BAS Primary EPC 2401 Lesson Planning Template Year 2, Sem 1
day: 22 month: Feb year:
date: name of student: Maryam Juma
2018
time: from: 11:45 length of class:
name of school: AlQurrayen Primary School
to: 12:35 40 Minutes
name of Anneka Saleem Class: 1 Grade: 4 No. Ss: 26
MST:
Name of book: Unit: 6 page(s): 113
Details about the book that
Activity Book- Lesson
the MST uses:
10- Numbers
PURPOSE – Why am I teaching this lesson? What do I want the students to know/to be able to do by the end of the
lesson that they could not do before?
Students will be able to:
Practice the name of the numbers.
Memorize the numbers in English.
Pencil control.
LANGUAGE – What is the language I hope to teach? Specifically – what do I want the students to be able to say or write
or read or listen to? Is it new language, or am I revising something I or my MST has already presented and practiced, or
is it a misxture? Do I understand the language myself, or do I need to research it more?
Begging with counting to remember the numbers. The numbers name is a new lesson, but the numbers
Memorize numbers from 0 to 14. teaching is warming up activity to revise them.
Teaching them how to read the numbers name.
SKILLS – Which skill(s) am I teaching and what aspect of that / those skill(s) will I focus on?
Reading, writing and speaking I will focus on reading skill to read the name of the
numbers at the begging.
Draw lines to match and practice on pencil control
because they are grade one students.
I will concentrate on saying the numbers.
CONTEXT – How will I make the language realistic for the students?
Using flash cards and daring things according to the life (burger, ant and flowers)
RESOURCES –– What resources do I need to create the context and provide practice, so the students can do what they
need to do to develop? - Include realia, books, handouts, multimedia, songs, games, etc.
Flash cards to read the numbers name
Activity worksheet and students hand book
1
ACTIVITIES – What activities can I design that use the resources and are appropriate in the context? Are my activities
authentic and purposeful?
Individual activity The activity is authentic and purposeful because it will
To work on the activity book lead the students to achieve the gaols, by repeating and
finding out the numbers name, pupils will have the
Matching activity, to make a line from the names of the
confidence to say the numbers also it gives the
numbers to the numbers sign.
opportunity to participate and to give answers, it is related
Drawing activity, to draw things depending on the
to their life because they will use to draw realise things
numbers that given.
according to the numbers. It is a new lesson so it a little bit
up of the students current level (challenge their mind).
2
Activity Time Interaction Teacher (activity + exact Student (what they do + language Purpose / objective of the activity MCT comments
instructions you intend to give) you expect them to use)
Engage 5-8 T-SS T asks SS to count from 1 to 14 SS count from 1 to 14
Warm up activity SS-T T asks students something related to the S answers I have…. or immediately the
T-S real life (how many cars in your house or answer for example two cars (because they
S-T how old are you?) still on developing sentences skill).
T-SS
S-T T discuss the game to the SS
Building Knowledge 7-10 T-SS T askes SS to listen to the numbers and SS show and point by their fingers in group
Presentation point by their finger on the number on on the answer
the worksheet
T give the students the worksheet
T read the names of the number and ask
students to show her the answer as a
team.
15-20 T-SS T asked SS to open their activity book SS open their book on page 113 and match
Practice S-T on page 113 and match the word with it the name numbers to the numbers.
number. SS draw 14 ants on the branches
T askes SS to move to the next activity
and draw 14 ants on the branch
T draw the 14 ants on the board
T askes SS to draw 13 burgers on the
plate
T draw 13 burger on the board
3
T askes SS to draw 9 popcorns on the
bowl
T draw 9 popcorns on the board
4
5
