BAS Primary EPC 2401 Lesson Planning Template Year 2, Sem 1

day: 13 month: March

date: name of student: Maryam Juma
year: 2018

time: from: 10:55 length of class:

name of school: AlQurrayen Primary School
to: 11:35 40 Minutes
name of Anneka Saleem Grade: 2
MST:
Details about the book that Name of book: Unit: page(s):
the MST uses: Story, on a ship

PURPOSE – Why am I teaching this lesson? What do I want the students to know/to be able to do by the end of the
lesson that they could not do before?

Students will be able to:

recognize the story words (ship, fish, shell, shop, chick and bath)
pronounce the words correctly
Memorize the new vocabulary's
Listen and mark on the grid according to the teacher instructions (the shop is on the ship)
Use the language and answers speaking questions activity in group orally (question: the fish is with…answer chick)

LANGUAGE – What is the language I hope to teach? Specifically – what do I want the students to be able to say or write
or read or listen to? Is it new language, or am I revising something I or my MST has already presented and practiced, or
is it a mixture? Do I understand the language myself, or do I need to research it more?

Begging with a story of on a ship, introduce the new vocabulary The lesson is a new story that have new vocabulary's, the
and explain them. questions are scaffolding to teach the meaning of the words

Language to teach: and support their prior knowledge. At the end there will be
listening and speaking activities for practicing and evaluating.
The proposition (on, in and with)

New vocabulary's

SKILLS – Which skill(s) am I teaching and what aspect of that / those skill(s) will I focus on?

Listening, reading and speaking I will focus on listening to recognize the proposition in
order

I will focus on reading skill to read the questions in the

speaking activity

Focusing on speaking to say and answer the questions of

proposition

CONTEXT – How will I make the language realistic for the students?

Using PowerPoint presentation, examples and questions related to the student's real life and experiences.
RESOURCES –– What resources do I need to create the context and provide practice, so the students can do what they
need to do to develop? - Include realia, books, handouts, multimedia, songs, games, etc.

Data show, PowerPoint, marker,dice and worksheets

ACTIVITIES – What activities can I design that use the resources and are appropriate in the context? Are my activities
authentic and purposeful?

Whole class activity: guessing what the letters of the The activity is authentic and purposeful because it will
words in groups are to practice and memorize. lead the students to achieve the gaols, by repeating and
answering questions that contain the new vocabulary's
and proposition, pupils will have the confidence to
Listening activity(individually): listening grid, to listen to
pronounce the word. It is challenging their mind because
the sentences and mark on the correct grid
students always focus on word but in this lesson will
integrated with sentences.
Speaking activity (in group): snake game, to ask and
answer the questions and move to the next step and
question
 Purpose / objective of MCT
Teacher (activity + exact Student (what they do
Activity Time Interaction
instructions you intend + language you expect
the activity comments
to give) them to use)

T- Shows Ss the story

on the data show and
tell the students, today
we will have a new
story

T- Read the story Ss listen to the story To engage

Engage
5-7 T-S
To learn /review the
minutes S-T T- focus on the new Ss answer the
Pre- new vocab
vocabulary's and questions
Listening
explain the meaning of To focus and teach the
them by questions and proposition language

examples
T- practice by a game Ss – tell the letters of
on the board. Drawing the word and read the
gaps for the letters and vocabulary's
asks Ss to find together
the words (the vocab
will be as flashcards on
the board)

Building T tells ss listen to the Ss will listen and put

Knowledge To listen carefully and
sentences and mark in a tick in the blanks
learn the proposition
the grid according to
the propositions of the

During 10 mins things To practice on listening

T-S and to ensure the right
Ss will listen and
Listening
T- model the first check their answers pronunciation of the
new vocab
question

T says the sentences

 T repeat the sentences
second time and tell Ss
check your answers

T- repeat the
sentences and write
the answers on the
board to check.

Transformation T askes SS to play the

To practice on spelling
game in groups and tell
the words.
the roles of the game
Post T-Ss
10 mins S-Ss (to answer the question To check the student's
Listening then to move to the memorization
next blank by the dice)
Ss answer the To attract the student
for the lesson
T model the activity questions and play in
groups
T move around and
check the students'
performance

Reflection 5 mins

T says 3,2,1 to tide up To think about the

T-S words
Wrap Up T ask Ss tell new words Ss will answers (fish To ensure the
you learned today? …) memorized words