LESSON PLAN

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

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Lesson aims:

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

3. To review the language from the units.

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

Target language:

Key language: language from the units, Canada, Canadian, snow, igloo, world. Additional language: Inuit, map. Revised language: rooms and objects in a house, family, classroom, toy vocabulary, numbers, colours, prepositions, vocabulary from the units.

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 ‘L, M’ 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: Playing the Flashcards’ game

Aim: Reviewing units languageProcedure: 1. The teacher tells the pupils that they will review units 1-4 and learn about life in Canada, then she selects 16 flashcards from units 1-4, handing out one to each pupil in the classroom.2. Each pupil is to rise up his flashcard and elicit what it is; the other pupils provide help, if needed.Interaction: The teacher encourages pupils to elicit answers and point.Timing: 5 minutes

ACTIVITY 3 (PB 26, Activity 1) Listen and point

Aim: Listening to the CD (CD 1, track 53) and pointingProcedure: 1. The T asks Ss to open their books: “Open the Pupil’s Book at page 26, please” and tells them to hold them so that she may see them (demonstrating this).

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2. The teacher tells the pupils that they are to listen to a narrator talking about Canada (checking understanding of the words); then, the teacher asks them “What is this?” (she points to image 1-5). The pupils name what they can see and point. “Listen to the narrator!”.3. The teacher plays the CD, the first time without stopping it so that pupils are able to hear the dialogue without any interruption. They listen and point.4. The Teacher plays the CD again. The Pupils listen and say the number. The teacher holds up her book, pointing to an image, and asks “What is this?(a house, a living room, an igloo, etc), then repeats for the other images in the picture. 5. Playing the CD one more time: the pupils listen and point, and then, if there is sufficient time, they translate 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 minutes

CD 1.53Hello. My bane’s Shari. I’m nine. I’m from Canada. I’m a Canadian Inuit. Here’s a photo of me.Our house is small. It’s got a hall, two bedrooms and a bathroom. There’s a kitchen and a living room.This is a photo of the living room. There’s a sofa and a table. We can watch TV here.This is my bedroom. There are two beds and a small chair. I’ve got a cupboard in my bedroom.My grandfather can make a house with snow. “House” in our language is “Igloo”. This is a photo of my grandfather making an igloo.

ACTIVITY 4 (PB 26, Activity 2) Match the text

Aim: Reading and giving correct answers Procedure:1. The teacher asks children to open their books by saying: “Open the Pupil’s Book at page 26, please” and tells them to hold the books so that she may see them (demonstrating this). 2. The T focuses Ss on the text. They work in pairs and silently read the text and match it with the pictures. 3. The pupils check in pairs, and then read out loud the sentences, in order to check with the class. 4. The T asks them to name the key words they used to help them. Interaction: A check in pairs is being done at the end of this particular activity.Timing: 8 minutes

ACTIVITY 5: Extra activity – Who is it?

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. The T starts describing one of the pupils in the classroom, until one of them guesses who that is; then, the winner takes the lead and starts describing one of his colleagues. Repeat. Timing: if time.

ACTIVITY 6 (AB 26, Activity 1): Look at page 26 of the Pupil’s Book. Thick or cross the box [YLE]

Aim: Reading and identifying the answerProcedure:1. The T asks Ss to open their books by saying: “Open the Activity Book at page 26, please” and tells them to hold the books so that she may see them (demonstrating this). 2. The teacher plays the first sentence as an example, in order o make sure the Ss know what to do, drawing a thick and a cross next to it and marking the answer accordingly.

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3. The teacher tells pupils to use a pencil, showing them one. Then, she tells them to Look and thick or cross (as in the examples provided) when they identify the answer. 4. Pupils look, read and thick/ cross. They are to check in pairs. 5. The teacher checks with the class, eliciting the right mime from the pupils each time and asking questions: “Number one. Is it a thick, or a cross?”. Interaction: A check in pairs is being done at the end of this particular activity.Timing: 5 minutes

ACTIVITY 7 (AB 26, Activity 2) Listen and write the number

Aim: Identifying the correct numbers.Procedure:1. The teacher asks children to open their books by saying: “Open the Activity Book at page 26, please” and tells them to hold the books so that she may see them (demonstrating this). 2. The teacher tells pupils to prepare their pencils, showing them some. Then, she asks them to review various words, by asking them to point to them: e.g. “Point to the table/ teacher/ etc.” etc.. 3. The teacher tells pupils to listen carefully and write the number that matches the pictures, playing the first sentence as an example, in order to make sure all Ss know what to do.4. Pupils work in pairs. They write the correct numbers in each box. 5. The teacher plays the CD again, while monitoring the pupils, to make sure they answered correctly.6. The Ss check in pairs, and then elicit the numbers for each picture, in order to check them as a class.Interaction: A check in pairs is being done at the end of this particular activity.Timing: 8 minutesCD 1,5413. The phone’s on the table.14. There are 3 teachers.15. Who’s that? My teacher.16. How many toys are there on the mat? Four. There are 3 lorries and a robot.17. Whose ruler is this? It’s mine.18. There’s an armchair next to the table.

ACTIVITY 8: Feeding the class monster

Aim: Reviewing ‘U, V, W’ 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. (ugly, under, understand, us, very, walk, wall, want, watch. Water, watermelon, wave, we, wear).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: Practicing the learnt words.Procedure: 1. The T shows the class 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 class as she talks about it. Then, she asks Ss to bring a picture of their own family for the next English class, which they will show their colleagues.

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2. The teacher tells the pupils that next time they will make a book about their homes: “Do you still have the book about clothes we did some time ago? We’ll make a new one, this time about your homes. It will be fun! See you tomorrow, everybody!”Timing: 4 minutes

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