LESSON PLAN

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Unit: 2, Page 10; Lesson: “Back to school!”

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Lesson aims:

1. Speaking skills: by the end of the lesson, pupils will be able to ask and answer questions using “how many?”.

2. To develop students’ abilities to identify and name school objects.

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: there is, there are, there isn’t, there aren’t, how many…are there? Whiteboard, wall. Additional language: a lot of, any.

Revised language: Hello, I’m…, my name’s…, goodbye, who are you?, how old are you?, numbers 1-10, character names, colours, prepositions, classroom vocabulary.

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: Starters alphabetic vocabulary list - Test

Aim: Reviewing ‘G’ 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 activity, and then prepare a piece of paper.2. The T informs the pupils that they are going to have a brief test, in order to check their knowledge concerning the words in the Starters alphabetic vocabulary list. 3. The T tells them the translated version of the words they are going to write down, while the Ss translate and write them accordingly.Timing: 5 minutes.

ACTIVITY 2: Warmer

Aim: Raising awareness of there is/ are; there isn’t/aren’t.Procedure: 1. The T informs Ss that they will further practice classroom objects and numbers; she tells them they are going to play a game: when they hear a true statement, they have to raise their hands and jump; if the sentence is false, they have to stand very still.2. The T says: “In the classroom, there’s a board” – pupils jump; “In the classroom, there aren’t any desks.” – pupils stand still. Repeat several times.Interaction: The teacher encourages pupils to elicit sentences and point.Timing: 4 minutesACTIVITY 3 ( PB 10, Activity 5) Listen and point

Aim: Listening to the CD (CD 1, track 18) and pointingProcedure:

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1. The teacher asks children to open their books by saying: “Open the Pupil’s Book at page 10, 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.”. 2. The teacher asks them “Who/ what is this?” (she points first to Meera, then the other objects in the picture). The pupils name the characters and objects and point. “Where is the star?” (on the bag).3. The T tells them: “Listen to the CD and point to the things in the classroom.” 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 the board: “What’s this? How many are there?”, then repeats for the other objects.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: 7 minutesCD 1.18

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Meera: this is my classroom. How many desks are there? There are a lot of desks. That’s my desk next to the bookcase. There’s a long pink ruler next to it. There are a lot of books in the bookcase. There’s a big whiteboard on the wall. There’s a computer, but there isn’t a television.

ACTIVITY 4 (PB 10, Activity 6) Listen, point and repeat

Aim: Listening to the CD (CD 1, track 19) 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 sentence; the pupils listen, repeat, and point in groups, as previously divided. Interaction: The teacher checks understanding of the listening part with the class.Timing: 4 minutesCD 1.19There’s a long pink ruler on her desk.There are a lot of books in the bookcase.There’s a big whiteboard on the wall.There’s a computer in the classroom, but there isn’t a television.

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ACTIVITY 5: Extra activity – Our classroom

Aim: Reviewing recently learned words Procedure and interaction: 1. The T asks the children to put aside their books because they will not need them for the next activity, and then she explains them the rules of the game.2. Pupils work in pairs. Each pair writes two sentences about their classroom on a piece of paper (using the model provided by their teacher – There are 12 desks; There are 11 boards.). The sentences can both be true, false, or one of each; they are to write the answer after each one.3. The teacher collects the sentences and reads them out loud; pupils answer with yes or no – those who wrote the sentences can’t answer. Timing: if time.

ACTIVITY 6 (AB 10, Activity 5): Listen and draw lines

Aim: identifying the wordsProcedure: 1. The teacher asks children to open their books by saying: “Open the Activity Book at page 10, 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 “What is this?”, and pupils respond (chair, bag, etc). 3. The teacher tells pupils to listen carefully and draw a line towards the objects they hear. 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 check for the answers.4. The T plays the CD again, stopping after each sentence; the Ss listen, repeat, and draw lines, as indicated. 5. The teacher encourages pupils to work in pairs, and then they check their answers as a class, in order to correct them, if needed..Interaction: Asking pupils at random for the answer in order to keep them focused and be ready to actively participate in this activity.Timing: 8 minutes

ACTIVITY 7 (AB 10, Activity 6) Look and read. Write ‘yes’ or ‘no’..

Aim: Reading and identifying the imageProcedure:1. The teacher asks children to open their books by saying: “Open the Activity Book at page 10, please” and tells them to hold the books so that she may see them (demonstrating this). 2. The teacher asks children to hold up their pencils. Then, she tells them to Read and write ‘yes’ or ‘no’ when they identify the answer. 3. The teacher checks with the class, eliciting the sentence and the answer from the pupils each time and asking questions. Interaction: A check in pairs is being done at the end of this particular activity while the CD is heard one more time.Timing: 7 minutes

ACTIVITY 8 Feeding the class monster

Aim: Reviewing ‘E’ 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.

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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. (ear, eat, egg, elephant, end, English, enjoy, eraser, evening, example, eye).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 9. Ending the lesson

Aim: Identifying the right ride.Procedure and interaction:1. The teacher reviews the classroom objects by playing the Simon says game: Simon says - point to the blackboard (pupils listen); point to the chair (pupils don’t listen). Repeat.2. The teacher tells the pupils that next time they will sing a song and practice plural objects: “Next time we’ll learn a new song and then we’ll see who can count more classroom objects. See you tomorrow! Goodbye, everybody!Timing: 5 minutes.

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