one week planning

Monday January 11 to Friday January 15

Day 8Date : Monday January 11

7 :45 to 7 :55 Supervision3-4St-Christophe7:58 to 8:58(60 min)

Treasure HuntSee Appendix A for planning.

1St-Christophe8:58 to 9:58(60 min)

Writing Numbers, Shapes and ColorsSee Appendix B for planning.

Recess 10:01 to 10:1610010:24 to 11:24(60 min) Writing Numbers, Shapes and Colors

See Appendix B for planning.

Lunch time 11 :24 to 12 :45 / 11 :27 to 12 :4811012 :51 to 1 :51(60 min)

Free class

Recess5002 :09 to 3 :09(60 min)

Free class

Supervision BusMeetingHomework

Attendance

Day 9Date : Tuesday January 12

2-38 :03 to 9 :03(60 min) Writing Numbers, Shapes and Colors


2209 :03 to 10 :03(60 min) Writing Numbers, Shapes and Colors


Recess 10:03 to 10:18 / 10:06 to 10:2140010:21 to 11:21(60 min)


Lunch time 11 :24 to 12 :45 / 11 :27 to 12 :485-612 :48 to 1 :48(60 min)

Free class

Recess5002 :09 to 3 :09(60 min)

Free class

Supervision BusMeetingHomework

Attendance

Day 10Date : Wednesday January 13

420St-David7 :58 to 8 :58(60 min)


410St-David8 :58 to 9 :58(60 min)


Recess Supervision (big playground)610St-David10:19 to 11:19(60 min)

Simple FutureSee Appendix C for planning.

Lunch time St-C : 11 :22 to 12 :371St-Christophe12 :40 to 1 :40(60 min)

Continue Step 2 Writing Numbers, Shapes and ColorsSee Appendix B for planning.

Recess2St-Christophe2 :01 to 3 :01(60 min)

Writing Numbers, Shapes and ColorsSee Appendix B for planning.

Supervision (bus)MeetingHomework

Attendance

Day 1Date : Thursday January 14

7:47 to 7:57 Supervision1208:03 to 9:03(60 min)

Free class

2209:03 to 10 :03(60 min) Continue Step 2 Writing Numbers, Shapes and Colors


Recess 10:03 to 10:18 / 10:06 to 10:212-310:24 to 11:24(60 min)

Continue Step 2 Writing Numbers, Shapes and ColorsSee Appendix B for planning.

Lunch time 11 :24 to 12 :45 / 11 :27 to 12 :4830012:51 to 1:51(60 min)

Free class

Recess 1 :51 to 2 :06 / 1 :54 to 2 :093-42 :12 to 3 :12(60 min)

Free class

Supervision (changing room)MeetingHomeworkAttendance

Day 2Date : Friday January 15

5-68 to 9(60 min)

Free class

5009 to 10(60 min)

Free class

Recess 10:03 to 10:18 / 10:06 to 10:2110010:24 to 11:24(60 min) Continue Step 2 Writing Numbers, Shapes and Colors


Lunch time 11 :24 to 12 :45 / 11 :27 to 12 :48310 St-David12 :41 to 1 :41(60 min)


Recess410-420 St-David2 :02 to 3 :02(60 min)


MeetingHomework

Attendance

APPENDIX A

1. Background Information

Level and type of class: Cycle 2, year 1 and 2, regular grade 3 and 4 students

School: Notre-Dame-des-Bois-Francs, St-Christophe and Saint-David

Commission scolaire des Bois-Francs

Subject: English second language, regular group

Group level: Beginner / Intermediate

2. Targeted competencies

Disciplinary competencies:

• Competency 1: To interact orally- Use of Functional Language- Use of Strategies - Participation in Exchanges - Pronunciation

Competency 2: To reinvest understanding of written and oral texts- Use of Strategies- Understanding of key elements and overall meaning of written and oral texts - Carrying out tasks

Cross-curricular competencies:

To use information To solve problemsTo exercise critical judgment To adopt effective work methodsTo cooperate with others To communicate appropriately

Concepts introduced:- Treasure Hunt

3. Content

Functional language: Learn vocabulary

Trail: Classroom Treasure Hunt Sheet is added to their duo-tangs.

Agenda:

1- Lecture + Instructions

2- Treasure Hunt

3- Correction

4- Conclusion

Introduction (5 minutes)

- Attendances

- Greetings (Good morning or good afternoon)

- Ask the following questions to the students and write their answers on the board:

How are you? What day of the week is it? What is the date today? What month are we

in? What season are we in? How is the weather outside today? (Students can refer to the

posters in the classroom to answer.)

Step 1: Lecture + Instructions (15 minutes)

Hook: Ask the following questions to the students: - What is a treasure?

- What is a hunt?

- What is a treasure hunt?

Material: Treasure hunt sheet and flashcards

Procedure: a) Hand out sheet

b) Tell them you will explain every number to them.

c) Ask them to write notes on their sheet in order to remember what every sentence means. Read every number of the sheet with the students and present vocabulary using flashcards. (Appendix B) Make sure that they understand what the word find means. Review words that are posted on objects in the class.

d) Tell them to write in English when they answer. If they do not know the word in English, ask them to go look in a French/English Dictionary.

e) Read directions on the sheet. Find a friend and go on a treasure hunt. On the lines, write what you found in your classroom.

Evaluation: Ask questions to see if they understood the task that they need to perform.

Plan B: If they do not know how to look in a dictionary, you can show them how.

Step 2: Treasure Hunt (30 minutes)

Hook: Tell the students they are going on a treasure hunt in the classroom.

Material: Sheet, objects in classroom

Procedure: a) Ask student to get in teams of two.

b) Tell them they have 30 minutes to find all their answers.

c) Let’s start that Treasure Hunt!

Evaluation: Circulate in the class to make sure that all the students participate. Take note using a grid for every student. While circulating, answer the students’ questions.

Plan B: If some students are weak, you can team them up with stronger students or help and assist them more.

Step 3: Correction (10 minutes)Hook: Let us see which team is the winner!

Material: correction sheet, black board

Procedure: a) Ask the students to go to their seats.

b) Tell them you are going to correct together.

c) Call out a name and ask the student to read his answer for number 1

and so on. Since students will not all have the same answer, you can ask for more than one answer for every question.

d) Write a few possible answers on the black board.

Evaluation: By calling names, ask students to give out their answers. By doing this, you can check if everyone answered properly.

Plan B: If there is no time to correct, you can pick up the copies and correct them yourself.

Conclusion (5 minutes)

a) Ask students for a summary of what they have retained from this activity.

b) Give students feedback, and ask them to put their desks back in place.

APPENDIX B


Level and type of class:: Cycle 1, year 1 and 2, regular grade 1 and 2 students

School: Notre-Dame-des-Bois-Francs, St-Christophe and Saint-David

Commission scolaire des Bois-Francs


Group level: Beginner



Competency 2: To reinvest understanding of written and oral texts

- Use of Strategies- Understanding of key elements and overall meaning of written and oral texts - Carrying out tasks

Competency 3: To write texts

- Use of Strategies

Cross-curricular competencies:

- To use information - To adopt effective work methods

Concepts introduced- Numbers, Shapes and Colors

3. Content

Functional language: Learn vocabulary

Trail: Worksheets are added to their duo-tangs.

Agenda:

1- Lecture + Flashcards

2- Worksheets

3- Conclusion


- Attendances






Step 1: Lecture + Flashcards (15 minutes)

Material: flashcards

Procedure: a) The teacher starts with a short lesson on numbers, shapes, and colors.

b) The teacher, using flash cards, shows the different shapes, colors and numbers

that are going to be used in the activity;

c) Students can try to name them when the teacher points at them.

Evaluation: Ask questions to see if they remember what was viewed on the flashcards.

Plan B: Use a PowerPoint instead of flashcard.

Step 2: Worksheets (35 minutes)

Material: worksheets and flashcards

Procedure: a) Put the flashcards on the board in order for the students to refer to them while doing the activity.

b) Distribute a package containing 11 work sheets.

c) Ask students to take out their colouring pencils.

d) Guide the student throughout the first sheet and do it step by step with them. The colors and shapes are different for every work sheet; therefore, it is a good revision for the students.

e) Let the students work at their paste and do the next sheets by themselves. This step will take more than one class.

Evaluation: Observe while students are working and ask questions to see if they remember what was viewed on the flashcards.

Plan B: There is a crossword at the end of the package for the students who finish before the others.

Conclusion (10 minutes)

a) Ask students for a summary of what they have retained from this activity.

b) Give students feedback, and ask them to put their desks back in place.

APPENDIX C


Level and type of class:: Cycle 3 Year 2, regular grade 6 students

School: Saint-David, Commission scolaire des Bois-Francs


Group level: Beginner / Intermediate / Advance



Competency 1: Interacts orally in English

- Use of Functional Language- Use of Strategies - Participation in Exchanges - Pronunciation

Competency 2: Reinvests understanding of written and oral texts

- Use of Strategies- Understanding of key elements and overall meaning of written and oral texts - Carrying out tasks

Competency 3: To write texts

- Use of Strategies

Cross-curricular competencies:- Adopt effective work methods - Uses information- To cooperate with others - Communicates appropriately- Achieves his potential

Concepts introduced- Base form of the simple future ‘’will’’ and ‘’be going to’’. - Negative form and the contracted form of the future.

3. Content

Functional language: Learn how to use the simple future tense

Trail: Exercises in the work book.

Agenda:

1- Lecture + Instructions

2- Exercices

3- Conclusion


- Attendances






Hook (5 mins)

- The teacher talks and uses only the simple future.- The following questions are asked to students:- What are you going to do tonight?- What will you do next weekend?- Then, ask the student to guess which verb tense was used during the discussion.

Students approach the concept in an inductive approach. Most of them use the future verb tense without even being aware of it. The students learn the use of the structure through practice of the language in context, and later realize the rules from the practical examples. Therefore, the lesson seems to be familiar to them.

The advantages of the inductive approach are that students can focus on the use of the language without being held back by grammatical terminology and rules that can inhibit fluency. The inductive approach also promotes increased student participation and practice of the target language in the

classroom, in meaningful contexts. The use of the inductive approach has been noted for its success in ESL classrooms world-wide, but its disadvantage is that it is sometimes difficult for students who expect a more traditional style of teaching to induce the language rules from context.

Explain the verb tense (15 mins)

- Ask the following question to the students: - What is simple future?- How do you form the simple future?- Explain the following using the black board:

The structure of the simple future tense is:

subject + auxiliary verb WILL + main verb

invariable base

Will V1

For negative sentences in the simple future tense, we insert not between the auxiliary verb and main verb. For question sentences, we exchange the subject and auxiliary verb. Look at these example sentences with the simple future tense:

subject auxiliary verb main verb

+ I Will open the door.

+ You Will finish before me.

- She Will not be at school tomorrow.

- We Will not leave yet.

? Will You arrive on time?

? Will They want dinner?

When we use the simple future tense in speaking, we often contract the subject and auxiliary verb:

I will I'll

you will you'll

he willshe willit will

he'llshe'llit'll

we will we'll

they will they'll

For negative sentences in the simple future tense, we contract with won't, like this:

I will not I won't

you will not you won't

he will notshe will notit will not

he won'tshe won'tit won't

we will not we won't

they will not they won't

- What is the 2nd form of the simple future?

The structure of the simple future verb tense "going to":

Subject + Auxiliary Verb + Main Verb

- - "to be" - going to

How to build sentences using the future simple verb tense "going to"?

1. The auxiliary tense "to be” is used with the future simple verb tense "going to". 2. The base form of the main verb is always "going to".

http://www.english-the-easy-way.com/English_ESL/Auxiliary_Verbs.htm

http://www.english-the-easy-way.com/Future_Tense/Future_Simple_Tense_Going_To.htm

http://www.english-the-easy-way.com/English_ESL/Main_Verbs.htm

http://www.english-the-easy-way.com/Future_Tense/Future_Simple_Tense.htm



3. For negative sentences "not" is added between the auxiliary verb "to be" and the main verb "going to". See chart.

4. For questions the auxiliary tense "to be" comes before the subject. See chart.

Positive Sentence

Subject +Auxiliary Verb "to

be"+

Main Verb "going to"

+Continue the

Sentence

I + am + going to +

We, They, You, Plural Nouns

+ are + going to +

He, She, ItSingular Nouns

Uncountable Nouns + is + going to +

Examples:

I am going to be at school to today. They are going to the doctor tomorrow. My dog is going to come home this evening. Your coffee is going be cold if you don't drink it. The girls are going to be home at ten o'clock.

Negative Sentences

Subject +Auxiliary

Verb "to be"+ Not +

Main Verb "going to"

+Continue the

Sentence

I, He, She, it + am + not + going to +

We, They, YouPlural Nouns

+ are + not + going to +

Singular Nouns Uncountable Nouns

+ is + not + going to +

Examples:

I am not going to be at school to today. They are not going to the doctor tomorrow. My dog is not going to come home this evening. The girls are not going to be home at ten.

Questions

Auxiliary Verb "To be"

+ Subject +Main Verb "going to"

+Continue the

Sentence

Am + I, + going to +




http://www.english-the-easy-way.com/Nouns/Uncountable_Nouns.htm

http://www.english-the-easy-way.com/Nouns/Countable_Nouns.htm





http://www.english-the-easy-way.com/English_ESL/Verb_To_Be.htm



http://www.english-the-easy-way.com/Nouns/Uncountable_Nouns.htm








http://www.english-the-easy-way.com/Future_Tense/Future_Simple_Tense_Chart_Going_To.htm

http://www.english-the-easy-way.com/English_ESL/Verb_To_Be.htm


http://www.english-the-easy-way.com/Future_Tense/Future_Simple_Tense_Chart_Going_To.htm#Negative




Are +we, they, you,plural nouns

uncountable nouns + going to +

Is +he, she, it

singular nouns + going to +

Examples:

Am I going to the hospital next week?

Are you going to be home next week?

Are your friends going to help you clean your room later?

Is there going to be hot water when I come home tonight?

Is someone going to buy some milk and cheese?

- Then, the teacher writes sentences on the board with ‘’will’’, and with ‘’be going to’’. Underline with different colors and explain the differences among the verbs. For example, with going to, you always need to include the verb to be in front of it.

- What is the differences between will and going to?

"Will" implies an uncertain future, a desire. "Going to" is a closer one, much likely to happen. Compare:

A: What will you do when you finish high school? B: I'm not sure yet. I think I will go to college to study Engineering. A: Just like your brother? B: Well, no. He's going to college this year, but he's going to study Economics. A: Oh, I see.

- Ask student to open their book to chapter 3 on page 30. We are only doing the first half of the chapter since we are limited in time.

- Explain from activity 1 up until the activity 6 and do two numbers of each exercise with the whole class by projecting the instructions as well as examples with a projector. Guide the students while giving the instructions by pointing with a pen what you are reading or talking about. Tell them clearly that the answers of the first two questions are projected and get them to write it in their book.

Simple future exercises (35 mins)

- In groups of two, they do the exercises 1 to 6 together, as you walk around and answer questions.

Closure (5 mins)

- Ask the students to say sentences using the simple future in order to see if they




learned the lesson properly. - Give feedback to the students and tell them to put their desks back in place.- Assign the rest of the chapter for homework. They have one week to complete it.

5. Plan B

The students who will have done the work asked will be request to complete plan B.

Written exercise

Choose one of the following subjects:

What will you do if you win 1 million dollar?

What will you do in ten years?

Write s text of 200 words.

7. Evaluation

Observation (participation) Make sure the students are speaking in English.

Give a test on the simple future. After one week, check if the homework is done.

8. Materials

Activity book ‘’Kick Off’’ Poster

one week planning

Documents