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Level: 5/III/2 Teacher: Ms.

Sukma Date: September 27 2017


Greeting Time
Teacher:  Grammar  Word building  Debating Process:
Ms. Sukma  Discussion  Journal  Math Problem Teacher and students greet
 Vocabulary  Modeling  Presentation each other and play
Classrooms  Pronunciation  Comprehension Other Fruit Salad Teacher arrange
group:  Video  Study Case Fruit Salad eight chairs, each student will sit
5/III/2 on the chair then teacher gives
name of each groups (fruits) but
one student will stand then the
one who stand will say a name
of fruti or fruit salad. Afterwards
students will compete to sit on
the chair.

Vocabulary Time
- Students look at their students book, then they choose one word they consider as a difficult word
-Students look up the meaning and the phonetic symbols on the dictionary
- Students write down the words, the meaning and they make the example of using the word they have chosen.
- Students memorize the word they have written.
Class Group Time
Techniques of Teaching: orall drill, discussion, comprehension
Focus:  Grammar,  speaking,  reading,  vocabulary,  listening
Process: - Teacher and students review the lesson about volcano eruption
- Teacher shows a picture of volcano eruption to students
- Students identify each part of the volcano for example; magma chamber, crater, lava etc after that they write
the word on the correct picture.

Workshop Time
Techniques of Teaching: Listening comprehension, comprehension, explaining, reading aloud
Techniques of ACI: Look for natural opportunity to converse
Opening Middle Ending
- Teacher asks students to - Students listen to the recording, then they answer the - Students use the internet
look at the pictures of questions to find out about one of the
natural disasters in their - Students listen to the recording again and check the answer disasters in thelist of their
students book, then together (When did the flood in New Orleans happen, etc) students book then they
teacher asks what do they - Students listen to the recording of CD1 23, then students make a note
see in the picture. match the sentences halves - Students listen to the
- Teacher says that - Students think of a natural disaster it can be real or recording and draw lines to
students will listen to a imaginary. the correct picture.
radio show showing about - Students use the questions in their students book to help - Students do the exercises
a natural disaster. them to write a short text. in their workbook
- Teacher plays the - Students identify what natural disasters are the people
recording of CD1 22. talking about.
- Students read the text about the natural disasters in the
students book again and they choose the correct the answers

WWW
What Will I Do What Do I Do What Did I Do
Teacher and students plan to make Students think of natural disaster, then they search Students recall the activity
a poster of natural disaster on the internet to find the information they need. they did. They stick their
Teacher provides 5W 1 H technique to help students artwork on the displayed
to write the story about themselves by using board.
conjunction such as but, so, and because
Time To Go Home: Message to parents:
Students clean up the classroom and line up before going Please encourage your children to speak English. Thank you
home. 
Level: 4/III/3 Teacher: Ms. Sukma Date: September 27 2017
Greeting Time
Teacher:  Grammar  Word building  Debating Process:
Ms. Sukma  Discussion  Journal  Math Problem Teacher and students
 Vocabulary  Modeling  Presentation greet each other and play
Classrooms  Pronunciation  Comprehension Other Instruction game, teacher
group:  Video  Study Case Instructions asks five students to come
4/III/3 game to in front of the class,
then teacher gives
instruction, e.g. (Name),
stand between (Name) and
(Name). Teacher repeat
with other students and
other instructions.
Vocabulary Time
- Students look at their students book, then they choose one word they consider as a difficult word
-Students look up the meaning and the phonetic symbols on the dictionary
- Students write down the words, the meaning and they make the example of using the word they
have chosen.
Class Group Time
Techniques of Teaching: Comprehension
Focus:  Grammar,  speaking,  reading,  vocabulary,  listening
Process: - Teacher shows some slides related to direct and indirect speech\
- Teacher explains the use of direct and indirect speech along with the changing of tenses
- Teacher writes some direct speech sentences on the whiteboard then, students work
individually to write the indirect speech
Workshop Time
Techniques of Teaching: Words building, Reading aloud, free writing
Techniques of ACI: offer comfort and contact
Opening Middle Ending
- Teacher give - Teacher plays the recording again and check - Students listen to CD1
students time to look the students understanding about the recording. 31
at the picture and read - Students answer the questions based on the - Students listen and say
the words/phrases. story they listen. the sentences.
- Students look at the - Teacher and students play I SPY using the eight - Students make
pictures and sentence words of things around us. sentences by using the
in their students book. - Students read aloud the dialogue between Ryan some sentences which
- Students read the and Sophie have been provided in
words aloud in turns - Teacher plays the recording of CD1 30, their student book.
- Teacher plays the - students listen and say the sentence. - Students do the
recording of CD1 28, - Students remember the dialogue, then students exercises in their
- Students listen to read the sentence and answer the questions workbook.
the recording and - Students read the sentences in SBP 23
repeat.

WWW
What Will I Do What Do I Do What Did I Do
Teacher and students Teacher provides 5W 1 H technique to Students recall the activity
plan to imagine what help students to write the story by using they did
would they do if they conjunction such as but, so, and because,
have a million dollar etc
Time To Go Home: Message to parents:
Students clean up the classroom and line up Please encourage your children to speak English.
before going home. Thank you 

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