Daily Lesson Plan 2017/2018
School:……
Teacher’s Name / Subject / English Get Smart 6bDay / Date / Grade/ Class
Unit / Lesson / Module 9 / Lesson Title
Learning Resources
Student’s Book / (page number)
Workbook / (page number)
Supplementary
Resources / worksheets / flash cards / tree and leaves made of card board – word clouds
Curriculum Standards
Listening / Speaking / Reading / Writing
3.2Follow a straightforward oral dialogue of six or more exchanges, from broadcast, audio tape or film, identifying key words or phrases and inferring gist from the context; summarize key messages. / 5.4 Consolidate from Grades 2–5 the ability to talk about plans, intentions, predictions and possibilities with degrees of certainty in the future, using going to, will and the present continuous for the future, and extend with:
•futuremodalswill/won’t/may/might/could be able to, have to;
• first conditional with if/when and will, won’t, may, might in positive and negative statements and in yes/no and wh-type questions with long and short answers. / 6.6 Scan written and screen-based texts for specific information to:
• identify key sections, paragraphs, headings, key words in written texts;
• identify words and phrases that capture main ideas.
7.3 Understand the purpose and content of a range of information texts set in the past for historical information, the present for world knowledge and current events, and the present or future for announcements. / 1.2 Recognize, understand and use a range of approximately 250 additionalhigh-frequency words for listening, speaking, reading and writing, using the recommended list, supplemented with additional topic words.
8.1 Independently apply a range of spelling strategies:
• using visual skills (recognising common letter strings and checking critical features – whether it looks right, shape, length, etc.);
Teaching Tools / Terminology / Vocabulary / Structures
White board-Flash cards-posters-wall charts-textbook-Presentations-Data show-interactive CD-Worksheets-Video-Smart board / Vocabulary:
Pollution – fumes – effect – waste – limit – throw away – disease – soak – go on
Structures:
Future “will”:
I will recycle paper.
Teaching & Learning Activities
Starter Activity / Time
Questionnaire:
Teacher’s role
- Teacher passes a questionnaire “How Green Are You?” to Ss.
- Teacher asks students to choose what they really do in each situation.
- students do the questionnaire to find out if they are aware of environmental issues or they need to change habits.
Main Activity
Learning Objectives / Teaching Strategies (Teacher’s Role) / Learning Strategies (Students’ Role) / Formative Assessment / Time
By the end of the lesson students will be able to:
1-recognise nine new words by using them incontext correctly. CS 1.2
2.use prior knowledge and visual prompts displayed in the PowerPoint to make predictions about the story.CS5.4 / Before Reading
Act.1 Vocabulary / Word Clouds/Group work:
Teacher gives each group a word cloud and asks them to find as many words as they can from the cloud
Teacher presents the new vocabulary on the board using flashcards.
Teacher asks the students to use the words in meaningful sentences.
Act.2 Predication
Teacher presents pictures showing fresh air and polluted air – clean water polluted water – clean land and rubbish dump on the board using power point presentation.
Teacher asks students to make predictions about the lesson.
- What is the text mainly about?
- What questions the text may answer?
- What type of text do you think you will read?
Students put the words in meaningful sentences.
Students predict what is the text about. / Work from textbook:
Teacher asks the students to open the WB and answer activity 1 page 85 by completing the sentences with correct words.
Students will work in pairs to do the task.
Oral Questions:
Teacher elicits the students’ ideas on the board. / 5m.
5m.
3.compare predictions after skimming the extract.CS5.4
4.read a text by scanning it for specific information through answering the differentiated levelled questions correctly.CS6.6/7.3 / While Reading
Skim reading
Lead-in:
- Teacher elicits the main points related to setting for the text.
- Teacher asks students to skim the text and check whether predictions are mentioned in the text or not.
Pair Reading:
Teacher asks students to open their SB at page 122 and read the first paragraph about air pollution.
The high achiever will read first and the low achiever will read second.
Teacher asks some comprehension questions.
QAR
What is the main reason of air pollution? (right there)
What is the meaning of serious in line 4? (think and search)
Pair Reading:
Teacher asks students to read the paragraph about water pollution.
(QAR)
What causes water pollution? (right there)
What is the type of the text? (author and me)
Pair Reading:
Teacher asks Ss to read the paragraph about soil pollution in pairs.
Riddles: teacher gives the students some riddles
Find a word in the text that is:
•noun
•plural
•very hot and destroy things
Answer: fires
Find a word in the text that is:
•noun
•has five letters
•we need it in our everyday life
answer: water
Find a word in the text that is:
•adjective
•has three syllables
•the opposite of safe
answer: dangerous
Find a word in the text that is:
•verb
•has seven letters
•the opposite of clean
answer: pollute
individual Reading:
Teacher asks students to give solutions to pollution
Teacher asks students to read the paragraph”How can we stop pollution?” individually.
QAR
According to the text, what are the things we may do to stop pollution? (right there)
What other things will you do to stop pollution? (on my own) / Students open their SB and read the paragraph about Air pollution in pairs.
students answer the questions
Students read the paragraph about water pollution in pairs.
Students answer the questions.
Students read a paragraph about soil pollution in pairs.
students answer the riddles
students give solutions to pollution.
students read the paragraph”How can we stop pollution?” individually
students answer the questions / Work from textbook:
Students answer the ex.2 in SB by writing T or F. (group work) / 15m.
5. come up with a creative idea to solve the problem of “Pollution” using six thinking hats.CS8.1 / After Reading:
Time Machine:
Teacher asks studentsto imagine that they will travel 200 years to the future.
Teacher asks students what year it will be after 200 years (ANSWER= 2217)
Teacher asks studentsto tell how they think the Earth will be (better or worse?) and why.
Teacher asks studentsto think of the message they can tell to the people living after 200 years.
Six Thinking Hats
Teacher explains to students that they are going to think of a project to save the earth and make it a better place in the future. Teacher asks students to think deeply of the issue “pollution” using six thinking hats strategy. / Studentstravel 200 years to the future and imagine how the Earth will be.
Studentsshare the message they want to tell people living after 200 years.
Students think of a project (ideas) to save the earth and make it a better place
Students:
- Look critically at the situation, consider the facts.
- Explore their feelings throughout the whole process.
- Consider positive and negative aspects of the situation.
- Create new ideas
- Assess the whole process and make decision .
Group work: Teacher asks the students to watch a short video about pollution and fill in a worksheet using six thinking hats strategy
Teacher elicits the students ideas on the board. / 10m.
Closure Activity / Make a promise to Earth
Teacher’s role
Teacher puts a leafless tree on the board.
Teacher gives each studentsa green leaf and asks studentsto write promises to make useful things to save the Earth.
Teacher puts an example using future “Will” structure.
Teacher asks each pair to switch their papers and check each other sentences (punctuation and grammar)
Students’role:
Studentswrite promises to save Earth and put their leaves on the tree on the board.
Each pair switch their papers and check each other sentences (punctuation and grammar)
Homework
Differentiation / Enrichment Activities / Subject Integration / Values & Family Literacy
While reading Stage:
Students will be seated in pairs (a high achiever with a low achiever)
Low achievers answer “right there” question
High achievers answer “think and search” question
High achievers can tell the type of question (QAR)
Low achievers answer “right there” question
High achievers answer “author and me” question
High achievers can tell the type of question (QAR)
Post reading stage:
Make a promise to Earth
High achievers may write more than one sentence.
Low achievers will write one simple sentence in future tense. /
- Create a poster under the title ”Go green”
- Prepare a presentation that includes solutions for environmental issues.
Self-reflection
1.Describe what went well and Why.
2.Think of ways to improve your students’ learning next time.
3. State how adequately you have assessed your students’ learning.
NPST
- Plans for Student progress and achievement
- Engages students and develops them as learners
- Creates safe, supportive and challenging learning environments
- Assesses students’ learning and uses assessment data to improve achievement
- Models high professional standards and engages in continuous professional development
- Maintains effective partnerships with parents and community
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