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Focus Theme Topic Introduction

DAILY LESSON PLAN (1) Listening and Speaking World of Stories The Tick Tock Rock This lesson focuses on listening and speaking. Activities are teacher-led where students get to say what they see on the pictures. There should be a lot of encouragement for pupils to speak and share. Teachers role is to facilitate and provide a good environment for listening and speaking to happen in the classroom. 1.1 Pupils will be able to pronounce words and speak confidently with the correct stress, rhythm and intonation. 1.1.1 Able to listen and respond to stimulus given with guidance a. Musical instrument 1.1.4 Able to talk about a stimulus with guidance

Content standard

Learning standards

Objectives Time Teaching Aids

By the end of the lesson, pupils will be able to pronounce words which contain the phonemes /o / 30 minutes 1. Pictures 2. Story of The Tick Tock Rock 3. Musical instrument

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Activity
1. Teacher shows the front cover of the story book entitled The Tick Tock Rock. 2. Teacher gets pupils to talk about the front cover (picture) with guidance) 3. Teacher tells a story The Tick Tock Rock. 4. Teacher gets pupils to talk about the people, objects or animal on the page of the presentation / picture book. 5. Teacher points to pictures with the / o / sound. Teacher says the words and pupils repeat. 6. Teacher points to the pictures and get pupils to name them. 7. Teacher says out selected words from the story and pupils tap on the desk if the words have the /o/ sound.

Teaching & Learning Strategy

Notes

Contextual learning by Power point drawing pupils presentation/pictures of previous knowledge rock, tree, a boy and a girl, rod. Sample questions: a. What is this

Story telling

Power point presentation / picture of book The Tick Tock Rock Power point presentation / picture of book The Tick Tock Rock

Brainstorming

Repetition through drilling

Power point presentation / picture of book The Tick Tock Rock Rock, talk, shock, knock, clock, Hot, lot, not, shot, spot Rod, nod, prod Words from the story or other one syllable words with the phonemes /o/

Reinforcement through repetition

Reinforcement through fun and play

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Assessment: 1. Observe pupils response to pictures shown 2. Able to repeat / pronounce the words correctly Remedial: Work with pupils who have difficulty pronouncing focus words learnt. Enrichment Get pupils to identify and say the other /o/ sound. Application Mock, lock, block, sock, stop, pot, mop, top, dot. Repetition through drilling Rock, talk, shock, knock, clock, Hot, lot, not, shot, spot Rod, nod, prod Observation Tick on checklist

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DAILY LESSON PLAN (2)

TIME: 8.30-9.00 am OCTOBER 2010 YEAR: 5 Harmony PROFICIENCY LEVEL: MIXED-ABILITY WORLD OF STORIES TOPIC: STORIES LISTENING & SPEAKING INTEGRATED SKILLS: WRITING and 3 SKILLS SPECIFICATIONS: 1.1.1 Listen to and repeat : f) Initial diagraph Fr/

DATE:

19

ENROLMENT: 20 THEME: FOCUSED SKILL:

LEVEL: Level 1, 2

1.2.3 Listen to and repeat simple chants, tongue twisters, nonsense rhymes and sing songs pronouncing words correctly 2.1.1 Pronounce words that have the following sounds: initial diagraphs 2.4.1 Recite simple poems, tongue-twisters, nonsense rhymes and sing songs by pronouncing words correctly 4.8.4 Write simple descriptions with little or no guidance LANGUAGE CONTENT Sound system: Initial diagraph fr/ Word list: fragrant, frangipani, orchard, fully, frocks Grammar: NIL AFFECTIVE OBJECTIVES:

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By the end of the lesson, pupils should be able to: 1. Work cooperatively, and enjoy when doing group or individual tasks. 2. Be more confident in pronouncing words. 3. Be more creative. PREVIOUS KNOWLEDGE: 1. Pupils have had experiences doing individual, pair and group work before. 2. Pupils have been exposed to writing activity before. 3. Pupils have had learnt about tongue-twister before. EDUCATIONAL EMPHASES: Moral values: Cooperation, honesty, self-reliance and confidence Thinking skills: Generating ideas, relating and predicting. Multiple Intelligences: Verbal / linguistics, interpersonal, intrapersonal and rhythmic/musical TEACHING AIDS / LEARNING RESOURCES: LCD Projector, laptop, worksheet (writing sentences based on 6 sequential pictures), slideshow presentation of a list of words and a text of tonguetwister.

LEARNING OUTCOMES: By the end of the session, learners will be able to: 1. In groups, given a reading text (tongue-twister), read aloud sentences in the text with minimal errors in stress, pronunciation and intonation 2. Individually, based on the given worksheet, write at least 3 correct and meaningful sentences out of 6 (advance, average and slow) Stage / Time Skills / Content Teaching and Educational emphases /

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learning activities

teaching aids / resources / remark Teaching aids : 1. Laptop 2. LCD projector Thinking skill/s : 1. Predicting Value/s : 1. Confidence Multiple intelligences: 1. Verbal/linguistic s

Set Induction (5 minutes)

Whole class : 1. Teacher shows a list of words to using slideshow presentation : Freida, Frankfurt, Fresh, From, Francis, Fragrant, Frilly, Frangipani, Frocks, Friendly, Fruit

1.1.1 Listen and repeat : f) initial diagraph Fr/

2. Teacher says aloud the words and asks pupils to repeat. 3. Teacher asks simple questions about the list of words to pupils. i.e. What is the similarity between these words? 4. Teacher then writes the topic of the day on

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the whiteboard and explains to pupils what they are going to learn. Rationale : This activity is a fun way for pupils to learn and pronounce new words correctly. It helps pupils to activate their verbal multiple intelligence as well as sharpen their predicting skill.

Presentati on (10 minutes)

Skill/s:

Whole class:

Teaching aids: 1. LCD projector 2. Laptop Value/s: 1. Cooperation Multiple Intelligences: 1. Verbal linguistics 2. Interpersonal 3. Musical/ rhythmic /

2.1.1 Pronounce 1. Teacher shows a text of tongue words that have twister entitled the following Freida, Francis sounds : initial & Fredo using diagraph slideshow presentation. 2. Teacher reads out the tongue 1.2.3 Listen to twister with the and repeat correct simple chants, intonation and tongue twisters, pronunciation. non-sense 3. Teacher asks the whole class rhymes and sing to recite the songs tongue twister. pronouncing words correctly Group

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Activity: 2.4.1 Recite simple poems, tongue twisters, non-sense rhymes and sing songs by pronouncin g words correctly. 4. Teacher divides the pupils into 3 groups 5. Pupils recite the tongue twister paying close attention to pronunciation. Rationale: This activity is a good exercise to warm up and improve flexibility in the mouth, lips and jaw. It also help student to improve their enunciation and dictation, also a clearer tone of vowel sounds.

Production (10 minutes)

Skill/s:

4.8.4 Write simple 1. Pupils are given a worksheet descriptions with with six little or no sequential guidance pictures. 2. Pupils need to write six meaningful sentences based on the pictures which will make a short story. 3. Teacher may

Individual activity:

Learning Resource: 1. Worksheet

Value/s: 1. Confidence 2. Self-reliance 3. Honesty

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guide the pupils in writing their sentences Rationale: This activity is to improve pupils comprehension and ability to make simple sentences correctly and improve their ability to make a description based on pictures given. Closure (5 minutes) Whole class : 1. Teacher sums up the lesson by asking pupils to recall and repeat back what words they had learned today. 2. Teacher asks question to pupils: i.e. Why is it important for us to do all the practice of pronunciatio n that you have done today? What did you get from the lesson

Thinking skill/s: 1. Generating ideas 2. Relating Multiple Intelligences: 1. Intrapersonal

Thinking skill/s: 1. Generate ideas Values : 1. Cooperation Multiple intelligences: 1. Verbal/linguistic

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today? 3. Teacher also reminds pupils about the values of the cooperation that they had learned through the group activity. Rationale : 4. The session is to further consolidate the moral values the teacher wants to inculcate among pupils.

LESSON PLAN (3) Lesson Plan for Listening and Speaking Lesson for Unit 10 Im going to be a basketball player. 20031082

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Department of English Language and Literature Central China Normal University

.Objectives 1. Get the students to be familiar with different names of jobs. 2. Get the students to master the key structure of the unitbe going to. 3. Get the students to master the wh-questions words and know how these questions words can be used with be going to to form questions. 4. Get the students to use be going to structure and wh-question words to talk about their future intentions. 5. Get the students to develop listening and speaking skills by using the key structure. .Target students Junior High school, Grade 2 students . Teaching contents 1. Vocabulary, different names of jobs: singer, doctor, farmer, basketball player, teacher, actor, computer programmer, pilot, engineer 2. Grammar be going to structure wh-question words 3. Listening What is he going to be when he grows up, and how? 4. Interview What are you going to be when you grow up?

. Teaching aids Multi-media, PowerPoint, Blackboard . Time allocation (30 minutes) (3 minutes)

Step 1 Introduction

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Step 2 Word study Step3 Step4 Step5 Step6 Step 7 Step8 Step9 Listening 1 Grammar Pop quiz Listening 2 Interview Conclusion Homework

(4 minutes) (3 minutes) (4 minutes) (4 minutes) (4 minutes) (5 minutes) (2 minutes) (1 minute)

. Procedures Step 1 Introduction (3 minutes) 1.Word game. The teacher has several cards in her hands. On each card, a name of a job that the students have learned is written. The teacher first asks one student to come to the platform and draw a card out. Then he or she acts the job out and the other students guess what he or she has acted. The teacher totally asks three students to come and play the game. 2.Brainstorm. The teacher asks students to think of other names of jobs they have learned. Let them shout out whatever names they know. Then write the words on the blackboard. The list includes teacher, doctor, actor, driver and so on. Step 2 Word study (4 minutes) The teacher presents three pictures, and each of the pictures contains a new word of the unit. They are pilot, engineer and computer programmer. Ask students to observe the pictures and guess what the persons in the pictures do. Ask questions like Where is the man sitting? What is the man doing? What job do you think he does? Then explain the three new word to the students, saying that a pilot is a person who drives a plane, an engineer is someone designs and builds roads and buildings, and a computer programmer is a person who designs computer software and so on. Then read the words to the students and asks them to follow.

Step3

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Listening 1 (3 minutes) There are four conversations in this listening practice. Each conversation deals with the same questionsWhat are you going to be when you grow up? and How are you going to do that? The students are asked to match the correct items according to what they hear. The teacher first plays the tape once and gives the students 20 seconds to do finish the exercises. After that, play it again, conversation by conversation, and after each conversation ask one student to give the answer. Correct mistakes if there is any. The matching exercise is as follows: Listen and match the items below 1.computer programmer a. take acting lessons 2.basketball player 3.engineer 4.actor Step 5 Grammar (4 minutes) 1.The teacher picks one conversation from the listening as an example. A: Tina, what are you going to be when you grow up? B: Hmmm. I think Im going to be a computer programmer. A: Wow! Sounds difficult. How are you going to do that? B: Im going to study computer science. Step 6 2.The teacher asks one student to read the conversation and asks her if she has found some similarities from the underlined part, and what are the similarities. 3.Explain the key grammar points S+be(am/is/are)+going to Tell the students that this structure is used to express what a person wants to do in the future. Provide them with an example: Im b. study computer science c. practice basketball everyday d. study math really hard

Step4 Grammar

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going to be a doctor in the future. Ask one student to put it into Chinese. wh-question words+ be going to Explain to the students that this structure is used to ask about others future intention. Provide them with an example: What are you going to be in the future? Again, ask one student to put it into Chinese. 4.Ask students what other wh-question words they know, make a list they come up with, and write it down on the blackboard. The list includes: what, where, when, which, why and how.

Step 7

Pop quiz (4 minutes) The teacher divides the whole class into two groups and starts a competition. Translate the following Chinese sentences into English, using the key structure they have learned today. Sentences for the quiz: 1.? What is Jack going to be when he grows up? 2.? Where are we going to eat tomorrow? 3.? When are they going to do their homework? 4.? Which apple are you going to eat? 5.? Why is Mike going to be a pilot when he grows up? 6.? How are you going to become a reporter?

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Step 8 Listening 2 (4 minutes) 1. Explain to the students the meaning of the picture. 2. Play the tape once, ask the students to finish the first exercise, and check the answers. 3. Present the complete questions to the students, play the tape again and ask them to fill in the chart. Ask them to pay attention to what, where, how and when. 4. Play the tape once again, stop at each place where the answer is mentioned, ask one student to repeat the part of the dialogue and check the answers. Interview (5 minutes) 1. Students work in pairs to exchange information about their future intentions, and how they are going to achieve them. Sample: A: What are you going to be when you grow up? B: Im going to be an actor. A: Are you going to move to Hollywood()? B: No, Im going to move to New York. A: And how are you going to become an actor? B: Well, Im going to take acting lessons. A: When are you going to start? B: Im going to finish high school and college first. Conclusion (2 minutes) Enumerate new words and expressions and review the grammar points.

Step 9

Homework

(1 minute)

Make five sentences .Use be going to and the wh-question words

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they have learned in this lesson.