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Language Focus: Cognates

Topic: English around the world
Objectives: to teach what cognates are and to review questions to elicit personal details.
Prior Knowledge: questions, introductions.
1. ± PPP
2. ± Workbook
3. ± Whiteboard, markers«

Date: January 31st, 2011

Step Time Purpose Task (Teacher) Task (Pupils) Interaction Assessment

T introduces herself and explains a Ss stand up; say their names, the Ss were able to
1 10 min For Ss to know each other. dynamic for Ss to present name of a noun with the same letter Ss ± Ss introduce themselves to
themselves. and two things they want to share. the class.
2 20 min Set the rules of the class and T presents some slides explaining the Ss pay attention, they may ask T ± Ss
explain the assessment criteria. course policies and the portfolio. questions.
T guides Ss through the activities on Ss look at the images, underline the S is able to follow
3 5 min Warm up to introduce cognates p. 7 words they recognize. T ± Ss instructions and to
recognize basic words.
T elicits any words the Ss may know S identifies similarities
4 7 min For Ss to reflect on vocabulary in the ads and makes a list on the Ss participate. Ss ± T between English and
board. T asks Ss which of those Spanish words in the
words are similar to words in their ads.
5 10 min Explain and exemplify what T presents a PPP. Ss listen, take notes, they may ask T ± Ss
cognates are. questions.
S shows understanding
6 7 min For Ss to reflect on how English T gives instructions to Ss to work in Ss comment on the English words Ss ± Ss of the topic by reflecting
cognates are used around them. groups. T monitors the activity. that are used in radio, TV or on cognates within
literature & make a list. his/her context.
T asks Ss how many of them are
7 10 min To elicit basic terms for giving familiar with FB or MySpace. Then T Ss participate by sharing what they T ± Ss S knows basic terms as
personal details. asks what basic information is know about FB/MySpace. name, e-mail, address,
needed for them to join the sites. etc«

 7 min For Ss to know the difference T writes on the board the names of Ss participate by labeling first and S is able to say first or
between last and first names. some artists to elicit first and last last names and then saying their T ± Ss last name depending on
names. T then asks some Ss to tell own last/first names. the teacher¶s request.
their own first & last names.
T works along with Ss to answer the
9 10 min For Ss to learn to complete online questions on p.. Then, T has Ss to Ss carry out the activity. T-Ss S is able to complete the
registrations. fill out the online registration. T online registration.
monitors their work and once they
finish, T elicits some of the
usernames and passwords.
T has Ss to circle the words they
10 10 min For Ss to practice recognizing know in the survey on p.9. Then T Ss complete the activity; share their Ss-T S identifies cognates.
cognates. asks how many words they have answers to the class. They may
circled, and how many of those are volunteer to explain meanings to
cognates. T writes them on the board, their classmates.
drills them and encourages Ss to ask
questions about unknown words.
T presents some slides with
11 10 min Review questions we ask to elicit questions to know personal Ss practice asking and answering Ss ± Ss S is able to both ask and
personal details. information. Then, T has Ss to questions with a partner. give basic personal
ask/answer the questions with a information.
partner. T monitors the activity.


Language Focus: be statements and yes/no questions.

Topic: English around the world
Objectives: to teach the use of verb ³be´
Prior Knowledge: pronouns, verb be forms.
1. ± PPP
2. ± Workbook
3. ± Whiteboard, markers, cards«

Date: February 1st, 2011

Step Time Purpose Task (Teacher) Task (Pupils) Interaction Assessment

Warm up: T asks Ss for the things Ss share their S is able to use
1 10 min For Ss to get in touch with the they say when they don¶t know how experiences/suggestions. Ss ± T communicative
upcoming topic. to spell a word or when they need strategies to ask for
help. meaning clarification.
2 10 min T plays the recording twice. T has Ss Ss listen and then repeat the S pronounces correctly
To present and practice first listen and then repeat. T makes questions. T ± Ss and understands the
classroom language. sure Ss understand the meaning of meaning of the
the questions. questions.
To create tools for the Ss to T has Ss to look at images in p.9 and S uses correct spelling
3 20 min remember the questions discuss which questions are possible Ss discuss in teams and then make Ss ± Ss and relates images with
throughout the semester. for each. Then, T hands Ss some posters to display on the walls of the meaning.
sheets and asks them to write and classroom.
illustrate one question.
4 20 min To teach be statements and T presents a PPP to explain and Ss pay attention, ask questions, take T ± Ss S uses the verb ³be´
yes/no questions. exemplify the grammar of the lesson. notes and participate. appropriately.
T leads in the activity by asking Ss
5 7 min For the Ss to practice the about their hometown. T describes Ss complete activity a. T ± Ss S identifies answers
grammar for introductions. the activity and then has Ss to from the text.
complete it.
S uses the verb be
6 15 min For the Ss to practice the T explains the meaning of Ss work in pairs to complete the Ss ± Ss accurately.
grammar for introductions. ³affirmative´ and ³negative´. T has Ss chart using the online chat as an

to work in pairs to complete the example.

grammar tables in activity b. Once
they are finished, answers are
checked with the whole class.
T gives Ss prompts for them to role Ss read the prompts and practice the S carries out a
7 15 min For the Ss to practice the play a conversation in pairs. Then T conversation. Some of them will Ss ± Ss conversation using the
grammar for introductions. asks for volunteers to present it in present it to the whole class. grammar focus.
front of the class.

  min Reviewing and identifying pattern T reads the vowel sound and the Ss listen to the recording and T ± Ss S is able to notice the
sounds in the alphabet. letters in each column on p. 11. Then, complete the table. They listen to the vowel sounds in the
T plays the audio so Ss can listen to T explanations and practice alphabet.
the vowel sound to complete the pronunciation.
table. T emphasizes most common
mistakes on pronunciation.
T organizes teams. T calls out a word
9 10 min For Ss to practice spelling. from the unit and a person from each Ss participate in the activity. T-Ss S is able to spell
team comes to the board to write it. common words
The first team to write the correct correctly.
form, scores a point.

10 5min Review use of verb be. T reviews pronouns and verb form Ss participate to complete the Ss ± T S uses the verb be
agreement. T has students to say the sentences. accurately.
correct answer to complete some


Language Focus: be information questions & ordinal numbers.

Topic: English around the world
Objectives: to teach useful questions to interact with other people.
Prior Knowledge: cardinal numbers, yes/no questions.
1. ± PPP
2. ± Workbook
3. ± Whiteboard, markers, cards«

Date: February 2nd, 2011

Step Time Purpose Task (Teacher) Task (Pupils) Interaction Assessment

T presents Ss a couple of images to Ss participate to decide which image S is able to know what
1 10 min To introduce polite language use. introduce the topic. Then T shows Ss shows a more polite behavior. They Ss ± T forms are more polite
a PPP to explain the concept of may take notes or ask questions intuitively.
³politeness´. during the PPP.
2 10 min For Ss to recognize polite T plays the recording for activity 1 Ss listen to the audio and underline S identifies polite forms
expressions. and has Ss to underline the polite the words they consider to be polite T ± Ss in the conversation.
expressions on their books. expressions on the conversation.
3 5 min To introduce cardinal and ordinal T shows Ss some images for them to Ss identify the numbers and S recognizes numbers.
numbers. identify cardinal and ordinal numbers. comment on the differences between Ss ± T
T explains the difference between
4 15 min To present and practice ordinal cardinal and ordinal numbers. T has Students complete the activities by T ± Ss S writes ordinal numbers
numbers. students to work on the activities on writing the correct number next to correctly.
the book. Answers are checked on each word.
the board.
T has Ss to stand up and line up
5 10 min To review the pronunciation of according to their birthday date. T Ss walk around the classroom and Ss ± Ss S pronounces the
ordinal numbers. monitors the activity, making sure that ask their classmates for their ordinal numbers
Ss are pronouncing the numbers birthdays. correctly.
T has Ss look at the image and asks
6  min To present be -information some questions about it. T has Ss Ss carry out the activity and Ss ± T S listens to confirm
questions. read carefully the T/F statements and compare answers in pairs. information.

then plays the recording.

T elicits question words from Ss.
7 10 min To present be -information Then T presents a PPP to explain the Ss participate, take notes, they may T ± Ss S identifies what words
questions. functions and uses of what, where, ask questions. to use to what purposes.
when and how.
T presents a series of activities for Ss
For the Ss to practice the to complete using what,where,when Ss complete the activities and share S is able to use the
 30 min grammar for be- information & how. T gives instructions & answers with the rest of the class. Ss ± T question words
questions. monitors the activities. Once finished, appropriately.
the activities are checked on the
T attaches names of famous people,
9 15 min For Ss to practice yes/no nouns or fruits to Ss¶ backs. Ss must Ss mingle, talk to classmates and Ss ± Ss S can use yes/no
questions. ask only yes/no questions to their ask yes/no questions. questions.
classmates to find out what they are.

10 3 min Review ordinal numbers T presents an activity for Ss to Ss select the number. Ss ± T S can identify ordinal
vocabulary. choose the correct number. numbers¶ spelling.