qzle qzle

F&F U5 SCHOOL SUBJECTS
beginner level

Description

In this lesson, learners explore and practise vocabulary related to school subjects, including art, math, English, science, P.E. and music. They use pictures, gestures and a school timetable to identify subjects and talk about when they have different classes. Learners are then introduced to and practise the target questions: What do we have on Monday? We have English. and When do we have P.E.? We have P.E. on Thursday. The lesson also provides controlled and communicative practice of our and their through a meaningful context involving school belongings. The main focus is on helping learners move from recognition of vocabulary to independent oral production.

Materials

Abc F&F BOOK UNIT 5
Abc FLASHCARDS
Abc DOWNLOADED IMAGES
Abc VIDEO

Main Aims

  • By the end of the lesson, learners will be able to identify common school subjects and use the target language to ask and answer simple questions about their school timetable, with appropriate support.
  • To provide Grammar / Functional Language practised What do we have…? practised When do we have…? practised answers using: We have + subject + on + day. distinguished and used our / their in a simple context.

Subsidiary Aims

  • Speaking answered questions about a timetable. asked the teacher questions about the timetable. produced short personalised responses, e.g.: My favorite subject is music.
  • clear pronunciation of the key subject vocabulary, particularly potentially difficult words such as: science, English, music, Thursday.

Procedure

Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

The teacher greets the learners and plays a short “Guess the Subject” game using gestures and visual clues. Learners guess familiar school subjects and briefly talk about subjects they like.

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

Learners look at the pictures and timetable, predict the content, and then listen to/read the dialogue. The teacher checks general understanding through simple questions about the students and their school subjects

Highlighting (2-4 minutes) • To draw students' attention to the target language

The teacher guides learners to notice the target questions and answers from the context: What do we have on Monday? We have English. When do we have P.E.? We have P.E. on Thursday. Learners identify the patterns with teacher guidance.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

The teacher uses the timetable to clarify the difference between What and When questions and models the target structures. Learners practise pronunciation and briefly review our / their through visual examples.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

Learners answer questions about the timetable using prompts and sentence starters. The teacher provides scaffolding and corrects errors through modelling and recasting.

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

Learners choose a subject/day from the timetable and ask and answer questions with the teacher. Gradually, prompts are removed to encourage more independent production.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

: “You’re the Teacher!” — Learners take the role of the teacher and ask the teacher questions about the timetable. They then personalise the language by talking about their own school subjects and preferences.(or another game)

Web site designed by: Nikue