LESSON PLAN

Unit: 1-4, Page 27; Lesson: “Our world”

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: language that arises from the tasks. 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 ‘N, O’ 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 make a book about their homes, then she shows Ss her family picture again, eliciting who has bought one.2. Each pupil is to come to the front, show his/her picture and talk about it, describing his/her family.Interaction: The teacher encourages pupils to elicit descriptions and point.Timing: 5 minutes

ACTIVITY 3 (PB 27, Activity 1) Make books

Aim: Drawing and describing homes and housesProcedure:

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1. The T asks Ss to open their books: “Open the Pupil’s Book at page 27, please” and tells them to hold them so that she may see them (demonstrating this). Holding up the book to check pupils have the right page.2. The teacher tells the pupils that they are going to make books together (the T shows the class her book, reading the title “My house” and what is written on each page, allowing them to skim through it: page 1 – title; page 2 – plan; page 3 – my living room; page 4 – my bedroom); pupils elicit what they can see, how many pages there are, etc.. 3. The teacher writes on the board: “My house”, and then she shows the pupils how to make the book, explaining that, in addition to illustrating each page with a drawing, they are to write short descriptions on pages 2, 3, and 4 (Ss are advised to use the text on Pupil’s Book, page 26, as a model).4. Pupils make the books and then draw pictures on each page, writing the title of the book and a suitable description for each page. 5. The T writes some model sentences on the board, and then checks with the class for their answers..Interaction: Asking pupils at random for the answer in order to keep them focused and be ready to actively participate in this activity.Timing: 15 minutes

ACTIVITY 4: Extra activity – Bingo

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 draw a 2x2 grid in their notebook and choose four random words 11-20 to write in each box. The T calls out the words at random; the pupil who manages to cross all four numbers first shouts “Bingo!” and wins the game. Repeat Timing: if time.

ACTIVITY 5 (AB 27, Activity 1) Read and write

Aim: Writing the correct answers Procedure:1. The teacher asks children to open their books by saying: “Open the Activity Book at page 27, please” and tells them to hold the books so that she may see them (demonstrating this). 2. The teacher elicits the word question and then focuses Ss on the text, asking them to read it out loud and check for unknown words. 3. The teacher tells pupils to prepare their pencils, showing them some. Then, she asks them to use the grid in order to work out the questions that appear in the code. They write the questions and then look at the picture in order to answer the questions.4. The pupils check in pairs, and then read out loud the questions they’ve written, checking their answers with the class.Interaction: A check in pairs is being done at the end of this particular activity.Timing: 10 minutes

ACTIVITY 6: Feeding the class monster

Aim: Reviewing ‘W, X, Y, Z’ 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. (what, where, which, white, whose, window, word, write, yellow, young, yours, zoo).

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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 5. Ending the lesson

Aim: reviewing recently learnt vocabulary.Procedure and interaction:1. The teacher asks pupils to work in groups of three. They use a picture dictionary, cover the words, and take turns to say what each picture is, then look and check, eliciting what they can do and what they can’t.2. The teacher asks them which lessons, topics and activities were their favourites throughout the four units they’ve studied. 3. The teacher tells the pupils that next time they will be learning about their families and play a game: “Do you still have the pictures with your family with you? Tomorrow we’ll talk more about families. Do you have big families? Tomorrow we’ll talk about them! Goodbye, everybody!”Interaction: Timing: 5 minutes.

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