John Andrew Sheehan John Andrew Sheehan

Plastic and Wood
Young Learners - Beginners level


In this lesson, Ss will learn to understand the difference between plastic and wood. They will also identify classroom objects made of plastic and wood. Ss will also understand the difference between hard and soft and again identify classroom objects as such. Students undertake controlled practice of the above. Additionally, there will be revision of classroom objects vocabulary.


Abc Blu Tack
Abc Boardmarkers
Abc Flashcards
Abc Footprints 2 CD1
Abc Whiteboard
Abc Wordcards
Abc Handouts (Photocopies of Footprints Pupil's Book p. 18 and Activity Book p. 16)
Abc Realia to introduce the concept of 'soft' and 'hard' i.e. a scarf and a mobile phone
Abc Teacher-made labels (soft, hard)
Abc Classroom objects and/or furniture and other realia made of plastic and wood
Abc Brown and red colouring pencils
Abc Teacher-made labels (wood, plastic)

Main Aims

  • To understand the difference between plastic and wood and to identify classroom objects made of plastic and wood. To introduce and differentiate 'soft' and 'hard'.

Subsidiary Aims

  • To revise and consolidate classroom object vocabulary


Stage 1 (5-7 minutes) • To revise vocabulary.

Greet the children. Remind them of my name. Play a memory game where students match wordcards to flashcards on the board. T sticks the flashcards face down on on side of the board and the wordcards on the other side. T invites all Ss to the front of the class and divides the Ss into two groups. T asks a child from one group to choose a flashcard. T then aks the child to name the object and asks a child from the other group to find the corresponding wordcard. T repeats the procedure with other children until there are no cards left on the board. T asks Ss to sit down.

Stage 2 (5-7 minutes) • To set learning objectives and to introduce and differentiate plastic and wood.

Using realia (plastic bottle and wooden tree) and by holding up objects introduce plastic and wood. Say 'This bottle is plastic and this tree is wood'. Concept check by pointing to or showing different objects and/or furniture and ask 'Is this plastic?'. Ss answer 'Yes/No'. Drill 'plastic'. Write 'plastic' on the board. Again repeat for wood. Have labels and blu tack ready for Ss on a table in the centre of the classroom. First, T demos that we will label objects in the classroom as either 'plastic' or 'wood'. With a stronger S, T asks the S to do the same. Then individually all Ss do the same until all labels have finished. T asks Ss to sit.

Stage 3 (7-9 minutes) • To introduce the concepts of hard and soft and prepare Ss for reading and listening activity. To complete the relevant reading and listening activity.

Elicit - using realia - 'hard' and 'soft'. Concept Check. Drill. Write. If necessary (for extra Concept Checking), ask Ss to label various classroom objects with labels as either 'hard' or 'soft'. Say and demonstrate that 'Wood is natural. Wood is hard. Plastic is not natural. Plastic is hard or soft'. Distribute handouts (Photocopies of Pupil's Book). Demonstrate we will read and listen. Play part 1 of track 47 from CD 1. Next, ask Ss to read sentences and handout and circle the correct word for each sentence i.e. either 'plastic' or 'wood'. Before playing the answers from the CD (part 2, track 47), get plenary feedback from the students. Say 'Listen and check'. Ss finish activity.

Stage 4 (7-10 minutes) • Controlled practice of reading, listening and writing.

Distribute handouts (photocopies of the Activity Book). Read the two example sentences of the first activity and draw the children's attention to the joining lines. Demonstrate that we will listen and draw lines to make sentences about wood and plastic. Play CD 1, track 48. Ss listen, read and draw lines to make sentences. Monitor. Check by reading the key. Draw children's attention to the key at the top of the second activity. Children complete the sentences as either 'wood' or 'plastic'. Check and give feedback. Make sure the children have brown and red colouring pencils available. Demonstrate and say 'Now color the pictures. Colour the wooden things brown. Colour the plastic things red.' Children colour. T monitors and checks.

Stage 5 (5-7 minutes) • Review the target language and wrap up.

Ask Ss to stand up and walk around. Demonstrate with a stronger S that Ss will find something wooden, plastic, hard or soft. When they have found the object, Ss freeze. Demonstrate with another S the same procedure. Ask all Ss to do the same. Play several rounds until Ss have walked round the classroom once. Thank Ss and finish class.

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