LESSON PLAN

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Unit: 1, Page 3; Lesson: “Hello again!”

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Lesson aims:

1. Speaking skills: by the end of the lesson, pupils will have reviewed greetings and introductions.2. To develop students’ abilities to identify and name greetings.

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

4. To further practice the use of numbers, character names.

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

Target language:

Key language: Hello, I’m…, my name’s…, goodbye, who are you?, how old are you?.. Additional language: look, listen, open/close your books/ the door, point to, pick up.

Revised language: 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 Characters’ game

Aim: Reviewing charactersProcedure: 1. The teacher informs Ss that they will further practice character names; she tells the Ss that they will have to identify the right answer when looking at the flashcard, but that only the complete answers will be taken into account (“This is Trevor/ Marie, etc ...”)Interaction: The teacher encourages pupils to elicit characters and point.Timing: 4 minutes

ACTIVITY 2 (PB 3, Activity 3) Listen and answer

Aim: Listening to the CD (CD 1, track 04) and pointingProcedure: 1. The teacher asks children to open their books by saying: “Open the Pupil’s Book at page 3, please” and tells them to hold the books so that she may see them (demonstrating this). 2. The T focuses Ss on the pictures in Activity 3, asking them “Who is this?” (she points first to Trevor, then to the other characters); The pupils name the characters and point. “Listen and say the names”.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 point.4. The Teacher plays the CD again. The Pupils listen and say the name. The T holds up her book, pointing to an image, and says “Look at number four. Who is he?”, then repeats for the other images in the picture. Interaction: The teacher checks understanding of the listening part with the class.Timing: 5 minutesACTIVITY 3 (PB 3 Activity 4) Ask and answer

Aim: Asking and answering questionsProcedure:

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1. The teacher asks children to open their books by saying: “Open the Pupil’s Book at page 3, please” and tells them to hold the books so that she may see them (demonstrating this). 2. The T focuses Ss on the pictures in Activity 3, asking them “Number three. Who is this?”; the pupils name the characters and point. “Ask questions”.3. Ss work in pairs; they ask and answer each other questions; the T provides help where needed. Interaction: Asking numbers at random in order to keep the pupils focused and ready to actively participate in this activity. A check in pairs is being done at the end of this particular activity.Timing: 5 minutes

ACTIVITY 4 Extra activity

Aim: Practicing greeting and names.Procedure: 1. The teacher tells the pupils to work in pairs, taking turns to speak and answer. Pupil A says: “Hello, I’m…. Who are you?” – Pupil B answers: “I’m ….”. Repeat.Interaction: A check in pairs is being done at the end of this activity.Timing: 5 minutes

ACTIVITY 5: 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: Hello, I’m…, Who are you? What’s your name? Goodbye, 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 6 (AB 3, Activity 3) Colour the stars.

Aim: Drawing starsProcedure: 1. The T asks Ss to open their books by saying: “Open the Activity Book at page 3, 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, and indicating the pictures to look at: “Look at the images. What can you see?.”2. The teacher tells pupils to use their pencils, showing them some. Then, she elicits the sentence from the class: “Colour two stars. What colour? (pupils suggest a colour). Repeat.3. The pupils can choose what colours they like and colour the indicated number of stars. They check their work in pairs, then with the class. Interaction: Asking numbers at random in order to keep the pupils focused and ready to actively participate in this activity. A check in pairs is being done at the end of this particular activity.Timing: 4 minutes

ACTIVITY 7 (AB 3, Activity 4) Match and join

Aim: identifying the activityProcedure:1. The teacher asks children to open their books by saying: “Open the Activity Book at page 3, 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.

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3. The teacher tells pupils to use a pencil, showing them one. Then, she tells them to Read, match and join (as in the examples provided) when they identify the answer, making sure that all the pupils know what they are to do. 4. Pupils read and draw lines. They are to check in pairs. 5. The teacher checks with the class, eliciting the right mime from the pupils each time and asking questions: “Number one. What is it?”. Interaction: A check in pairs is being done at the end of this particular activity.Timing: 5 minutes

ACTIVITY 8: Feeding the class monster

Aim: Reviewing ‘A’ 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. (animal, Ann, Anna, answer, apartment, apple, arm, armchair, ask, at).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 9. Ending the lesson

Aim: reviewing learned vocabulary.Procedure and interaction:Procedure: 1. The teacher informs Ss that they will play a ‘Simon says’ game as the ones they’ve previously done, and then she starts giving them instructions: “Simon says… point to the door/ window/ etc”. The children who are wrong sit on their chairs. They play until there is a small group of winners.3. The teacher tells the pupils that next time they will be practice spelling and play a game: “Next time we’ll learn the alphabet song and play a spelling game. Can you spell your names? Tomorrow we’ll see! Timing: 4 minutes

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