Days of the week

LESSON: Unit 3 My family & friends

Days of the week

School:

Date:

Teacher name

CLASS: 1

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

1.L3 recognise with support simple greetings

recognise the spoken form of a limited range of basic and everyday classroom words

1.R1 recognise initial letters in names and places

1.S3 pronounce basic words and expressions intelligibly

Lesson objectives

All learners will be able to:

• listen and repeat the words according to the topic Days of the week

Most learners will be able to:

• recognise and name some words according to the topic Days of the week

Some learners will be able to:

• name and use most of the words according to the topic Days of the week

Previous learning

In my house: There is / There are / Is there /Are there…? Yes/No

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

Beginning

Warm up

• T. asks every S. to take his/her pencil case and eraser then T. shows the video for prepositions. Ss should repeat actions and words after the video. After Ss should show the same positions of things without video support. Stronger Ss can answer the question “Where is it?”

• T. gives different pictures for each S. Ss should give a full sentence using there is / there are and prepositions in, on and under, e.g. There is a bag near the chair, etc.

https://www.youtube.com/watch?v=8F0NYBBKczM​

Flashcards

Middle

Main:

• T. shows PPT to present days of the week. Days are presented by the actions, e.g.: Monday - I get up, Tuesday - I wash my face, Wednesday - I do my hair, Thursday - I put on my clothes, Friday - I go to school, Saturday - I play with my friends and Sunday - I sleep. (T. should use gestures to show all actions)

• T. just says the days of the week without PPT Ss should show the appropriate action.

Physical training

• T. shows the video about the days of the week and Ss should sing along the song and do the actions together with T.

• T. asks one S. to come to the board and show one action the others should guess the day of the week, e.g.: - I get up (Monday)

- I wash my face (Tuesday)

- I do my hair (Wednesday)

- I put on my clothes (Thursday)

- I go to school (Friday)

- I play with my friends (Saturday)

- I sleep (Sunday)

Time for creativity

• Ss are divided into groups of four or five by choosing shapes to make a Days of the Week collage. T. provides learners with a week calendar, glue/tape and a range of different images to cut out and stick on different days [images e.g. school subjects/activities, shopping, special foods, football, cinema, cleaning, TV etc.]. Both groups are given the same equipment and Ss should work using their creativity and collaborative ability.

• T. invites one group stand in front of their collage and gives one sample sentence, e.g.: Saturday is football day, etc. Stronger Ss is allowed to say the full sentence about one of the days, e.g. Tuesday is English day etc. However, weaker Ss can say only the name of the day. In both cases Ss will achieve lesson objectives.

PPT

https://www.youtube.com/watch?v=36n93jvjkDs

Posters to make a collage

End

Plenary

All learners will name the days of the week when T. shows PPT

T. gives worksheets of FA for the days of the week. The task is to copy the days of the week as in the example according to the teacher’s instruction.

PPT or song

Worksheets

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Cross-curricular links
Health and safety check
ICT links
Values links

• Weaker Ss work with T’s support

• Stronger Ss work on their own

• more support can be given during elicitation, instruction and questioning phases of the lesson by nominating learners to answer items relating to more high frequency vocabulary to build confidence through participation.

• more able learners will be challenged by prompting their groups to develop more elaborate parts of the bodyt to narrate.

• In warm up activities, when they work in groups, make and present their collage and do the FA

• Ss will be safely arranged and seated in front of the monitor away from electrical outlets and cables.

• Working in groups Ss will become more tolerant to each other and respect each other’s opinions

• The topic itself teaches Ss to be accurate, disciplined, responsible and punctual towards their actions and people surrounding them