) on _____________________ and _______________________(days of the week) (Once they finished, they will read it to their classmates and then we’ll paste it on a poster that will be pasted on the wall)