TIMING LESSON STAGE STAGE AIM(S) TEACHER DOES… STUDENTS DO… ANTICIPATED PROBLEM

t Introduce name and class rules and Introduce names in class Problem 1: Students might not
3 mins Greetings and Teacher Introduces expectations remember the teachers name and
Introduction
PRACTICE TEACHING DEMO 1Name and Class S: My name is …… vice-versa
Rules T: Hello Student. I’m Teacher
George. I’m glad to meet you. Listen to teacher and follow Solution 1: Name tags will be
Teachers: Class Type: Group Class Ages: 5-7 years old Type of Teaching:classroom
Team Teaching
rules Date: Class
provided forDuration:
teachers and student
1. George Pastor Class rules:
2. Ruthly Joy Parreño  Listen to teacher. Problem 2:Students does not feel
 Raise your hand to speak comfortable with teacher and
 No shouting and fighting unresponsive
 When teacher asks you if you’re
Lesson Objective(s): By the end of the lesson, the students will be able to : Solution 2: Be engaging and
ready say, ‘aye aye captain’
-recall the activities that they do everyday animated in class.
-recognize the grammar structure for sentences that expresses routines
-produce sentences about daily routines at different times of the day using simple present
5 mins Warm Up Activity An activity to Problem: Some students might
- Illustrate Sun’s position showing
motivate the Listen to the teacher and answer not answer the questions because
students and different parts of the day the questions asked by teacher they feel shy.
Class Profile: Group lesson with Filipino students in Pre-Intermediate Level Class Type: PPP Lesson for elementary students in Pre-Intermediate
introduce the
ranging from 5-7 years old. (Morning, Afternoon and Evening)
lesson topic
Target Language: Materials:
Sample answer: Solution: Teachers should be
-Question and Answer - Whiteboard
 Target Phrases: A1 : I wake up in the morning friendly
Q1: What
- Wake up, eat breakfast, take a shower, go to school, eatdolunch, - Board
you do in marker A2: I eat my snacks in the
the morning?
play with friends, eat snacks, do homework, eat dinner,Q2:
go What -Masking
to beddo you do in tape afternoon
the afternoon?
- Laptop for audioA3: I do
video my homework in the
equipment
 Language Focus: Q3: What do you do in the evening? evening
-3 boxes (3 different colors)
- I, we, + wake up, go, take, play etc.
- Flashcards showing different daily activities and true/false
 Sentence Structure:
-Clock
- I wake up in the morning -Pieces of paper (daily routines written on it)
- I play with my friends in the afternoon -Small ball
-We eat dinner in the evening - Rewards: Token or Badge or Star
- Youtube link: (Every day! Daily routine song)
https://youtu.be/1n9rsD5L5NU?t=7 Problem 1: Student don’t want to
5 mins Presentation Setting the context sing and dance
of the language and Present a song video about daily Students watch the video,
introducing the sing the song and follow Solution 1: Encourage them by
routine and students sing the song and
topic. teachers’ action being enthusiastic at the
follow the actions presented by teacher beginning of the song and by
This is the doing the actions lively.
in class ( 4 mins)
beginning of
t

A. Bird Box Game : Before the class - Listen to the instructions

teachers hide some flashcards around the carefully Problem1: Poor explanation
15 mins Practice Opportunities to use and execution of planned task
classroom. In this stage of the
the target language -Push back the chairs towards which may lead to student
with lots of lesson,students need to find them and put the corner of the room getting confused and less
supportive cues from them in the correct boxes. motivated to work on all
the teachers and -Students look for planned tasks.
- 3 boxes of different colors represent
flashcards about daily
illustrations
morning, afternoon and evening. routine inside the
classroom. When Solution1: Be sure to
This is also an ( 2 mins for the game and 3 mins discussion) Drill/Demo the task and
found, students put
appropriate time to them in the boxes follow up with ICQ to check
give feedback and according to the time if students picked up the task
of the day they are objectives and the goal they
make assessments on
done.
students and the are expected to achieve
overall lesson
condition. B. CHARADES (DAILY ROUTINE)
Teachers prepare set of phrases related to - This is a group activity,
target language student will sit together with
- write different daily routines in a piece of their teammates. Problem 2: Chaos inside the
paper then put in glass bowl. - Students will take turn in room and loud noise from
-Divide the class into two teams of at least two acting daily routines that are students
players. written in the paper.
-Explain the execution of the game clearly -The group members (actor
team) will have to guess the Solution 2: Remind the
During the game: activity while they are students of the classroom
- The teams take turns playing. One student guessing the daily routine the rules before playing
from the team (the actor) stands at the front of other team must be quiet.
class. -The group with the most
-The actor tries to make the rest of their team points with in 1 minute will
guess what is on the paper using only gestures win.
and no sounds (or drawing of letters in the air)
t
-The team has one minute to guess as many - Ask questions if there are
sentences as they can. Each correct guess is any
worth one point.
-When each team has had one turn, repeat with
different students as actors.
-The team with the most points at the end of
the game wins.
(5 mins)

C. True or False: “Do you …. in the

…. ?” - Students help the teacher
-Choose one wall to be the ‘true’ wall and one push back the chairs to the
to be the ‘false’ wall. Ask the students a series side corner of the room
of true or false questions and get them to walk
to the corresponding wall. - Before starting the
- Push the chairs aside. Students should be in game,they must stand in the
the middle. middle

During the game: - Listen to the question and

-The teacher reads the questions and students wait for go signal before
can only go to the wall after the teacher gives choosing the answer
go signal
-Teacher sets timer for 10 seconds to let the - Student only have 10 sec to
students decide whether to go to true wall or decide and no more changing
false wall. of answer after 10 sec
- Students who will get the correct answer will
proceed to the next round until 1 student wins - When eliminated, students
should stay in the corner and
-Explain the execution of the game clearly stay compose while their
classmates are still playing
t

10 mins Production Students have the WRITING: SUNDAY ROUTINE -Students write about their Problem 1: Cannot write
opportunity to as -Students will have writing activity. They will Sunday’s routine using the because not familiar with
freely as possible write about the activities that they do on target language presented sentences structure
interact and explore Sunday using the presented target language.
the language. -Teacher will only give them 5 mins for -Follow the sentence
writing structure properly using the Solution 1: Review the sentence
correct time and activity structure before proceeding to
- When the students finished their written task production stage
teacher needs to check the sentences for errors -5 mins writing time and after
the teacher will then check
- After the writing task, let them pick a piece the sentences
of paper containing the phrase “ recite”
meaning the kid will read their essay in front -Pick a piece of paper, if
or “listen ” which means they will not recite. student picks Problem 2: Doesn’t like to
“ recite” go in front and read recite in front
your what is written in your
(5 mins for writing and 5 mins for recitation) paper if student picks “listen
” they will not recite but Solution 2: Maintain friendly
instead they will remain quiet atmosphere throughout the
and listen attentively to their activity
classmates
t

3 mins Wrap Up Activity Help students THE BALL IS VERY HOT! Problem1: Poor explanation
organize the -Stand in a circle and and execution of planned task
information in a -Push the chairs to the corner to create a when the music plays pass which may lead to student
meaningful context space for students in the middle of the the ball to the person next getting confused and less
in their minds and classroom to them, pretend that it’s motivated to work on all
better understand -Explain the execution of the game clearly really hot but don’t throw planned tasks.
what they have -The teacher asks the students to stand in a the ball!
learned and provides circle. Then she will play a music in the -When the music stops Solution1: Be sure to
a way in which they background. and the student holding Drill/Demo the task and
can apply it to the -Students Pass the ball to the person next to the ball should get out of follow up with ICQ to check
world around them. them in the circle and pretend the ball is the circle, get one if students picked up the task
really hot! flashcard from the board objectives and the goal they
-Tell the person next to you that it's really, and make a sentence using are expected to achieve
really hot and continue passing the ball until the phrase in the
the teacher stops the music, whoever is flashcards, if their
holding the ball should make a sentence using sentence doesn’t have
the learned phrases from today’s class which errors then they can take Problem 2: Chaos inside the
are posted on the board . If the student gives their sit room and loud noise from
correct sentences then he/she can take her/his - Continue playing until students
sit. all the flashcards are taken
-Continue playing until all the flashcards in down.
the board are taken down. Solution 2: Remind the
- Give a short review of what happened students of the classroom
during the lesson before ending the class rules before playing