LESSON PLAN

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

Lesson ai!s:
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. anguage skills: !o"abulary # to develop pupils$ abilities to a"%uire a new set of words.
&. 'o review the language from the units.
"aterials:
()upil$s *ook+, (-"tivity *ook+, C., /lash"ards.
#arget language:
$e% language: language from the units, Canada, Canadian, snow, igloo, world.
Additional language: language that arises from the tasks.
&e'ised language: rooms and objects in a house, family, classroom, toy vocabulary, numbers, colours,
prepositions, vocabulary from the units.
Pre(aration: before the "lass starts, the tea"her opens the windows, makes light in the "lassroom, arranges
all the pupils$ "hairs0 desks in semi-"ir"le, makes sure the C. player works and all the tra"ks are in order,
writes all the pupils$ names on the board and pla"es all the ne"essary materials on the desk.
A)#*+*#, 1: Starters alphabetic vocabulary list - Test
Ai!: 1eviewing 23, 4$ words 5from Starters al(-a.eti/ 'o/a.ular% list6
Pro/edure and intera/tion:
1. 'he ' asks the "hildren to put aside their books be"ause they will not need them for the ne7t a"tivity, and
then prepare a pie"e of paper.
2. 'he ' informs the pupils that they are going to have a brief test, in order to "he"k their knowledge
"on"erning the words in the Starters alphabetic vocabulary list.
&. 'he ' tells them the translated version of the words they are going to write down, while the Ss translate
and write them a""ordingly.
#i!ing: 8 minutes.
A)#*+*#, 2: )laying the Flashcards game
Ai!: 1eviewing units language
Pro/edure:
1. 'he tea"her tells the pupils that they will review units 1-4 and make a book about their homes, then she
shows Ss her family pi"ture again, eli"iting who has bought one.
2. 9a"h pupil is to "ome to the front, show his0her pi"ture and talk about it, des"ribing his0her family.
*ntera/tion: 'he tea"her en"ourages pupils to eli"it des"riptions and point.
#i!ing: 0 minutes
A)#*+*#, 1 2P3 27, A/ti'it% 14 !ake books
Ai!: .rawing and des"ribing homes and houses
Pro/edure:
1
1. 'he ' asks Ss to open their books: ("pen the #upils $ook at page %&, please' and tells them to hold
them so that she may see them 5demonstrating this6. :olding up the book to "he"k pupils have the right
page.
2. 'he tea"her tells the pupils that they are going to make books together 5the ' shows the "lass her book,
reading the title (!y house+ and what is written on ea"h page, allowing them to skim through it: page 1 #
title, page 2 # plan, page & # my living room, page 4 # my bedroom6, pupils eli"it what they "an see, how
many pages there are, et"..
&. 'he tea"her writes on the board: (;y house+, and then she shows the pupils how to make the book,
e7plaining that, in addition to illustrating ea"h page with a drawing, they are to write short des"riptions on
pages 2, &, and 4 5Ss are advised to use the te7t on )upil$s *ook, page 2<, as a model6.
4. )upils make the books and then draw pi"tures on ea"h page, writing the title of the book and a suitable
des"ription for ea"h page.
8. 'he ' writes some model senten"es on the board, and then "he"ks with the "lass for their answers..
*ntera/tion: -sking pupils at random for the answer in order to keep them fo"used and be ready to a"tively
parti"ipate in this a"tivity.
#i!ing: 10 !inutes
A)#*+*#, 4: ()tra activity * $ingo
Ai!: 1eviewing re"ently learned words
Pro/edure and intera/tion:
1. 'he ' asks the "hildren to put aside their books be"ause they will not need them for the ne7t a"tivity, and
then she e7plains them the rules of the game.
2. )upils draw a 272 grid in their notebook and "hoose four random words 11-2= to write in ea"h bo7. 'he '
"alls out the words at random, the pupil who manages to "ross all four numbers first shouts (*ingo>+ and
wins the game. 1epeat
#i!ing: if time.
A)#*+*#, 0 2A3 27, A/ti'it% 14 +ead and write
Ai!: ?riting the "orre"t answers
Pro/edure:
1. 'he tea"her asks "hildren to open their books by saying: ("pen the ,ctivity $ook at page %&, please+ and
tells them to hold the books so that she may see them 5demonstrating this6.
2. 'he tea"her eli"its the word -uestion and then fo"uses Ss on the te7t, asking them to read it out loud and
"he"k for unknown words.
&. 'he tea"her tells pupils to prepare their pen"ils, showing them some. 'hen, she asks them to use the grid
in order to work out the %uestions that appear in the "ode. 'hey write the %uestions and then look at the
pi"ture in order to answer the %uestions.
4. 'he pupils "he"k in pairs, and then read out loud the %uestions they$ve written, "he"king their answers
with the "lass.
*ntera/tion: - "he"k in pairs is being done at the end of this parti"ular a"tivity.
#i!ing: 1= minutes
A)#*+*#, 5: /eeding the "lass monster
Ai!: 1eviewing 2?, @, A, B$ words 5from Starters al(-a.eti/ 'o/a.ular% list6
Pro/edure and intera/tion:
1. 'he ' asks the "hildren to put aside their books be"ause they will not need them for the ne7t e7er"ise.
2. 'he ' will revise the words Ss already know. She writes the first letters of ea"h word on the board,
en"ouraging Ss to guess the word and do the spelling themselves, then translate them in a funny way. 5what,
where, whi"h, white, whose, window, word, write, yellow, young, yours, Coo..
2
&. 'he spelled words that are "orre"t will help the "lass monster to grow big and strong. 'he wrong spellings
are bad for Da"k 5the "lass monster6. 'he tea"her "he"ks with the "lass.
#i!ing: 1= minutes.
A)#*+*#, 06 9nding the lesson
Ai!: reviewing re"ently learnt vo"abulary.
Pro/edure and intera/tion:
1. 'he tea"her asks pupils to work in groups of three. 'hey use a pi"ture di"tionary, "over the words, and
take turns to say what ea"h pi"ture is, then look and "he"k, eli"iting what they can do and what they cant.
2. 'he tea"her asks them whi"h lessons, topi"s and a"tivities were their favourites throughout the four units
they$ve studied.
&. 'he tea"her tells the pupils that ne7t time they will be learning about their families and play a game: /0o
you still have the pictures with your family with you1 Tomorrow well talk more about families. 0o you
have big families1 Tomorrow well talk about them2 3oodbye, everybody2'
*ntera/tion:
#i!ing: 0 minutes.
&