This document outlines a lesson plan for an English class. The lesson focuses on revising vocabulary related to school and asking/answering simple questions. The plan includes 6 activities: 1) introducing the topic, 2) revising vocabulary through teacher questions, 3) pairing students to practice dialogs, 4) grouping students to create and perform dialogs, 5) student performances, and 6) student self-evaluation. The goal is for students to reinforce target vocabulary and structures through meaningful speaking practice.
This document outlines a lesson plan for an English class. The lesson focuses on revising vocabulary related to school and asking/answering simple questions. The plan includes 6 activities: 1) introducing the topic, 2) revising vocabulary through teacher questions, 3) pairing students to practice dialogs, 4) grouping students to create and perform dialogs, 5) student performances, and 6) student self-evaluation. The goal is for students to reinforce target vocabulary and structures through meaningful speaking practice.
This document outlines a lesson plan for an English class. The lesson focuses on revising vocabulary related to school and asking/answering simple questions. The plan includes 6 activities: 1) introducing the topic, 2) revising vocabulary through teacher questions, 3) pairing students to practice dialogs, 4) grouping students to create and perform dialogs, 5) student performances, and 6) student self-evaluation. The goal is for students to reinforce target vocabulary and structures through meaningful speaking practice.
This document outlines a lesson plan for an English class. The lesson focuses on revising vocabulary related to school and asking/answering simple questions. The plan includes 6 activities: 1) introducing the topic, 2) revising vocabulary through teacher questions, 3) pairing students to practice dialogs, 4) grouping students to create and perform dialogs, 5) student performances, and 6) student self-evaluation. The goal is for students to reinforce target vocabulary and structures through meaningful speaking practice.
) TEACHER______________________ LESSON No:________ DATE:__________________ TOPIC/teaching contents: Unit 1 My School; Revision 1.3 1.4 GOALS: Revision of structures and vocabulary covered in the previous two classes (This is (a) What/Who is this? Where is he/she?; at school, in the classroom, book, bag, pupil, teacher, friend); developing students' interaction skills in English and their ability to ask and answer questions; developing verbal-linguistic intelligence; developing speaking skills; spontaneous use of English. EXPECTED OUTCOMES: Students will revise vocabulary in connection with school and structures that enable them to ask simple questions and give short answers. Students will be able to use the target vocabulary and structures in meaningful contexts in natural dialogs in English. TEACHING METHODS: Communicative Method; Direct/Natural Method. TEACHING MEANS/AIDS: English is Fun 1 (Student's Book, Workbook, Teacher's book)
Activity 1: (introduction: speaking) interaction pattern: teacher-students time: 2 min
After having said hello, teacher starts the revision process by showing students their books and workbooks and telling them what they are (This is your...). Activity 2: (revision of vocabulary and structures: speaking) interaction pattern: teacher-students time: 6-8 min In order to revise the vocabulary and structures used to describe notions in connection with school, teacher asks students to open their books (pages 7 and 8) and workbooks (pages 8 and 9). Then, by asking appropriate questions, teacher elicits target vocabulary and structures (This is (a) What/Who is this? Where is he/she?; at school, in the classroom, book, bag, pupil, teacher, friend). Activity 3: (speaking) interaction pattern: students students time: 10 min Teacher asks students to open their workbooks (page 10) and then divides students into pairs. Teacher explains the task in simple language and makes sure students understand what they are supposed to do. While students are doing the exercise, teacher walks around the classroom to make sure everyone is speaking in English and to assist students if necessary. Activity 4 (speaking) interaction pattern: students students time: 10 min Teacher divides students into groups of four, making sure to include both boys and girls in each group. Teacher explains the task in simple language and makes sure students understand what they are supposed to do (students choose a character and connect them with an object (book, robot, bag) or place (school, classroom) of their choice; then, they practice dialogs using target structures: Hello, my name is Filip. I am a pupil. This is my book. What's your name?). While students are doing the exercise, teacher walks around the classroom to make sure everyone is speaking in English and to assist students if necessary. Activity 5: (speaking) interaction pattern: students students time: 10 min Students deliver the dialogues they have practiced in front of the class. Activity 6: (self-evaluation, evaluation) interaction pattern: teacher-students time: 5 min Teacher asks students to self-evaluate their performance and, if possible, discusses the results briefly with the students. Additionally, teacher can add short comments in students' workbooks.
CLASS: III (1, 2, 3...)
TEACHER______________________ LESSON No:________ DATE:__________________ TOPIC/teaching contents: Unit 4 Everyday Life; Lesson 4.2 Have a sandwich! GOALS: Developing students' ability to talk about an everyday situation having a snack; introducing new vocabulary (eat, drink, bread and butter, milk); developing listening and speaking skills; spontaneous use of English. EXPECTED OUTCOMES: Students will revise vocabulary in connection with expressing hunger/thirst, while at the same time becoming introduced to new vocabulary. Students will be able to use the target vocabulary and structures in meaningful contexts in spoken English. TEACHING METHODS: Communicative Method; Direct/Natural Method. TEACHING MEANS/AIDS: English is Fun 1 (Student's book, Workbook, Teacher's book, audio CD, CD player/computer, flashcards)
4-5 min In order to revise the vocabulary covered in the previous class, teacher uses flashcards and questions. While students are answering, teacher pays special attention to their pronunciation. Activity 2: (listening) interaction pattern: teacher students time: 6-8 min Teacher asks students to open their books (page 30). Using English, teacher tells students who is in the picture (Look at Marko and Milica. They are in the kitchen.). Alternatively, teacher can ask students to say who or what they can see (Who/What is this?). Teacher then tells students that they will hear Marko and Milica speaking (Listen to Marko and Milica. They are talking.). Teacher plays the recording (CD Track 34). Activity 3: (listening and speaking) interaction pattern: teacher students time: 5-6 min Teacher plays CD Track 34 again and stops the recording for students to repeat the structures in unison. He/she assists students with their pronunciation. The track can be played several times if necessary. Activity 4 (vocabulary; speaking) interaction pattern: teacher students time: 5-6 min Teacher draws students' attention to new vocabulary by using simple questions in English (What is this? Is this a...?), using mime and showing students flashcards for the new words or drawing these items on the board. Special attention is paid to proper pronunciation. Activity 5: (speaking) interaction pattern: teacher students time: 6-7 min Teacher uses flashcards to elicit target vocabulary. Teacher pronounces the new words a few more times, and asks students to repeat them. Teacher uses familiar structures to ask students questions with or without using flashcards. Teacher tries to include as many students as possible in the exercise. Activity 6: (speaking) interaction pattern: teacher-students time: 6-8 min Teacher asks students to open their Workbooks (page 33). In Ex. 1 students are supposed to match Marko and Milica's pictures with the appropriate food/drink on the basis of the recording. Teacher plays the recording again (CD Track 34) and students do the exercise. If necessary, the recording can be
played more than once. Then, teacher asks students questions about Marko and Milica in order to revise the Present Progressive too. Activity 7: (logical deduction, speaking) interaction pattern: teacher students time: 5 min Teacher asks students to look at Ex. 2 in the workbook and find the odd one out in each row. Teacher tells students what they are supposed to do in simple language with the aid of the illustrations (Look: a sandwich, a sandwich, orange juice, a sandwich). Students do the exercise and check their answers with their peers. If there is not enough time, this exercise can be left for homework.
