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Week number / prior knowladge

Theme

week 2

prior
Knowladge:

Family time.

9-10 / 10-10 .

Link to prior learning:


1. family members names.

week 2
Proir
kowladge:
Social and Cross-Cultural Skills:
Introduce learning to know when to
speak and when to listen,
respectively.
11-10 / 13-10 .

What do families do
together?
New words.

12- 10 ( dictation day +


revison.

week 3

Link to prior learning:


1 The
alphabet
16-10
/ 17-10 .
2 Colours

Week number / proir knowladge

How do you have fun with


your family?

Theme

week 3
Link to prior
learning:
Lexis for food

18-10 / 20-10 .
19-10 (Dictaion day
+revison)

What do you eat for


breakfast?

Week 4
Link to prior learning:
1.The alphabet
2. Numbers 1 to 10
3. Colours
4. Lexis for family members

Fruite Salad Recipe.


23-10 / 24-10

Week 4
Link to prior learning:
1. Revision of Unit 2

25-10 / 27-10
26-10 ( dictauion + unite test
reviwe).

week 5( review)

Numbers 1 to 10
1. Lexis for family
2.Words with short a sound
3. Present simple question
forms and short answers
4.Flexibility and
Adaptability: Introduce
learning and understanding
of the importance of
feedback in English, from
teachers and other
students

Reviewing for
reading test

30-10 / 31 -10

week 5 tests
1- 11 reading test
2 - 11 unite test
3 -11 Flag day

reading test + unite test.

Learning Outcome

Activities

Assessment

1.Identify nouns for


family members.
2.Use verbs to describe
actions in the
present tense.
3. Repeat words
following a pattern.
4.Identify synonyms.

1. Name the pictures of 1. reading exam for


the family
each student.
2. story telling about
2. solving the
what do you do with your activity book.
family.
3. the activities will
3. read the flash cards. assess them.

1.Ask and answer


questions about their
family
2.write a question and
answer using
common verbs
3. Use correct
pronunciation of the /th/
sound.

1.Talk about their family.


2.usE the writing strips.
3.Show them a video
about the sound and
using the repetition.

1.Understand and use


action verbs in the
present simple
sentences
2.Write affirmative
sentences in the
present simple.

Learning Outcome

1.checklist to
observe their
dialogue.
2.walking around
and correct their
writing.
3. through the
whole week each
group every day will
read words with the
sound /th/.

1.Tell a story about what


I do with my family.
1.Ask them
2. Read a story about
questions.
having fun with your
2.Monitor
family.
assessment.
3.modeling the write
3.Formative
format of the sentences
assessment.
using the new key words.

Activities

Assessment

1. Display the flashcards


By the end of this lesson, of olives, cheese, labneh
learners will be able to: and bread the
1. develop confidence in whiteboard.
using simple nouns
2. Tell learners they will
2. say and write
listen to the audio and
affirmative and negative match the person with
sentences in the present the
simple
food.
3. ask and answer
3. Play the audio twice
yes/no questions in the and give learners time to
present simple.
write the correct number
for each food.

Check answers as a
class by pointing at
each of the
flashcards on the
board and
asking individual
learners to say the
name of the person.
Write the names on
the
board next to the
flashcards.

By the end of this


Make you own recipe.
lesson,learners will be
able to:
1.use imperatives to
write a recipe
2.ask and answer yes/no
questions in the
present simple.

Student
presentation Written
work and
feedback
Verbal feedback

By the end of the lesson,


learners will be able to
1. use numbers 1 to 10
2.ask and answer short
questions in the
present simple
3. consolidate
understanding and use
of
simple nouns
4. understand and use
sight words with a
short a sound.

nite test.

1. Divide the class into


pairs. Ask pairs to take it
in turns to count from 1
to 10, for example:
Learner A says 1,
Learner B says 2,
Learner A says 3,
etc.
2. Give out mini
whiteboards or scraps of
paper. Hold up number
word
cards, and ask learners
to read the word and
write the correct number
(for example, 5).

Quiz
Student
presentation Written
work and
feedback
Verbal feedback

Resourses

Key words

Differentiation

Flash cards- Book PDFPowerPointIPad- colors for the


project.

Nouns of the family:


1.By using VAK
mother, father, brother, strategy.
sister, grandpa,
2. Students work
grandma.
in pairs.
3. By challenges
for the high ability.
4. key words,
time, and support.

Flash cards- Book PDFPowerPointIPad- colors for the


project- writing strips.

read books, watch TV,


make a picture, play
games, make cakes,
talk, fly kites

Flash cards- Book PDFPowerPointIPad- colors for the


project- writing strips.

1.By using VAK


strategy.
2. Students work
in pairs.
play, laugh, talk, read,
3. By challenges
cook, watch, walk
for the high ability.
4. key words,
time, and support.

Resourses

Key words

1.By using VAK


strategy.
2. Students work
in pairs.
3. By challenges
for the high ability.
4. key words,
time, and support.

Differentiation

Flashcards: bread,
olives, noodles,
balaleet, eggs, fruit,
yoghurt
Handmade flashcards:
cereal with milk, labneh
Word cards PCM 12:
bread, labneh, olives,
noodles, balaleet, eggs,
cereal with milk, fruit,
yoghurt,
cheese
Strips of paper.

bread, labneh, olives, 1. Give learners


noodles, balaleet, eggs, letter cards with
cereal with milk,
the letters that
yoghurt, cheese,
start the words in
fruit
Activity
Book Activity 2.
2. Arrange the
letter cards
alphabetically so
that learners can
refer to them
when deciding the
order to write the
words.

1. Use the flashcards to


teach the new fruit
vocabulary.
2. Point to each picture
and say the word, then
ask learners to repeat.
Check for correct
pronunciation.

Breakfast foods: bread,


labneh, olives, noodles,
balaleet, eggs, cereal
with milk,
yogurt; cheese, fruit:
apple, banana, grapes,
mango, orange, pear,
strawberry, pineapple,
watermelon

1. When learners
have finished
Activity Book
Activity 1, they
can ask a
partner about
their recipe.
2. Display
the key words.

1. Write numbers from 1


to 10 on the board.
2. Ask learners to count
from 1 to 10.
3. Point to a number at
random and ask
learners to say the
number.
4. Ask learners to say
the counting chant from
Lesson 11.

Numbers 1 to 10,
bread, noodles,
balaleet, fruit, yoghurt,
words with short a
sound: hat, hand,
black, cap, clap, cat,
man; mum, dad,
brother, sister,
grandpa, grandma,
watch
TV, read

write the question


and short answer
forms on the
board for
learners to use as
a reference.

Skills
Listening: To listen the poem
and a
conversation, to listen for
specific information.
Speaking: To answer yes/no
questions and make
dialogues.
Reading: To recite a poem,
to read labels, and
to find synonyms.
Writing: To write the names
of family members.

Listening: To listen to
someone talk about their
family.
Speaking: To ask and
answer questions about
the family, practice topic
vocabulary.
Reading: To read and match
statements.
Writing: To write questions
and answers.

Listening: To listen to
classmates talking about
a member of their family.
Speaking: To talk about
activities family
members do at home.
Reading: To read sentences
about family
members.
Writing: To write sentences
about family
members.
Skills

Listening: To listen for


specific information.
Speaking: To ask and
answer questions about
eating habits.
Reading: To read simple
conversations.
Writing: To complete
sentences and write short
answers.

Listening: To listen and


respond to
informational text.
Reading: To read
informational text, read and
discuss a chart.
Speaking: To ask and
answer questions about
eating habits and
preferences, to practise
topic
vocabulary.
Writing: To complete
sentences about yourself
and others, to write a recipe
and make a chart.

Listening: To listen to
questions and words with
short vowels.
Speaking: To ask and
answer questions about
foods learners like.
Reading: To read numbers
and words with
short vowels.
Writing: To write numbers
and words with
short vowels.

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