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Appendix 1

English Weekly Planning


Term: (1)

Date October 16th 2016

Week: (6)
School Year:
** Islamic value:

Year: 2

Lesso
n

Warm Up (10
mins)
Objectiv
Activity
es

Day 1

2016-2017

Group work
and
cooperate
like families

Make our
family
activity

Main Activity (30 mins)

Key
Vocab.

Objective
s
(WALT)

Remembered
Stuck
Porch
Crown
Spend
Visit
Cousin
piano

Introduce
target
vocabulary
Listen to
fluent reading
Reading
comprehension

Plenary (5
mins)

Resou
rces

Assess
ment
Criteria
(WILF)

Teaching and class


work
After the activity, the
teacher plays the story
My Family student book
p. 38 on the CD then she
will read it and pause to
explain difficult
vocabulary using the
PowerPoint presentation
After that, the students
will do a group work
activity (matching the
vocab. To the word)
Finally the students will
do the worksheet.
Differentiation:
L.A will rainbow write

The students will fill


in the gabs using the
target vocab on the
IWB.

PowerPoin
t
Workshe
et
Spelling
books
Students
books

Were the
students able
to fill in the
gaps with the
coreect wor?
Were the
students able
to use the
vocabs in
sentences
orally?

the words in their


spelling books
A.A and H.A will use
three words in
sentences.

Day 2

Connect to
science(inqui
ry skills)

Display a
picture of
a crab and
a turtle,
then ask
the
students to
tell you
how they
are
different
and how
they are
alike.

Compare
Contrast
Alike
Different

Compare and
contrast
between
families/
things

Day 3

Review short
vowels a and
i

Display
some
family
vocab and
ask the
Sts. To
find the

Wet, job,
hug, rest,
spot, rest,
mud, left,
help, plum,
nut, net, hot,
get, not,
lunch, spend

Identify words
with short
vowels o, u, e
Write words
with short
vowels u, o and e

The teacher will project


the Making Salsa on
the IWB and explains to
the students the
difference between the
two recipes. Then, she
introduces Venn diagram
and explain to the
students why we use it.
The teacher also will
introduce the Venn
rhyme. Next, the
students will compare
the two recipes using
Venn diagram. After
that will do a group
activity to compare and
contrast between Fajer
prayer and the Maghrib
prayer using Venn
diagram.
Finally, the sts. will do
page. 19 practice book.
The teacher reads the
story Ostrich Wants to
Fly then highlights the
words with short vowels
o, e, and u . After that,
she reads the words
sound by sound and ask

On the IWB sts.


Will compare and
contrast between
two numbers using
Venn Diagram.

PowerPoin
t
English
practice
book

Were the Sts.


Able to
compare and
contrast?

The teacher will


dictate the students
the following words:
Bud: I saw a bud on
the apple tree.
Cot: I sat on a cot.
West: The sun sets
in the west.

Practice
book
PowerPoin
t
Words`
cards

Were the
students able
to identify
words with
short o, u and
e sound?
Where
students able

words that
have short
vowels a/i

Day 4

Review short
vowels o, u
and e

Students
will read
Bud, Ben,
and Roz on
the IWB

Friendly
Letter
Heading
Date
Body
Closing
Signature

Identify the
parts of the
letter

the students what is the


beginning sound that
they hear in Ostrich and
umbrella, mud, with
blending the sounds
together. Next, the Sts.
Will do a group activity
by sorting the words
into short u, o, or e
sound.
Finally, Sts. Will do p. 16
in the practice book.
Early finishers will
rainbow write the words
in their spelling books.
The teacher plays the
story Click clack moo!
On YouTube
https://www.youtube.co
m/watch?
v=jbHoZUZf8RI
. Then she start
explaining the parts of
the letter using the
power point. After that,
she demonstrate the
parts of the letter in
actions and students
follow her. Finally, the
students will do the cut
and paste activity ( the
letter lady)
The early finishers will
highlight the short
sounds a, u, o, e, and i in
the letters.

Gust: A gust of wind


made the door slam.
Hop: They skip and
hop.
Dent: My bicycle got
a dent when it fell

Students will label


the parts of the
letter on the IWB

to blend the
sounds?
Were the
students able
to write words
with short
vowels o, u and
e?

You tube
Letter
lady
workshee
t
Letters
with
short
sounds
Power
Point

Day 5

Review the
target
vocabulary

The
teacher
reads
( More
than a best
Friend)
teacher
guide
T106
And
students
tell the
meaning of
the
highlighted
words

Friendly
Letter
Heading
Date
Body
Closing
Signature

Write a friendly
letter

The teacher asks the


students what are the
parts of the letter and
elicits answers from the
students. Then, she
displays the parts of the
letter and ask the
students to follow the
model and write a letter
to their friends. For the
L.A students, the
teacher can ask students
to give examples of what
to write about.
The early finishers will
decorate the mail box
and help their peers.

The teacher provide


the students with a
a check list to proof
read their peers`
letters

Teacher
guide
Checklist
Power
Point
Mail box

Were the
students able
to write a
friendly
lettter?