Community

Communicative Competence: It refers to the use of language as a tool of oral communicating.

Learning Objective:Produce spoken language by using the acquired vocabulary and structures in order to communicate ideas related to The environment.

Language skill

content

Methodology technique ,strategy, activity

Progress indicator

evaluation

Listennig

Speaking
Reading
Grammar Simple present Information Questions using do- does Procedure: Expressing ideas about food in the simple present

Beginnig: A diagnostic question. Present the vocabulary Using flash cards about family member. Development: match, CLT and behavirisim And drilling) where do you lkive?

Successfully identifies vocabulary related to community and Family member

Diagnostic: Where do you live?

Formative: Use flash cards for and unscrumble activities for asking about family member and places

Attitude: Promoting a positive attitude Toward the community

Final: present a short dialogue or a role play

Summative: direct questions

 Time: 2 weeks Subject: English language Class: 4 level Language Focus: Speaking Topic: community (mixed-ability level) Objectives: To teach students how to say information about family and community. Prior Knowledge: Students have learned how to employ relatives words related. Materials: 1. Flash cards about places and family member 2. data show projector 3. Whiteboard

step time Task (teacher) 1 2 Opening: Diagnostic Oral quiz.

Task (pupils) Listen teacher questions.

interaction T-S

purpose Focus on the students ability to identify the food words

Uses drawings S Identifies the for asking students drawing what kind of place or relative is. (vocabulary)
2 2 Names the T Uses some flash differents Nouns on the cards ask students what kind of place or flashcards relative is.

ST

S T
Uses flash cards for reviewing the forgotten words

repeats and recalls those words

TS S-T

S lists a vocabulary

lists a vocabulary

video

Family members

Vocabulary
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. my her his want go like Fastfood restaurant Health center Barber shop Beauty shop 11. 12. 13. 14. 15. live near of In front of she he
Tiered task

activities

T asks S for
identify some written words

reads some words

TS S-T

Focus on S ability for reading

T uses labeled flash

cards for reviewing forgotten words

T-S

S repeats and recalls

those words 2

S-T

T gives another
activity for reinforce

S distinguishes the
correct options on the match

S-T

T asks what S prefers to

eat giving them 2 options S answers T from the flash cards questions with T helps 7 6

T- S

Focus on S speaking skill Focus on T reading skill

T reads some questions

and sentences about the topic (Repertoire on manila paper)

S demonstrates S-T that S knows how

to read

T discusses

about Ss the favotite places

S discusses about S-S

places location Role play

Focus on speaking skill

Follow up: Next lesson to start class asking S where do you want to go ? S

evaluation
diagnostic

formative

summative

dialogue
Whats your name? My name is ______________ Whats your hometowns name? My hometowns name is San Isidro. Do you want to go to the health center with your mother? Yes, i want to go to the health center with my mother.

 No , i dont want to go to the health center with my mother. Do you want to go to the fastfood restaurant with your grandfather? Yes, i want to go to the fastfood restaurant with my grandfather. No, i dont want to go to the fastfood restaurant eith my grandfather.

material
Laptop Data show projector Marker Whiteboard Copies for work sheets Pencils, notebook,

infography
http://www.mes-english.com/flashcards.php