LESSON PLAN

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Unit: 1, Page 2; Lesson: “Hello again!”

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Lesson aims:

1. Speaking skills: by the end of the lesson, pupils will have reviewed greetings and introductions.2. To develop students’ abilities to identify and name greetings.

3. Language skills: Vocabulary – to develop pupils’ abilities to acquire a new set of words.

4. To further practice the use of numbers, character names.

Materials: “Pupil’s Book”; “Activity Book”; CD

Target language:

Key language: Hello, I’m…, my name’s…, goodbye, who are you?, how old are you?.. Additional language: look, listen, open/close your books/ the door, one, star, pencil.

Revised language: numbers 1-10, character names.

Preparation: before the class starts, the teacher opens the windows, makes light in the classroom, arranges all the pupils’ chairs/ desks in semi-circle, makes sure the CD player works and all the tracks are in order, writes all the pupils’ names on the board and places all the necessary materials on the desk.

ACTIVITY 1: Playing the Names’ game

Aim: Reviewing names (nicknames)Procedure: 1. The T informs Ss that they will further practice greetings; she tells them her name: “Hello, I’m…”, and then she informs them that they are allowed to choose a new set of nicknames for themselves, which they have to introduce to the others; the Ss respond: “Hello! My name’s…/ I’m…. Repeat until all the Ss have introduced themselves.Interaction: The teacher encourages pupils to elicit names and greetings and point.Timing: 5 minutes

ACTIVITY 2 Listen, point and repeat

Aim: Reviewing known words, pointing and repeatingProcedure: 1. The T displays the seven character flashcards on the blackboard, eliciting their names; she places the flashcards around the room, while pupils point to them and then indicate the place they’re in: “Point to Suzy!” (pupils point); Where is she? - “Suzy is under the chair”; etc. – repeating for other characters.2. The T invites a pupil to come give the instructions: “Point to Simon! Where is he?” – repeat with other Ss.Interaction: The teacher checks understanding of the words with the class.Timing: 3 minutes

ACTIVITY 3 ( PB 2, Activity 1) Listen and pointAim: Listening to the CD (CD 1, track 2) and pointingProcedure: 1. The teacher asks children to open their books by saying: “Open the Pupil’s Book at page 2, please” and tells them to hold the books so that she may see them (demonstrating this); “What am I doing?” – “You are opening your book.”.

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2. The teacher asks them “Who is this?” (she points first to Stella, then the other members of her family). The pupils name the characters and point. “Where is the star?” (on Mr. Star’s belt).3. The T tells them: “Listen to the CD and point to the characters.” The T plays the CD, the first time without stopping it so that Ss are able to hear the dialogue without interruptions. They listen and point.4. The Teacher plays the CD again. The Pupils listen and point a second time. The teacher holds up her book, pointing to Simon: “What’s his name? Who is he?”, then repeats for the other characters; “Who is this?” (grandma Star), and so on.5. Playing the CD one more time: checking with the class and if there is sufficient time, translating some of the sentences for them to become acquainted with this method.Interaction: The teacher checks understanding of the listening part with the class.Timing: 5 minutesCD 1.2

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Stella: Hello again! We’re the Star family! I’m Stella Star and I’m eight. This is my Brother, Simon. He’s seven, and this is my sister, Suzy. She’s four.Simon: This is my grandmother. She’s grandma Star. Grandma: Hello.

Simon: This is my grandfather. He’s grandpa Star. Grandpa, say hello.Grandpa: Oh, hello, everybody.Mrs. Star: And we’re Mr. and Mrs. Star.Simon: What’s your name? how old are you?

ACTIVITY 4 (PB 2, Activity 2) Listen, point and repeat

Aim: Listening to the CD (CD 1, track 3) and repeatingProcedure: 1. The T asks children listen carefully, as they are to repeat the words; she plays the CD, the first time without stopping it so that Ss are able to hear the words without any interruption. They listen and repeat.2. The Teacher plays the CD again, stopping after each word; the pupils listen, repeat, and point in groups, as previously divided. Interaction: The teacher checks understanding of the listening part with the class.Timing: 3 minutesCD 1.3Stella, Simon, Suzy, Mrs. Star, Mr. Star, Granma Star, Grandpa Star.

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ACTIVITY 5 Class game

Aim: Practicing Hello! I’m…. I’m….Procedure: 1. The teacher tells the pupils that they are to play a game, and that they have to show thumbs up if they agree (the teacher shows them), or thumbs down if what they hear is not true. 2. Then, the teacher says “Hello, I’m Bianca. I’m nine.” and she asks the pupils what they think (thumbs down – not true). The teacher then tells the truth, “I’m Bianca and I’m 24.”3. Each pupil has to stand up and say a similar sentence, while the others show thumbs up, or thumbs down. The class votes each time. Timing: if time

ACTIVITY 6: Writing

Aim: Practicing writing and spellingProcedure and interaction: 1. The T asks the children to put aside their books because they will not need them for the next exercise.2. The T will revise the words/ structures Ss already know, by asking them to write them down, while spelling them accordingly: Who are you? What’s your name? How old are you? My name is…, I’m…, etc..3. Ss are to come to the front and write the words on the blackboard, so that they can check them with their colleagues, while the others write them in their notebooks.Timing: 8 minutes.

ACTIVITY 7 (AB 2, Activity 1): Write the words

Aim: Writing the wordsProcedure: 1. The teacher asks children to open their books by saying: “Open the Activity Book at page 2, please” and tells them to hold the books so that she may see them (demonstrating this). Holding up the book to check pupils have the right page.2. The T points to the image. She says “Who is this?”, and pupils respond (Stella, Simon, etc). “And who are they?” (The Star family)3. The teacher tells pupils to write (the teacher mimes writing in the air) the appropriate name in each box, and then she elicits examples from the pupils. 4. The teacher encourages pupils to work in pairs.Interaction: Asking pupils at random for the answer in order to keep them focused and be ready to actively participate in this activity.Timing: 6 minutes

ACTIVITY 8(AB 2, Activity 2) Draw and write

Aim: Draw and writeProcedure: 1. The teacher asks children to open their books by saying: “Open the Activity Book at page 2, please” and tells them to hold the books so that she may see them (demonstrating this). 2. The teacher picks up a student’s book and asks “Whose book id this? Who do we draw here? (eliciting the pupil’s name). Good! Now draw a picture of yourself. Don’t forget to write your name and age3. Pupils work in pairs; the teacher encourages pupils to show each other their drawings.Interaction: Asking students at random in order to keep them focused and ready to actively participate in this activity. A check in pairs is being done at the end of this particular activity.Timing: 8 minutes

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ACTIVITY 9 Feeding the class monster

Aim: Reviewing ‘A’ words (from Starters alphabetic vocabulary list)Procedure and interaction: 1. The T asks the children to put aside their books because they will not need them for the next exercise.2. The T will revise the words Ss already know. She writes the first letters of each word on the board, encouraging Ss to guess the word and do the spelling themselves, then translate them in a funny way. (a, about, add, afternoon, again, Alex, alphabet, an, and, angry).3. The spelled words that are correct will help the class monster to grow big and strong. The wrong spellings are bad for Jack (the class monster). The teacher checks with the class.Timing: 10 minutes.

ACTIVITY 10. Ending the lesson

Aim: Identifying the right ride.Procedure and interaction:1. The teacher displays the character flashcards on the board; she waves and says: Goodbye, Suzy, inviting the Ss to do the same; repeat for other characters.2. The teacher tells the pupils that next time they will be further practicing greetings: “Next time we’ll play a very funny game in which we’ll have to guess the name of the characters, and then we’ll count and colour some stars. See you tomorrow! Goodbye, everybody!Timing: 2 minutes.

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