LESSON PLAN

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Unit: 1, Page 7; Lesson: “Hello again!”

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Lesson aims:

1. Speaking skills: by the end of the lesson, pupils will be able to present a picture story.2. To develop students’ abilities to identify and name rides.

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

4. To further practice the use of numbers, colours, toys and prepositions.

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

Target language:

Key language: language from the unit. 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 Objects’ game

Aim: Identifying the right ride.Procedure:1. The T informs the Ss that they will listen to a story and play a game, and then she points to a nearby object, for e.g. the desk, asking a pupil to name and describe it in terms of dimension and colour. Ss answer, and then take turns to point. Repeat.Interaction: The teacher encourages pupils to elicit objects and point.Timing: 5 minutes

ACTIVITY 2 (PB 7, Activity 11) Listen to the story

Aim: Listening to the CD (CD 1, track 11) and pointingProcedure: 1. The teacher asks children to open their books by saying: “Open the Pupil’s Book at page 7, 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 tells them “Point to Marie.” The pupils point. The teacher repeats for Trevor, Maskman and Monty. 3. The T points to the sequences 1-6 to make sure the Ss know the order, then tells them to listen and look.4. 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.5. The T plays the CD again. The Ss listen and point a second time. The T holds up her book, pointing to Stella/ Suzy etc: “What’s her/ his name? What is she wearing? “Where is Maskman?”; etc ., then repeats for the other characters.6. Playing the CD one more time: checking with the class and if there is sufficient time, reading and 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: 10 minutes

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CD 1.11Toys in the box,Come alive.Walk and talk,On the count of five.One, two, three, four, five.

All four toys: [singing the abc rap from earlier in the unit]: a, b, c, d…Marie: Let’s play a game. What’s this colour? B-l-u-e.Maskman: I know. It’s blue. My car’s blue. Look!

Maskman: now, it’s my turn. What’s this word? F-o-u-r.

Monty: I know. That’s four. Here are four pencils. My turn.

Monty: what’s this, Trevor? P-u-r-p-l-e.Trevor: er. Is it a pencil? Pencils are my favourite food.Marie: no, Trevor. It’[s purple. Your hair’s purple.

Maskman: Ok, Trevor. It’s your turn.Trevor: er, what’s this? T-h-r-e-e.Monty: three. I’ve only got three pencils!

Monty: where’s the red pencil?Marie: are pencils your favourite food, Trevor?Trevor: er, yes, they are. Sorry, Trevor.

ACTIVITY 3 (PB 65, Activity 11) Listen and say the number

Aim: Listening to the CD (CD 1, track 12), identifying the number.Procedure: 1. The teacher asks children to open their books by saying: “Open the Pupil’s Book at page 7, please” and tells them to hold the books so that she may see them (demonstrating this). 2. The teacher explains to the pupils that they are to relate what they hear with the right image, and then tell the number which matches it.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 make connections. The teacher plays the CD again, stopping after each picture, in order to give the pupils enough time to think and check with each other.4. 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: 5 minutesKey: 4.1.6.2.3.5.CD 1.12Story as above, but in the order of the key.

ACTIVITY 4: 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: what’s this colour? Is it a pencil? 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 5 (AB 7) My picture dictionary

Aim: Listening and sticking the clothing item Procedure:

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1. The teacher asks children to open their books by saying: “Open the Activity Book at page 7, 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 tells pupils to prepare their stickers, and then says the words, in turn. Pupils have to point to the correct sticker. Repeat the action, switching the order of the words – pupils point to the word in their books. 3. Pupils stick the stickers in the right place, then write the word under the picture. Check in pairs.Interaction: A check in pairs is being done at the end of this particular activity.Timing: 4 minutes

ACTIVITY 6 (AB 7) My progress

Aim: Thick or crossProcedure: 1. The teacher asks children to open their books by saying: “Open the Activity Book at page 7, 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. “Can you count to ten?” - The T points to the first line, eliciting the answers first in chorus, and then at random, and explaining that if the answers is “yes”, they have to thick; if not, then they are to put a cross.3. The Ss work in pairs, taking turns to read and point to a sentence and fulfil the task, then say yes/ no.4. The teacher encourages pupils to show each other their final answers, and then she asks several pupils to offer their answers, checking whether they were right in offering them.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 6. Extra Activity

Aim: Reviewing recently learned wordsProcedure: 1. The teacher displays a large piece of paper with the split words: heli – us; b – copter; lo – ain; tr – rry; etc.2. The teacher allows pupils to figure put by themselves what to do with the groups of letters. As they do, they come and draw lines to make the words whole again.Timing: if time

ACTIVITY 7: 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. (boy, bread, breakfast, brother, brown, burger, bus, but, bye, between).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 8. Ending the lesson

Aim: reviewing newly learnt vocabulary.Procedure and interaction:1. The teacher asks the pupils to sing the song from the unit again, first as a class, then in groups.

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2. The teacher tells the pupils that next time they will be learning about their schools: “Tomorrow we’ll learn about your schools and your favourite school objects and activities. My favourite school object is the blackboard. What I like most about it are that I can write and draw a lot of different things. Do you have any favourite school objects? Tomorrow we’ll discuss about them” .Timing: 3 minutes.

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