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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. o develop st!dents" abilities to identify and name letters.
#. $ang!age skills: %ocab!lary & to develop p!pils" abilities to ac'!ire a new set of words.
(. o f!rther practice the !se of n!mbers, character names.
Materials:
)*!pil"s +ook,- ).ctivity +ook,- /0
Target langage:
!e" langage: the phoneme // as in Adam ant, a sad cat in a black bag.
A##itional langage: look, listen, open/close your books/ the door, point to, pick up.
$e%ise# langage: the alphabet, colours, Can you spell?, 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 p!pils" chairs/ desks in semi1circle, makes s!re the /0 player works and all the tracks are
in order, writes all the p!pils" names on the board and places all the necessary materials on the desk.
A'T()(T* 1: *laying the Cards game
Aim: 2eviewing newly1learned words
Pro+e#re:
1. he teacher informs the Ss that they will practice the so!nd // and then she sticks the flashcards on the
board and elicits the words, foc!sing on the ones beginning with an //- there are several gro!ps: apple,
ant, alphabet old, young, ugly, happy etc.
2. he teacher switches between words '!ickly, as in a tong!e twister, foc!sing on the so!nd: //
(ntera+tion: he teacher enco!rages p!pils to elicit words and point.
Timing: , min!tes
A'T()(T* - .P/ 6, A+ti%it" 01 !ay it "ith #onty.
Aim: $istening to the /0 3/0 1, track 45 and pointing
Pro+e#re:
1. he teacher asks children to open their books by saying: )$pen the %upils &ook at page ', please( and
tells them to hold the books so that she may see them 3demonstrating this5. 6olding !p the book to check
p!pils have the right page.
2. he teacher tells them )%oint to the apple., he p!pils point. he teacher repeats for the other ob7ects.
#. he teacher introd!ces Adam ant by holding !p her book, pointing and saying: ))his is Adam ant(
3insisting on the // so!nd at the beginning of each word*. he p!pils are asked to do the same. he
teacher checks !nderstanding of ant.
(. he teacher plays the /0, the first time witho!t stopping it so that p!pils are able to hear the recording
witho!t any interr!ption. hey listen and point.
8. he eacher plays the /0 again. he *!pils listen and 7oin the chant. he teacher holds !p her book,
pointing to the bat: )+hats its name9,, then repeats for the other ob7ects: ,+hats this?(.
:. *laying the /0 one more time- the teacher divides the class into fo!r gro!ps- p!pils listen and sing-
each gro!p stands !p, says one word and then sits down.
;. he teacher names several p!pils, at random, to sing the song on their own.
(ntera+tion: he teacher checks !nderstanding of the listening part with the class, asking p!pils at
random for the answer in order to keep them foc!sed and be ready to actively participate in this activity.
Timing: 2 min!tes
'3 1450
#$-)./ Adam ant.
#$-)., &$. A-0 1234/ Adam ant.
#$-)./ a sad cat in a black bag.
#$-)., &$. A-0 1234/ a sad cat in a black bag.
A'T()(T* ,: *laying a 5Adam ant says game
Aim: 2eviewing activities
Pro+e#re:
1. he teacher informs Ss that they will play a <.dam ant says" game as the ones they"ve previo!sly done,
and then she starts giving them instr!ctions: ).dam ant says= play football/ ride a bike/ etc,. he
children who are wrong sit on their chairs. hey play !ntil there is a small gro!p of winners.
(ntera+tion: he teacher enco!rages p!pils to elicit actions and point.
Timing: , mintes
A'T()(T* 6 .P/ 6, A+ti%it" 151 !ay and ans"er
Aim: $istening and correcting the answer
Pro+e#re:
1. he asks Ss to open their books by saying: )$pen the %upils &ook at page ', please, and tells them
to hold the books so that she may see them 3demonstrating this5.
2. he teacher asks p!pils to 4ook at image a, and then she describes what she can see, asking the Ss to
say if it is correct.
#. Ss work in pairs- p!pil . describes an image, while p!pil + identifies it and says the letter. 2epeat.
(ntera+tion: .sking p!pils at random for the answer in order to keep them foc!sed and be ready to
actively participate in this activity.
Timing: 2 min!tes
A'T()(T* 2: 7riting
Aim: *racticing writing and spelling
Pro+e#re an# intera+tion:
1. he asks the children to p!t aside their books beca!se they will not need them for the ne>t e>ercise.
2. he will revise the words/ str!ct!res Ss already know, by asking them to write them down, while
spelling them accordingly: 2 can spell. Can you spell?etc.
#. Ss are to come to the front and write the words on the blackboard, so that they can check them with
their colleag!es, while the others write them in their notebooks.
Timing: ? min!tes.
A'T()(T* 6 8 E9tra a+ti%it": &ody shape
Aim: re6ie"ing phonemes a, c, 7, d, n
Pro+e#re:
1. *!pils work in gro!ps of three- the three of them are to make the shape of each letter with their bodies-
each gro!p demonstrates to the class. he teacher repeats with several gro!ps.
(ntera+tion: @eeping children foc!sed and ready to actively participate in this activity.
Timing: if time
A'T()(T* : .A/ 6, A+ti%it" 01: 4isten and thick or cross ;*LE<
Aim: $istening and identifying the word
Pro+e#re:
1. he teacher displays the apple flashcard on the board, drawing a thick and a cross ne>t to it. She points
and says ,this is a banana., & then draws a cross 3no5, and then repeats !sing a correct sentence and
p!tting a thick 8yes*.
2. he asks Ss to open their books by saying: )$pen the Acti6ity &ook at page ', please, and tells them
to hold the books so that she may see them 3demonstrating this5.
#. he teacher tells p!pils to !se a pencil, showing them one. hen, she tells them to 4isten and thick or
cross 8as in the e9amples pro6ided5 when they identify the answer.
(. he teacher plays the /0. *!pils listen and thick/ cross. hey are to check in pairs.
8. he teacher plays the /0 again. She checks with the class, eliciting the right mime from the p!pils each
time and asking '!estions: )-umber one. 2s it a thick, or a cross?,.
(ntera+tion: . check in pairs is being done at the end of this partic!lar activity while the /0 is heard one
more time.
Timing: ( min!tes
'3 1415
+lack, apple, ball, 7acket, cat, car, hand, train
A'T()(T* = .A/ 6, A+ti%it" 151 +rite the "ords and the letters
Aim: Adentifying the correct words.
Pro+e#re:
1. he teacher asks children to open their books by saying: )$pen the Acti6ity &ook at page ', please, and
tells them to hold the books so that she may see them 3demonstrating this5.
2. he teacher tells p!pils to prepare their pencils, showing them some. hen, she asks them to review
vario!s words, by asking them to point to them: e.g. )%oint to the door/pen/ etc.( etc..
#. he teacher holds !p the book and points to the first image, saying )chair? 0oor? )able? +hat letter?(
& p!pils say no/ yes when needed, and the teacher writes table on the board, then points to the line
!nderneath: )+rite the "ord and the letter here.(
(. *!pils work in pairs. hey write the correct words on each line.
8. he teacher monitors the p!pils, to make s!re they spell the words correctly.
:. he Ss check in pairs, and then read o!t lo!d the circled words, in order to check them as a class.
(ntera+tion: . check in pairs is being done at the end of this partic!lar activity.
Timing: ? min!tes
A'T()(T* 0: Beeding the class monster
Aim: 2eviewing <+" words 3from Starters al&>a?eti+ %o+a?lar" list5
Pro+e#re an# intera+tion:
1. he asks the children to p!t aside their books beca!se they will not need them for the ne>t e>ercise.
2. he will revise the words Ss already know. She writes the first letters of each word on the board,
enco!raging Ss to g!ess the word and do the spelling themselves, then translate them in a f!nny way.
3birthday, black, bl!e, board, boat, body, book, bookcase, bo!nce, bo>*.
#. he spelled words that are correct will help the class monster to grow big and strong. he wrong
spellings are bad for Cack 3the class monster5. he teacher checks with the class.
Timing: 1D min!tes.
A'T()(T* 15 Ending the lesson
Aim: *racticing the learnt phonemes.
Pro+e#re:
1. he practices spelling with the p!pils: )1i6e me a /t/ /r/ /a/ /i/ /n/. +hat is that? )3A2-:, 2epeat.
2. he teacher tells the p!pils that ne>t time they will play a game and listen to a story: the toys 3Farie,
Faskman, revor and Fonty spell different words. )0o you think they can spell correctly? +ell see:(.
Timing: ( min!tes