LESSON PLAN

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Unit: 1, Page 4; Lesson: “Hello again!”

Lesson aims:

1. Speaking skills: by the end of the lesson, Ss will be able to say and recognize the letters of the alphabet.2. To develop students’ abilities to identify and name the letters of the alphabet.

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: the alphabet, Can you spell your name, please?, hello, I’m…, my name’s…, goodbye, who are you?, how old are you?.. Additional language: look, listen, open/close your books/ the door, point to, pick up.

Revised language: numbers 1-10, character names, toy names, colours.

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: The prepositions game

Aim: Reviewing classroom objects and prepositions Procedure:1. The teacher places a selection of classroom objects around the room.2. The teacher says: “I’m thinking of an object. It’s long and red.” – pupils guess: “a pencil.”; “Where is it?” – “It’s under the chair.”. Repeat4. Pupils play the game in pairs, taking turns to give indications and guess. Interaction: Asking pupils at random for the answer in order to keep them focused and ready to actively participate in this activity.Timing: 4 minutes

ACTIVITY 2 (PB 4, Activity 5) Listen and point. Chant.

Aim: Listening to the CD (CD 1, track 05), pointing and repeating.Procedure: 1. The teacher asks children to open their books by saying: “Open the Pupil’s Book at page 4, 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 – “What am I doing?” – “You are opening your book”.2. The teacher asks the pupils who they can see (letters.) “What colour are they? Describe them”.3. The teacher asks them to Listen, and then she plays the CD, the first time without stopping it so that pupils are able to hear the song without any interruption.4. The teacher plays the recording, while the Ss listen carefully, following the song; they are encouraged to sing along (repeat two or thee times).5. The teacher makes three groups, which take turns to sing alternate lines, until the song is complete. Change group roles and repeat.Interaction: The T checks understanding of the listening part with the class; the pupils sing together.Timing: 6 minutes

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CD 1.05Abcd Efg Hijk Lmnop Qrs Tuv Wxyz

CD 1.06Sing the song again (karaoke version).

ACTIVITY 3 (PB 4, Activity 6) Point, ask and answer.

Aim: Asking and answering questionsProcedure: 1. The teacher asks children to open their books by saying: “Open the Pupil’s Book at page 4, please” and tells them to hold the books so that she may see them (demonstrating this). 2. The T focuses Ss on the pictures in Activity 3, asking them “What is this?”; the pupils name the letter and point. “It’s the letter b”.3. Ss work in pairs; they ask and answer each other questions; the T provides help where needed. Interaction: Asking numbers at random in order to keep the pupils focused and ready to actively participate in this activity. A check in pairs is being done at the end of this particular activity.Timing: 4 minutes

ACTIVITY 4 Extra activity

Aim: Practicing names and spelling.Procedure: 1. The teacher tells the pupils to work in pairs, taking turns to speak and answer. Pupil A says: “What’s you name? Can you spell it, please?” – Pupil B spell his/her name, while pupil A writes it on the blackboard: “I’m ….”. Repeat.Interaction: A check in pairs is being done at the end of this activity.Timing: 5 minutes

ACTIVITY 5: 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: Hello, I’m…, Who are you? That is Mrs. Star/ Suzy/ etc; She/he is eight/three,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 6 (AB 4, Activity 5) Listen and colour.

Aim: Listening to the CD (CD 1, track 07) and identifying the imageProcedure:1. The teacher asks children to open their books by saying: “Open the Activity Book at page 4, 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 Listen and colour the letters (using the colour they hear) when they identify the answer. 3. The teacher plays the CD. Pupils listen and colour. They are to check in pairs.

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4. The teacher plays the CD again. She checks with the class, eliciting the number and the colour 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: 5 minutesCD 1.07

ACTIVITY 7 (AB 4, Activity 6) Write the words. Listen and correct.

Aim: Identifying the words and writing them Procedure:1. The T sticks several character cards on the board, eliciting the names; then, she asks children to open their books by saying: “Open the Activity Book at page 4, please” and tells them to hold the books so that she may see them (demonstrating this). 2. The teacher tells pupils to use a pencil, showing them one, and then she elicits the words from the class in chorus, writing down on the board the letters they are to use as they utter the words.3. The T explains to the Ss that they have to write down the words they can make using the given letters, then fill in the age of the characters.4. The pupils complete the activity; they check it in pairs, then as a class, listening to the CD in order to make sure they’ve provided the right answersInteraction: A check in pairs is being done at the end of this particular activity.Timing: 5 minutesCD 1.081. This is Stella. She’s eight.2. This is Simon. He’s seven.3. This is Suzy. She’s four.

ACTIVITY 8: Feeding the class monster

Aim: Reviewing ‘B’ 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. (baby, badminton, bag, ball, banana, baseball, basketball, bath, bathroom, be, beach).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: Practicing the learnt phonemes.Procedure: 1. The teacher practices spelling with the pupils: “Give me a /t/; /r/; /a/; /i/; /n/. What is that? TRAIN!” Repeat.2. The teacher tells the pupils that next time they will be have more practice with the alphabet: “Next time will keep spelling words and we’ll see who can spell the most with making mistakes! The winner will get the monkey! Are you ready to win? We’ll see!”Timing: 3 minutes.

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