having fun on the beach
grade 2 level
by the end of the session, Ss will be able to use the new vocabulary and the present continues in the context of having fun on the beach
to provide the Ss with speaking for fluency to practice the target language in the context of having fun on the beach.
Procedure (20-29 minutes)
1- T will start the class with GTKY activity 2- Twill draw pictures to identify his name using the first letter of each picture (on the PowerPoint file) 3- T will ask Ss to guess his/her name using the first letter of each picture 4- T will ask the Ss to do the same activity 5- T gives him time to think and draw 6- T will guess his/ her name 7- T will play the video (in the PowerPoint file) 8- T asks Ss " watch and tell me, is the girl happy or no?" 9- T asks the Ss: do you want to go to the beach like her?
1- T will say “let's learn some activities to use on the beach like the girl” 2- T starts his/her clarification part by presenting the pictures on the PowerPoint 3- T explains the words and the grammar as follows: *swim /swɪm/ play the video and teach the sentence “he's swimming” /hiz ˈswɪmɪŋ/ *sail /seɪl/ play the video and teach the sentence “it's sailing” /ɪts ˈseɪlɪŋ/ *dive /daɪv/ play the video and teach the sentence “They’re diving” /ðɛr ˈdaɪvɪŋ/ *surf /sɜːrf/ play the video and teach the sentence “She’s surfing” /ʃiz ˈsɜrfɪŋ / *snorkel /ˈsnɔːrkl/ play the video and teach the sentence “She’s snorkelling” /ʃiz ˈsnɔrkəˌlɪŋ/ *kayak (noun) /ˈkaɪæk/ play the video and teach the sentence “They’re kayaking” /ðɛr ˈkaɪˌækɪŋ/ *windsurf /ˈwɪndsɜːrf/ play the video and teach the sentence “They’re windsurfing” / ðɛrˈwɪndsɜːrfɪŋ/ *waterski /ˈwɔːtərskiː/ play the video and teach the sentence “he’s waterskiing” /hiz ˈwɔːtərskiːɪŋ/ The positive form (he, she, it)+ is('s) +verb+ ing. (I)+am('m)+ verb+ing. (we, you, they)+ are('re)+ verb+ing. The negative form (he, she, it)+ isn't +verb+ ing (I)+'m not+ verb+ing (we, you, they)+ aren't+ verb+ing.
1- T sets activity 1 in the PowerPoint 2- T asks ICQs: will you read-only or read and match? Read and match 3-give Ss time to answer 4- solve the activity with him/her 5- T sets the activity 2 6- T asks ICQs: this time, will you read or fill the gaps? Fill the gaps 7-give Ss time to answer 8- solve the activity with him/her (make sure that Ss understand his mistakes)
1- T will set the speaking activity (activity 3) by saying “can you see these pictures? We will describe them using the words in the box here. 2- T uses ICQs: are you going to describe the pictures or match with the box? Describe. Are you going to use any words or the words in the box? The words in the box 3- T starts to talk to the Ss and elicit from him/her (Ss has to make many sentences using the negative and positive form)
1- T gives SS feedback on his language 2- T writes the mistakes on the board 3- T elicits the right answers from the Ss 4- T recaps on the TL