Subject: ESL Grade/Class: 2.2, 2.

3
Teacher: Textbook: Story Central 2

Date: March 5, 2019

Unit/Theme: U6 My Day Lesson 3: Tell me a story

Content Objective(s): SWBAT identify rooms in a house and the activities they do in the rooms.

Language Objective(s): SWBAT

 listen to & read an extract of a story;
 speak about activities they do in the rooms of a house.

Key Vocabulary Supplementary Materials

Kitchen, bedroom, bathroom, living room, PPT1, MEE; SHEETS OF BLANK A4 PAPER
hallway; late (I’m late); juice; morning, afternoon, PPT 2 & 3 EXTENSION & HIGH Ss
evening

SIOP FEATURES

Preparation Scaffolding Group Options

 Adaptation of content  Modeling  Whole class
 Links to background  Guided practice  Small groups
 Links to past learning  Independent practice  Partners
 Strategies incorporated  Comprehensible input  Independent

Integration of Processes Application Assessment

 Reading  Hands-on  Individual
 Writing  Meaningful  Group
 Speaking  Linked to objectives Written
 Listening  Promotes engagement  Oral

Lesson Sequence:

MOTIVATION:
(Building background; activate prior knowledge, make connections to previous experiences, warm-up, preview key
vocabulary, lead-in)
 Greeting the Ss;
 Asking how they feel – Ss respond;
 Asking the Ss about their morning routines (REVISE VOCAB: get up, get dressed,
wash my face, eat breakfast, brush my teeth, take a shower, comb my hair, make my
bed):
“What do you do in the morning, XY?” or “What did you this morning before school?” (the
students do not know Past simple Tense, so it is okay if they just use the infinitive/present
simple form).
The students do not take a shower in the morning, nor do they make the bed, so
some questions can be Yes/No, e.g. Do you… in the morning?
 Ask Ss about the PLACE where they do these morning activities:

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 e.g. Where do you eat breakfast? (kitchen); What room is that where you make your bed?
(bedroom); Where do you wash your face? (bathroom), etc.
 While asking, check if the Ss know how to write these words (kitchen, bedroom,
bathroom, living room, hallway) either a S comes up to the board (better option) or they spell
and the T writes it (depending on time).
 Elicit if they know more names of rooms in a house (higher Ss could know);
 Ask Ss to guess what we are doing today. If necessary, facilitate: first we talked about
morning activities, then the rooms in a house…

PRESENTATION:
(Language and content objectives, comprehensible input, strategies, interaction, feedback; I DO –
Teacher demonstrates and explains steps while students observe & T. models strategies by doing—correctly, clearly,
concisely)
 Introduce content and language objectives;
 PPT1: Go through it – Sentences given, Ss say where they do the activities; Feedback;
 While presenting, write the words on the board so that they can see them.
 Tell Ss to open the notebooks and write the words down. T can ask Ss for the equivalent in
Chinese so that low level Ss can write the meaning if they do not know the words.
 Ask Ss to give you a few examples of activities they do in these rooms: Who wants to tell me,
what do you do in …? Elicit answers. Feedback.
 Tell Ss that we will read the Story Extract “I’m late, late, late”.
Elicit the meaning of ‘late’, write it on the board, the Ss write the word in their notebooks.
 Open the SB, p. 60.
 Look at the pictures – LESSON PLAN FROM THE TEACHER’S BOOK (follow it)
 Introduce ‘juice’

PRACTICE AND APPLICATION

(Meaningful activities, interaction, strategies, practice and application, feedback; WE DO – Teacher
provides structured activities with extensive guidance and feedback; Students work in differentiated groups/interactive
setting requiring communication/ collaboration with others (You Do Together). Students work independently while teacher
observes (You Do Alone/I Watch).
 ACTIVITIES FROM TEACHER’S BOOK
 Activity 4, p. 61: morning, afternoon, evening: Elicit what Ss do (just a few examples);
 GROUP WORK: Distribute blank sheets of A4 paper and ask Ss to write 2 sentences about:
- what they do in the morning;
- what they do in the afternoon;
- what they do in the evening.
 Whole-class check (some examples). Feedback
 EXTENSION

REVIEW/ASSESSMENT:
(Review objectives and vocabulary, assess learning)
 Review vocab: Ask Q; Where do you… ? When do you… ?
(The T asks the first Q, then Ss ask other Ss/PAIR WORK)
 Review objectives (thumbs up if you can…)
 Feedback

EXTENSION: (How could you extend this lesson if time permits?)

Activities on PPT 2 and 3 – Guessing games

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Reflections: (Teacher reflects on the lesson after completion of lesson)
What went well?
What did not go as planned? Why?
What should be changed?
What should be addressed in future lessons?

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