Unit 1: Welcome to your new school!

Lesson 1: About Me (Week 1)

Learning objectives for Students
Introduce themselves (name, age, origin)
Talk about their likes and dislikes
Vocabulary: My name is I am I like (to) I dont like (to)

1. Introduction/Teaching of key phrases

The teacher will talk about typical things you say when you introduce yourself (name,
origin, age, etc.) and then introduces/teaches the key phrases for the lesson. Class does
choral drills of the phrases. Then the teacher guides the class in discussion about other
things that define us (hobbies, likes and dislikes). The teacher tells the class to each think
about one thing that makes them unique. Then the teacher tells the students to listen to a
student (around their age) introducing himself. The teacher encourages the students to
listen for the key phrases.

2. Listening
Class listens to script of student introducing himself
Class listens again, this time filling in the blanks of a cloze exercise

3. Grammar Reinforcement
The teacher reviews the key phrases and talks more in depth about the verb to be and
to (not) like

4. Post-Listening/Speaking
Students speak in small groups, introducing themselves using
Teacher asks students to remember the one special thing that describes them that
they thought of at the beginning of class and to draw a picture representing that
thing with a sentence stating who they are and their special thing (Example:
picture of a soccer ball with caption, My name is Julio, and I like soccer.)
Class posts their pictures on a bulletin board in the class. Volunteers asked to tell
us about their picture.

This lesson is designed to have a lot of input by the teacher, especially at the beginning,
and to gradually move the students toward speaking and using the phrases learned in
class for themselves. The bulletin board activity at the end helps build a community in the
classroom, giving the students a sense of ownership and belonging in the classroom and
in the group.
 Unit 1: Welcome to your new school!
Lesson 2: Where are you from? (Week 1)
Learning Objectives for Students
Learn how to say where they are from
Learn how to ask where someone is from
Vocabulary: Verb to be (review), nationalities (Mexican, Puerto Rican, etc.),
Where are you from? Im from

1. Introduction
Teacher has a map labeled Where are you from? with a star where the school is
located (labeled as the school name) and a star where the teacher is from (labeled
Ms. Williams is from Tallahassee, Florida.)
The teacher describes what is marked on the map (to associate meaning)
The teacher prompts the students to guess what the question is asking
Students are asked to come put a star on the country (and city if possible) where
they are from

2. Grammar and Vocabulary

Review the verb to be in all its present indicative forms
Talk about subject/verb order when phrasing a question (Where are you from?)
Teach nationalities

3. Speaking
Activity #1: Students will engage in a role-play, asking where each other is from.
Activity #2: Students will do an information gap activity. On their piece of paper,
they will need to complete the following information in a table: name, country,
nationality. They will use the questions they learned to complete the table
(Where is Daniel from? Who is from Brazil? Who is Mexican?)

This lesson has more speaking than the previous two in the week. There is still a lot of
input, but instead of listening to an audio tape or my reading and then answering
comprehension questions, this lesson tries to get them speaking in communicative
activities like role playing. The information gap gives them a specific goal to achieve
with their speaking. The role-play will give them practice with the first and second
person of the verb to be, and the information gap will let them practice the third
person.
 Unit 1: Welcome to your new school!
Lesson 3: My family (Week 1)
Audio from Ventures: Basic, pg. 38

Learning Objectives for Students

Learn how to describe their families
Vocabulary: family members, verb to have, Do you have Who is this?
This is

1. Introduction/Pre-listening
The teacher will show a picture of their family and describe it for the students. Then the
teacher will introduce the family member vocabulary, writing the words on the board.

2. Listening
Students listen to the audio recording and read along on page 38 of the Ventures
book.
While they listen, they will read along with the tape (written paragraph in their
textbook).
The students will listen a second time, this time underlining the vocabulary words
(father, mother, son, etc.).

3. Post-Listening
Class discussion about the speakers family, make a family tree on the board
while we discuss. Teacher asks questions prompting them to answer with the
vocabulary phrases and words.
Tell the students to make their own family tree following the example on the
board. Students make a family tree, and the teacher walks around to help.

4. Grammar
Teacher shows their own completed family tree on the board (completed while the
students made their own), and introduces the verb to have and the question Do you
have

5. Speaking
Teacher puts the students in pairs to share their family trees.
Teacher goes around to pairs and asks students questions using the phrases of the
day (Do you have Who is this?)
Volunteers share their family trees with the class.

This lesson is also very high in input. The listening is paired with a reading in order to
help them associate the spoken vocabulary with its written form in a typical sentence.
There is also a picture to help them associate meaning. In the post-listening, vocabulary
is reinforced. The speaking portion is scaffolded using the think pair share method.
 Unit 1: Welcome to your new school!
Lesson 4: Where do you live? (Week 2)
Learning Objectives for the Students
Learn how to say where they live
Learn the difference between in, on, and at.
Vocabulary: Where do you live? I live, in, on, at, housing types (house,
apartment, etc.), street types (street, avenue, road, etc.)

1. Introduction
The class looks at pictures of different types of housing (house, trailer, and
apartment). Then the teacher asks the students to raise their hand if they live in a
house, apartment, etc. Vocabulary is written on the board.
Then the teacher shows pictures of some common things you would find in a
neighborhood or near a house (store, park, school, etc.). The teacher prompts the
students to say some things that are near their houses. Vocabulary is written on
the board.

2. Grammar
The teacher starts by asking if the students know their address.
The teacher writes her address on the board and points out all the parts (the street
address, the city, the state).
The teacher introduces the in-on-at triangle: http://goodtoknow.in/wp-
content/uploads/2014/07/InOnAt.jpg and gives explanation on when to use in
on and at when talking about where you live.
Students make their own triangle writing the parts of their address

3. Listening
The students listen to a recording of a dialogue between two people about where
they live.
The students listen again and fill in a cloze exercise with the appropriate
preposition (in, on, or at)

4. Post-listening/Speaking
The teacher puts the students in partners, and the practice saying where they live to each
other.

This lesson has a very discreet grammar point, so the cloze activity is designed to give
them an opportunity for very controlled listening where they are trying to identify a
specific element (preposition use). This activity is especially good for Spanish speakers,
who often confuse in and on because in Spanish they have just one word that means
both.
 Unit 1: Welcome to your new school!
Lesson 5: Food (Week 2)
Learning Objectives for the Students
Learn the meals of the day
Learn the names of fruits
Say what their favorite fruit is
Vocabulary: breakfast, lunch, dinner, apple, orange, banana, strawberry, smoothie

1. Introduction
The teacher introduces the topic and asks the students when we eat breakfast,
lunch, and dinner, taking time to describe each meal so that they can figure out
which one it is and then respond with the correct time of day.
The teacher introduces the topic of fruit, by showing pictures of fruit.
The teacher shows them the pictures of the specific fruit to look for in the video
clip of Peppa Pig they will watch (apple, orange, banana, and strawberry)

2. Listening
The students watch a clip of this video (minute 0:47-2:49):
https://www.youtube.com/watch?v=qiEkKYlkJcg

3. Post-listening Comprehension
The students are given a worksheet with comprehension check questions.
The whole class goes through the worksheet
The teacher asks the students what they think smoothie means. The teacher
provides clarification if needed.

4. Post-listening Speaking Activity

Fruit smoothie game
Students sit in chairs in a circle and are given a fruitapple, orange, banana, or
strawberry.
One student is designated as the blender and stands in the middle (leaving his or
her chair vacant).
The blender says, I want a ____________ smoothie listing off any combination
of the fruits.
The students whose fruits are called have to get up and change seats with any of
the other students called as fast as they can. The blender also tries to sit down,
leaving one person without a chair. This person is the new blender.

This lesson is a media-based lesson. The clip of Peppa Pig is used to introduce fruit
vocabulary. Because it is a 2-minute clip with no listening support, the post-listening
evaluation is comprehension (completed as a class in discussion) because listening for
anything specific may be too overwhelming.
Unit 1: Welcome to your new school!
Lesson 6: What are you playing? (Week 2)
Learning Objectives for the Students
Learn how to ask to join a game, conversation, etc.
Learn how to use the present progressive form of certain verbs
Vocabulary: various hobbies, games, sports, etc.

1. Introduction
Teacher shows this picture of children playing various games on a playground:
http://cliparts.co/cliparts/BTg/rbz/BTgrbzRkc.jpg
Teacher points to various children in the picture and asks questions like What is
she doing? What is he playing?
Vocabulary of hobbies gleaned from the picture (soccer, hopscotch, swing, jump
rope, etc.)
Vocabulary of verbs gleaned from picture (playing, swinging, jumping)

2. Grammar
Teacher reminds the students of the conjugation of the verb to be
Teacher introduces the present progressive using the verb vocabulary words
gleaned from the picture
Teacher shows them how to use the present progressive in the form of a question
(Question word + verb to be + subject + -ing verb)
Teacher teaches the phrase, Can I play with you? (just the phrase, not the
grammar behind it at the moment)

3. Speaking Activity
In the four corners of the room, there are four different stations labeled as the following:
soccer (with a soccer ball and a makeshift goal using a laundry basket), basketball (with a
small basketball and a small basket, hopscotch (with a hopscotch taped to the ground),
and jump rope (with a short jump rope).
Students are numbered 1-4 and sent to their respective corners.
Students pick a speaker from their corners to go to the corner to their left and ask
them, What are you playing? That student must report back to their corner with
They are playing
Teacher tells the students to choose which game they would most like to join and
then instructs them to go ask the students in that corner if they can play with
them.

This lesson aims to let the students use their language in a social setting (albeit slightly
simulated), asking someone what they are doing and if they can join them. The lesson is
both communicative in nature and also designed to get them up and moving around.
 Unit 1: Welcome to your new school!
Lesson 7: At school (Week 2)
Learning Objectives for the Students
Learn how to ask for directions
Learn how to give directions
Vocabulary: Directions (down the hall, around the corner, upstairs, downstairs, on
the ___ floor, outside, inside, on the right/left), parts of the school (office,
classroom, hallway, bathroom, lobby, cafeteria, playground), Excuse me
Please Thank you Where is the? How do I get to the

1. Introduction
The teacher shows the student a simple layout of a school. Together as a class,
they identify and label the different parts of the school.
The teacher asks the students if they have ever gotten lost and how do you ask for
directions when you are lost.

2. Presentation of New Vocabulary/Key Phrases

The teacher introduces how to get someones attention with Excuse me and
asking for directions using Please and Thank you
The teacher presents the question Where is the and potential appropriate
answers (in the classroom on the second floor etc.)
The teacher presents the question How do I get to the and potential
appropriate responses for directions (down the hall around the corner etc.)
Choral drills to practice each phrase

3. Speaking Practice
Students practice a dialogue in a role-play scenario (the teacher demonstrates it first)

4. Game
Students are put into pairs
Each has a layout of a school in the style of a board game. They have the same
board (layout), but labels of the locations are missing on each of the boards
(information gap-stylewhats missing on one is present on the other)
Each student has slips of paper with the names of the missing locations on their
board and they have to ask for directions to those places from the Start place on
the board. The other student directs them to the location.

This lesson touches on the language function of channel openings with strangers, but the
focus of the lesson is learning how to ask for and give directions. The teacher encourages
them to think about their school, giving them more help in adjusting to a new place. The
role-play activity gives them the opportunity to practice saying the phrases in a guided
way, and the game allows them to use the phrases in a situation that simulates real life
and solving a real problem, allowing them to accomplish something with their language.
 Unit 1: Welcome to your new school!
Lesson 8: School subjects (Week 2)
Learning Objectives for Students
Learn about how to talk about the different subjects in school
Vocabulary: math, science, history, language

1. Introduction
The teacher puts several pictures on the board, each relating to science, math,
history, or language.
The teacher explains that they all belong to one of four categories.
The students try to group the pictures that belong together, and then they try to
guess what the category is as a class.

2. Presentation of Material
The teacher gives vocabulary related to school subjects.

3. Listening
The students listen to an audio recording of a student talking about his/her
schedule
The students number the classes in the order of the schedule (from a mixed up
list)

4. Post-listening/Speaking
Jigsaw Activity
Students (individually labeled A-D) are put into groups and assigned a subject.
They have information about their subject (things studied in that subject) and they
discuss it in their group.
Students are regrouped according to letter and they must relate the information
from their original group.
Each group votes on their favorite subject.
Teacher asks for volunteers to share what each subject studies.

This lesson combines both speaking and listening using very specific vocabulary. The
jigsaw activity is designed to promote cooperative learning as the students themselves get
to teach their peers about a certain subject. The topic of school subjects was picked
because it relates to the mainstream classes they will have one day.