LESSON PLAN

LESSON PLAN

Unit: 1, Page 6; Lesson: Hello again!

Lesson aims:

1. Speaking skills: by the end of the lesson, Ss will be able to recognize the phoneme // and have had more practice with the letters of the alphabet.2. To develop students abilities to identify and name letters.

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:

Pupils Book; Activity Book; CD

Target language:

Key language: the phoneme // as in Adam ant, a sad cat in a black bag. Additional language: look, listen, open/close your books/ the door, point to, pick up.

Revised language: the alphabet, colours, Can you spell?, 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: Playing the Cards game

Aim: Reviewing newly-learned wordsProcedure: 1. The teacher informs the Ss that they will practice the sound // and then she sticks the flashcards on the board and elicits the words, focusing on the ones beginning with an //; there are several groups: apple, ant, alphabet; old, young, ugly, happy; etc.2. The teacher switches between words quickly, as in a tongue twister, focusing on the sound: //

Interaction: The teacher encourages pupils to elicit words and point.Timing: 3 minutes

ACTIVITY 2 (PB 6, Activity 9) Say it with Monty.Aim: Listening to the CD (CD 1, track 9) and pointing

Procedure: 1. The teacher asks children to open their books by saying: Open the Pupils Book at page 6, 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 teacher tells them Point to the apple. The pupils point. The teacher repeats for the other objects.

3. The teacher introduces Adam ant by holding up her book, pointing and saying: This is Adam ant (insisting on the // sound at the beginning of each word). The pupils are asked to do the same. The teacher checks understanding of ant.4. The teacher plays the CD, the first time without stopping it so that pupils are able to hear the recording without any interruption. They listen and point.5. The Teacher plays the CD again. The Pupils listen and join the chant. The teacher holds up her book, pointing to the bat: Whats its name?, then repeats for the other objects: Whats this?.

6. Playing the CD one more time; the teacher divides the class into four groups; pupils listen and sing; each group stands up, says one word and then sits down. 7. The teacher names several pupils, at random, to sing the song on their own.

Interaction: The teacher checks understanding of the listening part with the class, asking pupils at random for the answer in order to keep them focused and be ready to actively participate in this activity.

Timing: 5 minutes

CD 1.09MONTY: Adam ant.MONTY, BOY AND GIRL: Adam ant.

MONTY: a sad cat in a black bag.

MONTY, BOY AND GIRL: a sad cat in a black bag.ACTIVITY 3: Playing a Adam ant says game

Aim: Reviewing activitiesProcedure:

1. The teacher informs Ss that they will play a Adam ant says game as the ones theyve previously done, and then she starts giving them instructions: Adam ant says play football/ ride a bike/ etc. The children who are wrong sit on their chairs. They play until there is a small group of winners.Interaction: The teacher encourages pupils to elicit actions and point.Timing: 3 minutesACTIVITY 4 (PB 6, Activity 10) Say and answerAim: Listening and correcting the answer Procedure:

1. The T asks Ss to open their books by saying: Open the Pupils Book at page 6, please and tells them to hold the books so that she may see them (demonstrating this). 2. The teacher asks pupils to Look at image a, and then she describes what she can see, asking the Ss to say if it is correct. 3. Ss work in pairs; pupil A describes an image, while pupil B identifies it and says the letter. Repeat.Interaction: Asking pupils at random for the answer in order to keep them focused and be ready to actively participate in 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: I can spell. Can you spell?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 Extra activity: Body shapeAim: reviewing phonemes a, c, f, d, nProcedure:

1. Pupils work in groups of three; the three of them are to make the shape of each letter with their bodies; each group demonstrates to the class. The teacher repeats with several groups. Interaction: Keeping children focused and ready to actively participate in this activity.

Timing: if timeACTIVITY 7 (AB 6, Activity 9): Listen and thick or cross [YLE]Aim: Listening and identifying the word Procedure:

1. The teacher displays the apple flashcard on the board, drawing a thick and a cross next to it. She points and says this is a banana. then draws a cross (no), and then repeats using a correct sentence and putting a thick (yes).

2. The T asks Ss to open their books by saying: Open the Activity Book at page 6, please and tells them to hold the books so that she may see them (demonstrating this). 3. The teacher tells pupils to use a pencil, showing them one. Then, she tells them to Listen and thick or cross (as in the examples provided) when they identify the answer.

4. The teacher plays the CD. Pupils listen and thick/ cross. They are to check in pairs.

5. The teacher plays the CD again. She 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 while the CD is heard one more time.

Timing: 4 minutes

CD 1.10Black, apple, ball, jacket, cat, car, hand, train

ACTIVITY 8 (AB 6, Activity 10) Write the words and the lettersAim: Identifying the correct words.Procedure:

1. The teacher asks children to open their books by saying: Open the Activity Book at page 6, 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 door/pen/ etc. etc..

3. The teacher holds up the book and points to the first image, saying chair? Door? Table? What letter? pupils say no/ yes when needed, and the teacher writes table on the board, then points to the line underneath: Write the word and the letter here.4. Pupils work in pairs. They write the correct words on each line.

5. The teacher monitors the pupils, to make sure they spell the words correctly.

6. The Ss check in pairs, and then read out loud the circled words, 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 minutes

ACTIVITY 9: 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. (birthday, black, blue, board, boat, body, book, bookcase, bounce, box).

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 phonemes.

Procedure:

1. The T 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 play a game and listen to a story: the toys (Marie, Maskman, Trevor and Monty spell different words. Do you think they can spell correctly? Well see!.Timing: 4 minutes