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⚬ Second level

Lesson Plan
￭ Third level
• Fourth level
⚬ Fifth level

TEACHER: David
CLASS: F-ST4Q3
 Warm Up

RULES
(Stay late 1 minute each time you don't follow the rules.)

• Look and listen to the teacher

• No food or drinks

• No touching the computer

• Stay at your desk

 Warm Up
All teams
WAMR-UP 4 letters =
Write a word
First team
5 letters =

self
Question time: Anagram - Decypher and write

https://wordwall.net/resource/61588656/pre-st-g2
Vocabulary review: Baamboozle race

https://www.baamboozle.com/game/1822630
Receptive vocabulary: Daily routine

Catch the bus to school Get dressed

Get up Go to bed
Receptive vocabulary: Daily routine
Have a shower Have breakfast Have lunch

Have dinner
Receptive vocabulary: Daily routine

Walk to school Wash your face

Grammar review: Present simple (negative)

Subject+do / does+not+Base form of the verb

With "I," "You," "We," and "They"

• I do not (don't) like spinach.

• You do not (don't) understand the question.

• We do not (don't) go to the gym on Sundays.

• They do not (don't) watch TV in the morning.

Semi-productive vocabulary: Daily routine

? ?

? ?
Semi-productive vocabulary: Daily routine

Catch the bus to school Get dressed

Get up Go to bed
Semi-productive vocabulary: Daily routine
? ? ?

?
Semi-productive vocabulary: Daily routine
Have a shower Have breakfast Have lunch

Have dinner
Semi-productive: Present simple (negative)

Subject+do / does+not+Base form of the verb

With "I," "You," "We," and "They"

Write 3 sentences

• _ ____________ _______
________.
Semi-productive: Writing & speaking

Pg. 49
Productive: Write your daily routine

Include the time

• 3 things you do in the morning
• 3 things you do in the afternoon
• 3 things you do in the evening
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To Look Back/Review Your Lesson

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⚬ Second
- Did I use a classroom level
management system? • Was there lots of downtime during my lesson?
￭ Third level
•
Fourth level
(students have nothing to do for quite a long time or
- Was my classroom management
⚬ Fifth systemeffective in
level some students wait long to involve in a task)
controlling my students’ behavior, attention and using
Vietnamese and encourage students to involve into the • Could I involve all students into tasks/activities?
lesson? Did I have activities where students work together?

- Was my instruction effective and easy for students to
understand what they are supposed to do:
+ I used simple language in short sentences to give
instruction
+ I used simple written cues on the board/pictures to
support my instruction
+ I demo example before asking students to do the tasks
+ I spoke loudly, slowly and clearly enough so that my
students were able to follow well
• Was energy management effective?
+ The students didn’t sit at their desks too long time
+ There was balanced combination between active
games/activities and sitting time.
• Was there a productive activity where students write or
speak to produce language they have learned?
• Were the games/activities relevant to the lesson
language and helped students practice the target
Native: Pre-ST-G2 21 students
Lesson: L5, C2, U7
Focus: Speaking and presentation
Aim: Students will practice pronunciation – present simple endings, review unit vocabulary about daily activities and telling time. They will also practice
speaking about daily routine.
Books: Pronunciation SB 47, vocabulary SB 46 & 48, speaking SB 49.
Vocab: catch the bus to school, get dressed, get up, go to bed, have a shower, have breakfast, have dinner, have lunch, walk to school, wash your face.
Grammar: Present simple (Negative)
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Warm-up: Bookworm adventures
Question Time: Question golf – Students will take a shot and then choose a question. If they make it in the box, they get a reward and do not have to pick a
question.
Vocabulary review: Baamboozle race – Students will race to the board to write their answer before the other team.
Activity 1: Listen and practice pronunciation. Write 1 sentence each and present to the class.
Activity 2: Review the present simple (negative). Write sentences using the grammar structure and complete the worksheet.
Activity 3: Look at the daily routine and tell me what she does at which times. Then create your own daily routine including the time, morning, afternoon and
evening.