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Lesson plan 5
TOPIC “Green Life’
Class/degree: 6th
Time: 45 minutes
Level: A1
Aims:
Practical aim: To develop reading, listening , speaking by messages , texts and fact
files;
Educative aim: To explain ‘’ can’’.
Upbringing aim: To learn how to explain plants and trees.
Equipment: handouts, computer, e-board, mobile devices, voice recognition, presentation tools, blogs
Task/
Activity
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Procedure
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Objectives/
Aims
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Mode of interaction
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Time
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Materials
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Pre-teach period
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Explain that now you will ask some questions about the previous lesson. Elicit answers for the first question.
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Pre-teaching listening and speaking skills
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Individual work
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2 min
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Pictures
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Warm-up activity
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Play the DVD. Ask the pupils to listen to “The planting song” and sing it together with the DVD.
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To develop listening, speaking skills
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Individual
work
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3 min
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E-board, computer
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Activity 1
Pre-stage
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Ask the pupils to look at the pictures and s.ay what they are in their mother tongue;
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To develop vocabulary skills
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Individual
work
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10 min
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Handouts/
pictures
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Activity 2
While stage
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Listening a track and complete the table
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To develop listening and writing skills
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Individual work
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5 min
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Handouts/
computer
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Activity 3
While stage
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Teacher ask the pupils to do “Point and say’” activity in pairs.
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To develop vocabulary
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Individual
work
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5 min
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Handouts
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Activity 4
Post stage
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Teacher asks the pupils to come to the board in turns and mime a tree/ plant that they have learnt so far. The class will guess.
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To develop vocabulary
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Group
work
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10 min
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Cue cards/
pictures
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Activity 5
Post stage
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Teacher Prepares a “My Plants” booklet for each pupil. To make the booklet, fold a sheet of colour paper in half. Then
fold four blank sheets of paper in half and insert into the folded colour paper. Staple at the seam to hold the booklet together.
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To develop drawing skills
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Individual work
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5 min
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Handouts
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Feedback
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Teacher gives some questions to consolidate the topic
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To check how learners understand, comprehend and use received new language material into practice
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Individual work
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1 min
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Assessment
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Teacher evaluates students and announces the marks
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To check learners’ communicative
atmosphere
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Individual/
group work
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2 min
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Home-task
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Teacher gives the instructions to write down home-task: Homework 1 they must read the text about a tulip, fill in the gaps with the words from the cloud and then colour the tulip. In optional Homework 2 they can draw any flower on the third page of their “My Plants” booklet. Tell them to write some facts about it on the fourth page of the booklet.
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1 min
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Conclusion
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1 min
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Lesson plan 6
ACTIVITY
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OBJECTIVE
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PROCEDURE
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TIME
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MODE OF INTERACTION
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MATERIALS
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WARM UP
ACTIVITY
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To explore the moral of the lesson
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Teacher asks whether learners know about Mexico or not?
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15 minutes
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Group work
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PRE-
AACTIVITY
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New words and new information about current topic
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Teacher shows a brief video about the country and traditions
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15 minutes
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Group work
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Lap-top screen, projector and speakers
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WHILE
ACTIVITY
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To show how Mexican people obey their traditions
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Teacher gives some dialogues due to the customs of Latino people
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20 minutes
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Pair work
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Handouts, colorful pictures
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WHILE
ACTIVITY
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To inform about culture shock in Mexico
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Teacher informs learners “Do’s and Don’ts”
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15 minutes
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Individual work
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Projector Lap-top
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POST ACTIVITY
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“Live like Mexican”
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Interesting game for learners to learn more about the Mexico
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15 minutes
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Group work
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CONCLUSION
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Revision of the topic
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Teacher gives home assignments covering the topic and gives the task to find more information
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5 minutes
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Individual work
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Lesson plan 8
Identifying Living and Nonliving Things
Preschool, Kindergarten, First Grade Science,
Teach your students about living and nonliving things with this interactive lesson that keeps your class engaged as they learn!
Learning Objectives
Students will be able to ask and answer questions about living and nonliving things to clarify their thinking and classifications.
Materials and preparation
2 Hula hoops
Book: What's Alive by Kathleen Weidner
Zoehfeld
Video: Living and Nonliving Things by Lindsay
Schemm
Assortment of living and nonliving objects (e.g.
school supplies, small plants, books)
Introduction (5 minutes)
Ask the class if they are living or nonliving.
Ask students if their pets at home are living or nonliving.
Ask students to identify what they need to survive. Write "food," "water," "shelter," and "air" on the board.
Explain to students that today they will be learning about living and nonliving things.
Explicit Instruction/Teacher modeling (10 minutes)
Ask students to think of a question, or something they want to know, about living and nonliving things. Remind students that questions start with who, what, when where, why or how. Allow students think time, and choose student volunteers to ask questions. Write questions on the board (e.g., How do you know if something is living? or What can living things do?"
Play students the Living and Nonliving Things video.
Check whether the class is able to answer any of their questions following the video. Allow students to turn and talk to a partner to answer the following comprehension questions about key details from the video:
What are some examples from the video of living things?
What are some examples from the video of nonliving things?
How does Cookie Monster know that rock is not alive?
Guided Practice (10 minutes)
Read students the story What's Alive.
As you read the text, invite students to turn and talk to a partner to ask and answer questions about what they see in the illustrations. Write example questions on the board such as:
What is living in the picture?
What is nonliving in the picture?
Is a ____ living or nonliving?
Ask students questions about key details from the text such as:
How are you the same as a cat?
What do living things need to survive?
Then, sing the following song together to the tune of Frere Jacques:
It is living!
It is living!
I know why!
I know why!
It eats and breathes and grows,
It eats and breathes and grows,
It's alive!
It's alive!
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