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LESSON PLAN

Unit: 1-4, Page 26; Lesson: Our world


Lesson ai!s:
1. Speaking skills: by the end of the lesson, pupils will have reviewed language from units 1-4 and
learned about life in Canada.
2. anguage skills: !o"abulary # to develop pupils$ abilities to a"%uire a new set of words.
&. 'o review the language from the units.
"aterials:
()upil$s *ook+, (-"tivity *ook+, C., /lash"ards.
#arget language:
$e% language: language from the units, Canada, Canadian, snow, igloo, world.
Additional language: Inuit, map.
&e'ised language: rooms and objects in a house, family, classroom, toy vocabulary, numbers, colours,
prepositions, vocabulary from the units.
Pre(aration: before the "lass starts, the tea"her opens the windows, makes light in the "lassroom, arranges
all the pupils$ "hairs0 desks in semi-"ir"le, makes sure the C. player works and all the tra"ks are in order,
writes all the pupils$ names on the board and pla"es all the ne"essary materials on the desk.
A)#*+*#, 1: Starters alphabetic vocabulary list - Test
Ai!: 1eviewing 2, 3$ words 4from Starters al(-a.eti/ 'o/a.ular% list5
Pro/edure and intera/tion:
1. 'he ' asks the "hildren to put aside their books be"ause they will not need them for the ne6t a"tivity, and
then prepare a pie"e of paper.
2. 'he ' informs the pupils that they are going to have a brief test, in order to "he"k their knowledge
"on"erning the words in the Starters alphabetic vocabulary list.
&. 'he ' tells them the translated version of the words they are going to write down, while the Ss translate
and write them a""ordingly.
#i!ing: 7 minutes.
A)#*+*#, 2: )laying the Flashcards game
Ai!: 1eviewing units language
Pro/edure:
1. 'he tea"her tells the pupils that they will review units 1-4 and learn about life in Canada, then she sele"ts
18 flash"ards from units 1-4, handing out one to ea"h pupil in the "lassroom.
2. 9a"h pupil is to rise up his flash"ard and eli"it what it is, the other pupils provide help, if needed.
*ntera/tion: 'he tea"her en"ourages pupils to eli"it answers and point.
#i!ing: 0 minutes
A)#*+*#, 1 2P3 26, A/ti'it% 14 !isten and point
Ai!: istening to the C. 4C. 1, tra"k 7&5 and pointing
Pro/edure:
1
1. 'he ' asks Ss to open their books: ("pen the #upils $oo% at page &', please( and tells them to hold
them so that she may see them 4demonstrating this5.
2. 'he tea"her tells the pupils that they are to listen to a narrator talking about Canada 4"he"king
understanding of the words5, then, the tea"her asks them ()hat is this:+ 4she points to image 1-75. 'he
pupils name what they "an see and point. (!isten to the narrator*(.
&. 'he tea"her plays the C., the first time without stopping it so that pupils are able to hear the dialogue
without any interruption. 'hey listen and point.
4. 'he 'ea"her plays the C. again. 'he )upils listen and say the number. 'he tea"her holds up her book,
pointing to an image, and asks +)hat is this,-a house, a living room, an igloo, etc., then repeats for the
other images in the pi"ture.
7. )laying the C. one more time: the pupils listen and point, and then, if there is suffi"ient time, they
translate some of the senten"es for them to be"ome a"%uainted with this method.
*ntera/tion: 'he tea"her "he"ks understanding of the listening part with the "lass.
#i!ing: 0 minutes
)5 1601
/ello. 0y banes Shari. Im nine. Im from Canada. Im a Canadian Inuit. /eres a photo of me.
"ur house is small. Its got a hall, two bedrooms and a bathroom. Theres a %itchen and a living room.
This is a photo of the living room. Theres a sofa and a table. )e can watch T1 here.
This is my bedroom. There are two beds and a small chair. Ive got a cupboard in my bedroom.
0y grandfather can ma%e a house with snow. +/ouse( in our language is +Igloo(. This is a photo of my
grandfather ma%ing an igloo.
A)#*+*#, 4 2P3 26, A/ti'it% 24 0atch the te2t
Ai!: 1eading and giving "orre"t answers
Pro/edure:
1. 'he tea"her asks "hildren to open their books by saying: ("pen the #upils $oo% at page &', please+ and
tells them to hold the books so that she may see them 4demonstrating this5.
2. 'he ' fo"uses Ss on the te6t. 'hey work in pairs and silently read the te6t and mat"h it with the pi"tures.
&. 'he pupils "he"k in pairs, and then read out loud the senten"es, in order to "he"k with the "lass.
4. 'he ' asks them to name the key words they used to help them.
*ntera/tion: - "he"k in pairs is being done at the end of this parti"ular a"tivity.
#i!ing: ; minutes
A)#*+*#, 0: 32tra activity 4 )ho is it,
Ai!: 1eviewing re"ently learned words
Pro/edure and intera/tion:
1. 'he ' asks the "hildren to put aside their books be"ause they will not need them for the ne6t a"tivity, and
then she e6plains them the rules of the game.
2. 'he ' starts des"ribing one of the pupils in the "lassroom, until one of them guesses who that is, then, the
winner takes the lead and starts des"ribing one of his "olleagues. 1epeat.
#i!ing: if time.
A)#*+*#, 6 2A3 26, A/ti'it% 14: !oo% at page &' of the #upils $oo%. Thic% or cross the bo2 7,LE8
Ai!: 1eading and identifying the answer
Pro/edure:
1. 'he ' asks Ss to open their books by saying: ("pen the 5ctivity $oo% at page &', please+ and tells them
to hold the books so that she may see them 4demonstrating this5.
2. 'he tea"her plays the first senten"e as an e6ample, in order o make sure the Ss know what to do, drawing
a thi"k and a "ross ne6t to it and marking the answer a""ordingly.
2
&. 'he tea"her tells pupils to use a pen"il, showing them one. 'hen, she tells them to !oo% and thic% or cross
-as in the e2amples provided5 when they identify the answer.
4. )upils look, read and thi"k0 "ross. 'hey are to "he"k in pairs.
7. 'he tea"her "he"ks with the "lass, eli"iting the right mime from the pupils ea"h time and asking
%uestions: (6umber one. Is it a thic%, or a cross,+.
*ntera/tion: - "he"k in pairs is being done at the end of this parti"ular a"tivity.
#i!ing: 7 minutes
A)#*+*#, 9 2A3 26, A/ti'it% 24 !isten and write the number
Ai!: <dentifying the "orre"t numbers.
Pro/edure:
1. 'he tea"her asks "hildren to open their books by saying: ("pen the 5ctivity $oo% at page &', please+ and
tells them to hold the books so that she may see them 4demonstrating this5.
2. 'he tea"her tells pupils to prepare their pen"ils, showing them some. 'hen, she asks them to review
various words, by asking them to point to them: e.g. (#oint to the table7 teacher7 etc.( etc..
&. 'he tea"her tells pupils to listen "arefully and write the number that mat"hes the pi"tures, playing the first
senten"e as an e6ample, in order to make sure all Ss know what to do.
4. )upils work in pairs. 'hey write the "orre"t numbers in ea"h bo6.
7. 'he tea"her plays the C. again, while monitoring the pupils, to make sure they answered "orre"tly.
8. 'he Ss "he"k in pairs, and then eli"it the numbers for ea"h pi"ture, in order to "he"k them as a "lass.
*ntera/tion: - "he"k in pairs is being done at the end of this parti"ular a"tivity.
#i!ing: ; minutes
)5 1,04
89. The phones on the table.
8:. There are 9 teachers.
8;. )hos that, 0y teacher.
8'. /ow many toys are there on the mat, Four. There are 9 lorries and a robot.
8<. )hose ruler is this, Its mine.
8=. Theres an armchair ne2t to the table.
A)#*+*#, :: /eeding the "lass monster
Ai!: 1eviewing 2=, !, >$ words 4from Starters al(-a.eti/ 'o/a.ular% list5
Pro/edure and intera/tion:
1. 'he ' asks the "hildren to put aside their books be"ause they will not need them for the ne6t e6er"ise.
2. 'he ' will revise the words Ss already know. She writes the first letters of ea"h word on the board,
en"ouraging Ss to guess the word and do the spelling themselves, then translate them in a funny way. 4ugly,
under, understand, us, very, walk, wall, want, wat"h. >ater, watermelon, wave, we, wear..
&. 'he spelled words that are "orre"t will help the "lass monster to grow big and strong. 'he wrong spellings
are bad for ?a"k 4the "lass monster5. 'he tea"her "he"ks with the "lass.
#i!ing: 1@ minutes.
A)#*+*#, 1; 9nding the lesson
Ai!: )ra"ti"ing the learnt words.
Pro/edure:
1. 'he ' shows the "lass a photograph of her family, telling the Ss details about it: This is my mother. This
is my father. This is my house. etc, showing it around the "lass as she talks about it. 'hen, she asks Ss to
bring a pi"ture of their own family for the ne6t 9nglish "lass, whi"h they will show their "olleagues.
2. 'he tea"her tells the pupils that ne6t time they will make a book about their homes: +>o you still have
the boo% about clothes we did some time ago, )ell ma%e a new one, this time about your homes. It will be
fun* See you tomorrow, everybody*(
&
#i!ing: 4 minutes
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