Lesson plan
Unit 6 Playing a game Period 4
Teaching context: E F G
Language focus:
F f fan V v video Ww window
Objectives:
I. Understand simple instructions and act accordingly.
II. Use English to communicate with others when playing games.
III. Use English to greet and respond to greetings.
Main important points:
I. Recognize basic words in familiar contexts.
II. Use proper pronunciation and intonation.
III. Say simple words, phrases or sentences by looking at objects and pictures.
Teaching methods:
direct method, communicative approach, task-based approach, and audio-lingual method.
Teaching aids: story cards, teaching software.
Teaching procedures:
I. Greetings: Good afternoon.
II. Presentation&practice:
Activity 1: Show the teaching software and listen to part G. (Books open.) Point to the pictures of the pupils doing various actions. Ask the pupils to do the same actions as the children in the pictures. Ask them to tell you what instructions the pupils are following for each set of pictures. Ask the pupils to listen to the song again and number the pictures in the order in which they hear the actions named in the song. It may help the pupils if you write 1,2 and 3 on the board and point to the appropriate number for the verse that is being sung.
Activity 2: Divide the class into three teams. Each team decides which action from the song they want to do. They then sing the correct verse from the song and the other team must do the actions.
Activity 3: Learn part E. ask the pupils to say the letter names, sound and the words under the pictures after the beeps. Ask the pupils to point to the correct letter when you say a sound, a letter name or a word. Ask the pupils to find and trace the letters in the picture. Use teaching software to check the answers.
Acitivity 4: Study part F. Tell the pupils that they must follow your instructions if you say the word ‘please’. They should not follow your instructions correctly, they are ‘out’ and must sit down. The last pupils still in the game win. Applaud the winners. Play the game again with one of the winners as the leader. They can look at the pictures and word prompts at the bottom of page 33 for ideas about what instructions to give.
Activity 5:Workbook p.32--33
III. Summary: Today we learn letters f v w and a song.
IV. Homework: Remember the sound and the words. Listen to the song twice and do the actions accordingly.
V.
PAGE
3Lesson plan
Unit 6 Playing a game Period 1
Teaching context: A
Objectives:
I. Understand simple instructions and act accordingly.
II. Use English to communicate with others when playing games.
III. Use English to greet and respond to greetings.
Main important points:
I. Ask and answer questions about the objects
II. Recognize different actions of point and look at
Language focus:
Point to … Look at …
Teaching methods:
direct method, communicative approach, task-based approach, and audio-lingual method.
Teaching aids: cards with a board, a door and a window written on them.
Teaching procedures:
I. Greetings: How are you
II. Presentation&practice:
Activity 1: Show the cards with a board, a door and a window written on them.
T: what’s this
P: It’s a …
Activity 2: Tell the pupils point to the board. Demonstrate what the teacher wants them to do. Repeat this procedure for the door and the window.
T: point to the
P: Say the names of the objects the teacher point.
Activity 3: The teacher goes to the board again and say look at the board. Demonstrate what the teacher wants them to do. Repeat this procedure for the door and the window.
T: look at the
P: Say the names of the objects the teacher looks at
III. Consolidation:
Activity 1: Play a game “Simon says”. The teacher gives an instruction. e.g. look at the window. If the teacher does not use the word Simon says before the instruction, the pupils should not obey. Any pupils who obey the instructions at the wrong time are out.
Activity 2: Play a letter sound game by saying point to the …and then saying the sound (not the name) of the letter that starts a certain word. For example, say point to the d… See if the pupils can guess the word that you’re thinking of. If the pupils can guess door, board and light this way, then you can also try f for fan and w for window. Ask the pupils to play the game in pairs.
IV. Summary: Today we learn the sentences point to and look at the…
V. Homework: Point to and look at the objects in their home with saying the sentences point to… and look at…
PAGE
1Lesson plan
Unit 6 Playing a game period 2
Teaching context: B
Objectives:
I. Understand simple instructions and act accordingly.
II. Use English to communicate with others when playing games.
III. Use English to greet and respond to greetings.
Main important points:
I. Identify single and plural nouns.
II. Recognize different actions of opening and closing.
Language focus: Close/Open your/the…
Stand up. Sit down.
Teaching methods:
direct method, communicative approach, task-based approach, and audio-lingual method.
Teaching aids: teaching soft ware and flash cards
Teaching procedures:
I. Greetings: Good morning.
II. Presentation&practice:
Activity 1: play a game “opposite game”. The pupils do the opposite actions against the teacher’s instructions. The students who don’t obey the teacher’s instructions will win.
T: Stand up. P: Sit down.
T: Sit down. P: Stand up.
Activity2: Play a letter sound game by saying Point to the …Look at the …and then saying the sound (not the name) of the letter that starts a certain word. For example, say point to the d… See if the pupils can guess the word that you’re thinking of. If the pupils can guess door, board and light this way, then you can also try f for fan and w for window. Ask the pupils to play the game in pairs.
T: Point to the … Look at the …
Activity 3: the teacher says point to the b and the pupils point to the book and look at the book. As the teacher gives other instructions, demonstrate what T want the pupils to do. For example, pick up some books and open them as you say open your books. Ask the pupils to follow the instructions. Do the same with close your books. Ask the pupils to identify the plural form of book.
III. Consolidation:
Activity 1: Saying the words “open” and “close” with body languages. Ask the pupils to follow the teacher’s actions.
Activity 2: Showing the teaching software. Point out the actions of the mice in picture 5. Ask the pupils to work in pairs. They should look at the actions of the mouse on the right and tell you what instructions the mouse on the left is giving in each section of the picture.
Extension: Ask individual pupils to give you instructions. Tell them that some times you will follow the instructions correctly and sometimes you will not. They must watch and decide when you are following the instructions correctly and when you are not. This is a good way to check their ability to produce the language.
Activity 3:Workbook p.29--30
IV. Summary: Today we learn the sentences Open the …and Close the…
V. Homework: Look for some objects in their houses. Open and close the objects with saying the sentences Open the … and Close the …
PAGE
1Lesson plan
Unit 6 Playing a game Period 3
Teaching context: C\D
Objectives:
I. Understand simple instructions and act accordingly.
II. Use English to communicate with others when playing games.
III. Use English to greet and respond to greetings.
Main important points:
I. Recognize basic words in familiar contexts.
II. Use proper pronunciation and intonation.
III. Say simple words, phrases or sentences by looking at objects and pictures.
Teaching methods:
direct method, communicative approach, task-based approach, and audio-lingual method.
Teaching aids: story cards .
Teaching procedures:
I. Greetings: Good afternoon.
II. Presentation&practice:
Activity 1: Play a game “Simon says”. The teacher gives an instruction. e.g. look at the window. If the teacher does not use the word Simon says before the instruction, the pupils should not obey. Any pupils who obey the instructions at the wrong time are out.
T&P: Point to the … Look at the …
Open the … Close the …
Activity 2: Draw a silly picture on the board. Then greet the children. Act as if you have spotted the drawing for the first time and pretend to be angry. Draw a cross through the picture and then rub it off to show that drawing silly pictures on the board is not appropriate behavior.
Activity 3: Look at the teaching software. Point to the characters in the pictures and read their speech bubbles aloud. Ask the pupils to point to the speech bubbles as you read them. Do the exercises of part D.
Production: ask three pupils to come up and role-play the story. Draw a silly picture on the board for the pupils or allow one member of the group to draw one.
III. Extension:
Activity 1: Ask the pupils to role-play the story in pairs and read the characters’ speech bubbles with story cards.
Activity 2: Workbook p.31
IV. Summary: Today we learn a story.
V. Homework: Role-play the story with parents. And then read the story twice.
PAGE
1
