LESSON PLAN

Unit: 1, Page 5; Lesson: Hello again!

Lesson aims:
1. Speaking skills: by the end of the lesson, Ss will have had more practice with the letters of the
alphabet.
2. To develop students abilities to identify and name letters.
. !anguage skills: "ocabulary # to develop pupils abilities to ac$uire a new set of words.
%. To further practice the use of numbers, character names.
Materials:
&'upils (ook)* &+ctivity (ook)* ,-
Target langage:
!e" langage: the alphabet, colours, Can you spell?
A##itional langage: look, listen, open/close your books/ the door, point to, pick up.
$e%ise# langage: numbers 1-10, character names, toy names, colours.
Pre&aration: 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 ,- 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.
A'T()(T* 1: 'laying the letters song
Aim: Singing and naming colours
Pro+e#re:
1. The T informs Ss that they will further practice spelling, and then she asks them to sing the alphabet
song theyve previously learned again.
2. The teacher makes three groups, which take turns to sing alternate lines, until the song is complete.
,hange group roles and repeat.
(ntera+tion: The T checks understanding of the listening part with the class* the pupils sing together.
Timing: , minutes
'- 1./5
A'T()(T* 0 1P2 5, A+ti%it" 34 Ask and anser
Aim: +sking and answering $uestions
Pro+e#re:
1. The teacher asks children to open their books by saying: &!pen the "upil#s $ook at page %, please& and
tells them to hold the books so that she may see them 0demonstrating this1.
2. The T focuses Ss on the pictures in +ctivity 2, asking them &,an you spell purple3)* the pupils spell*
repeat with two more colours.
. Ss work in pairs* they ask each other to spell different words* the T provides help where needed.
(ntera+tion: +sking numbers at random in order to keep the pupils focused and ready to actively
participate in this activity. + check in pairs is being done at the end of this particular activity.
Timing: 5 minutes
1
A'T()(T* 5 "ractice
Aim: 'racticing letters.
Pro+e#re:
1. The teacher tells the pupils that they are to play a game and hands them each one or two letters, and
then she divides the class in groups of five.
2. The teacher invites the first group to come to the front and stand in the order of the alphabet, then
checks with the class if they are in the correct order.
. The T starts the game by asking all five groups to stand in the alphabetical order* the $uickest one is the
winner* then she asks them to form different words, using the letters they have* the group that is correct
wins a point* repeat.
(ntera+tion: +sking pupils at random for the answer in order to keep them focused and be ready to
actively participate in this activity.
Timing: 6 minutes
A'T()(T* , 1 P2 5, A+ti%it" 74 !rder the colours
Aim: identifying letters and words
Pro+e#re:
1. The teacher asks children to open their books by saying: &!pen the "upil#s $ook at page %, please& and
tells them to hold the books so that she may see them 0demonstrating this1. 4olding up the book to check
pupils have the right page.
2. The teacher asks them &'hat colour is this3). The pupils name the colours and point.
. The teacher write &black, brown, blue on the board, and then she e5plains to the Ss how to
alphabetically order them* 6epeat for green and grey: &,an you order them3 7ood. 8ow, put all the
colours in alphabetical order.)
%. Ss work in pairs and write the colours in order in their notebooks, writing them as a list, and then they
check their answers first in pairs, then as a class.
(ntera+tion: The teacher checks understanding with the class.
Timing: 6 minutes
A'T()(T* 5: 8riting
Aim: 'racticing writing and spelling
Pro+e#re an# intera+tion:
1. The T asks the children to put aside their books because they will not need them for the ne5t e5ercise.
2. The T will revise the words. structures Ss already know, by asking them to write them down, while
spelling them accordingly: ( ha)e got a red *-shirt. ( like blue shoes. etc.
. 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: 9 minutes.
A'T()(T* 6 1A2 5, A+ti%it" 34 +ind the colour ords. Colour the stars.
Aim: :dentifying the words
Pro+e#re:
1. The teacher asks children to open their books by saying: &!pen the Acti)ity $ook at page %, please) and
tells them to hold the books so that she may see them 0demonstrating this1. 4olding up the book to check
pupils have the right page.
2. The teacher tells pupils to prepare their pencils, showing them some. Then, she asks them to review
various colours, by asking them to point to them, while reading the words out loud: e.g. &"oint to
orange&.
2
. The teacher instructs the pupils to ,ook and circle the colour ords.
%. The pupils work in pairs. They find out the words in the pu;;le and then colour the stars accordingly.
<. The pupils check their answers in pairs, and then as a class.
(ntera+tion: + check in pairs is being done at the end of this particular activity.
Timing: < minutes
A'T()(T* 3 1A2 6/, A+ti%it" 04 -atch and colour
Aim: identifying the numbers and colours
Pro+e#re:
1. The teacher asks children to open their books by saying: &!pen the Acti)ity $ook at page %, please) and
tells them to hold the books so that she may see them 0demonstrating this1. 4olding up the book to check
pupils have the right page.
. The teacher tells pupils to use a pencil, showing them one. Then, she tells them to .ead, match and
colour /as in the e0amples pro)ided1 when they identify the answer, making sure that all the pupils know
what they are to do.
%. 'upils read and colour the bo5es. They are to check in pairs.
<. The teacher checks with the class, eliciting the right number and colour from the pupils each time and
asking $uestions: &1umber one. 'hat colour is it?).
(ntera+tion: + check in pairs is being done at the end of this particular activity.
Timing: % minutes
A'T()(T* 7: =eeding the class monster
Aim: 6eviewing >( words 0from Starters al&9a:eti+ %o+a:lar" list1
Pro+e#re an# intera+tion:
1. The T asks the children to put aside their books because they will not need them for the ne5t e5ercise.
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.
0bean, beautiful, bed, bedroom, behind, (en, between, big, bike, (ill, bird2.
. The spelled words that are correct will help the class monster to grow big and strong. The wrong
spellings are bad for ?ack 0the class monster1. The teacher checks with the class.
Timing: 1@ minutes.
A'T()(T* ; < Anding the lesson
Aim: 'racticing the learnt phonemes.
Pro+e#re:
1. The teacher practices spelling with the pupils: &3i)e me a /o/4 /r/4 /a/4 /n/4 /g/4 /e/. 'hat is that?
!.A1356) 6epeat.
2. The teacher tells the pupils that ne5t time they will be learning about the sound .+. and play a game:
7'e#ll learn a lot o8 ords that start ith /a/ . 'e#ll meet some ne characters and you#ll tell me ho
your 8a)ourite one is. *hen, e#ll ha)e a contest and see ho can say some 8unny sentences really 8ast and
ithout making any mistakes. (t#ll be a lot o8 8un6&.
Timing: 2 minutes.