LESSON PLAN LESSON: 3

Teacher: Amani Alshehhi Subject: English

Grade: 2 Unit: 2 Date: 3-10-2018

SKILLS AND UNDERSTANDING

Learning objectives: Listening: To listen to someone talk about their family.

Speaking: To ask and answer questions about the family, practise topic vocabulary.
Reading: To read and match statements.
Writing: To write questions and answers.

Students will be able to:

 Identify nouns for family members ( father, mother, sister, brother, grandma, grandpa)
 Write the answer using common verbs (watch TV, play games, fly kites, read books)

Link to prior learning:

• The alphabet
• Colours

21st Century Skills:

• Social and Cross-Cultural Skills: Introduce learning to know when to speak and when to listen,
respectivel

Key vocabulary: Family words: mother, mum, father, brother, sister, grandpa, grandma;

activities: read books, watch TV, play games, fly kites

Key expressions/structure: Present simple tense; yes/no answers to questions

Common misconceptions for learners Ways of identifying and addressing these misconceptions:

 Learners may have difficulty  I will repeat the words and ask students to read it again
producing the th sound in  Ask students to read to differentiate their pronunciation
mother, father, brother;  Be sure to model th sound and drill learners individually, if
necessary.

Resources/equipment needed:

 Applications on IPad: Keynote and Lip flipper

 Flash card ( father, mother, grandpa, grandma, watch TV, play games and read books)
 Group work activity (boards and pens)
 UNIT: LESSON: Estimating TASKS/ACTIVITIES

Resources & Time Starter

Teacher Will: Students Will:

Engage
 Listen to the song and try to
 Play a song  Present a finger family song sing.
by using and sing together.
video  Ask students about the  Answer the questions by saying
downloader. family members and what father, mother, sister..etc.
(3 mins) they heard from the song.

Resources & Time Main activities

Teacher Will: Students Will:

Explore
 Present the family members
 Present the and write the words next to
family the picture. (father, mother,
members (4 sister, brother, grandma and
mins) grandpa)
 Picture of the  Give each group one picture
family of the family members and
members and they will have to write the
write the word like father, mother,
word (3 mins) sister, brother and grandma.
 Ask students to stick the
pictures on the board.
 Read the words of the family
members together.
 Read the names of the family
members
 Work in group to write the
word that’s related to the
picture.
 The leader will put the picture
on the board
 Read the words of the family
members

Explain  Tell students that we will  Repeat the action verb.

learn action verbs. Present  Try to write the words
 Keynote each member of the family together.
application
 (10 mins) and start to write a sentence
 SweetHome like “ here is my father, he
App (5 mins) said, I read a book”, ‘ here is
my sister, she said I play
games with my family”.
 Use the card to put it under the
 Present a pictures of the right picture.
family members on the  Read the words together.
board, ask students about
the name of each member.
After I will choose student to
put the right card beside the
picture. For example put the
“read books” under the right
picture.

Elaborate
 Answer the worksheet
 Give student fill in the blanks
 Individual individually.
worksheet. Students will
worksheet  Take the second worksheet
identify the family members.
 Keynote  Part two in the worksheet;
from the basket and draw a
picture about what do you do
(10 mins) student will complete the
with your family and write the
missing word. For example
word. (for those who finish the
I ………….. TV with my family
worksheet quickly)
 Extra worksheet in the
middle of the tables for
students who finish quickly.
It includes a drawing part
and completes the word in
the sentence like I play
game.

Differentiation activities (Support):

 Read the sentence for the learners if they cannot read them.
  Write a new words on the whiteboard so they can write it correctly.

Plan B:

If the laptop doesn’t work I will draw the pictures of the game on the board
and write the sentence.

Resources Plenary

Teacher Will: Students Will:

Evaluate
 Explain the group work rules
 Hamtaro  Give each group board and  Read the question and try to
game ( 5 pens. answer.
mins)  Tell students that we have a  Share their answer with their
friend. It is an animal called group
Hamtaro. Hamtato will going to
ask you some questions and
you should work in group and
write the answer on the board.
 Hamtaro will said write the
word father.
 Give them 1 minute to answer
each question.
Homework None

Learning styles catered for (✓):

 Visual  Auditory  Read/Write  Kinesthetic

Assessment for learning opportunities (✓):

 Observation Student self-  Oral Peer assessment

assessment questioning

Quiz  Student Written work  Verbal feedback

presentation and feedback