Reem Taha Reem Taha

2 Steps L1. 1st session: unit 1 (What's this?)
2 steps L1 level


Abc Video
Abc A rug (for ss to sit on)
Abc Flash Cards
Abc Picture of cartoon characters
Abc A beach ball or a similar ball
Abc Whiteboard
Abc Pictures
Abc Paper, colors & glue.
Abc Listening Track
Abc Handout
Abc Family&Friends 1st edition.

Main Aims

  • To provide clarification of school items in the context of school

Subsidiary Aims

  • To provide speaking practice in a dialogue in the context of asking about school things


Warmer (10-12 minutes) • To get to know each other and involve the kids in the class.

Getting to Know You: What You Will Need: A beach ball or a similar ball that will fit in the hands of children. Set Up: Form a circle of children and the teacher. How to Play: Round 1: A child will start the game by saying his/her name and toss the ball to someone. Whoever catches the ball must say his/her name and toss the ball to someone else. Keep the game moving along at a fair pace. Children might need help by the teacher to keep the game moving. Round 2: A child will start this round by tossing the ball while saying the name of the other child catching the ball, not his own name. This way they will learn each-other's names. Final round: Nominate some of the ss to name all the people in the room. (depending on the quantity of the ss but 3 to 4 ss will be more than enough). Who am I? What You Will Need: Blu-Tack and pictures of cartoon characters equal to the number of ss. (eg: Nemo, Sponge Pop, Cinderella, Aladdin..etc.) Note: size of picture should be fairly small to fit on their foreheads. Set Up: Form a circle of children and pick 1 child for each turn. How to Play: Using the Blu-Tack, stick the pictures on ss forehead without him/her seeing what's in this picture. Ask the S to stand in the middle of the circle and ask the other Ss to describe by miming or few words what kind of character is on his/her forehead. Keep the game moving along at a fair pace. Children might need help by the teacher to keep the game moving.

Lead-in (7-8 minutes) • To set lesson context and engage students

Using the very classroom you and the ss are in, -with a simple realia technique- start asking the following questions to set the context and elicit school items: "where are we now? is it a caffe? a hospital? a classroom?" (Classroom) "what's in the class room?" (window, table, chairs, door..etc) Start pointing and/or holding the items that are in the book and elicit them by asking,"what's this?" The words you need are: (pen, pencil, ruler, rubber, bag, book, door and window) Write those words on the board. start asking some CCQs as: "If you need to erase something you wrote you use..?", "If I want to write something I use pen/pencil or a ruler? (pen/pencil)", "where do you put all your things? (bag) ..etc. Drill (repeat) the words again and ask the ss to repeat after you.

Pre-Watching/Listening (5-8 minutes) • To prepare students for the text and make it accessible

On the LCD, open the book p.8 and get the ss attention. Point at the pictures of the words you elicited in the previous stage while asking the ss: "what's this?" the ss will answer "pen". Write on the board " What's this?" "It's a pen" (highlight the following parts while writing "Wh, 's, a") Ask the ss to repeat it after you. Repeat the same step with the next 3 items. Do the rest of the words the same way but orally. (rest of the vocab are on p.10) Make sure that the ss answer with the full form (it's a.../ it's an...)

While-Watching#1 (gist) (4-5 minutes) • To provide students with less challenging gist and specific information listening tasks

-Tell ss that now we watch a video of the story between Bill and Rosy about "school things". -Tell the ss that they will, individually, write down the school things in the story. -Demonstrate by reading: Picture 1 and ask "is train a school item? (no)". Then read picture 2 and ask ss "Is pen a school thing? (yes)", "should I write it? (yes)" -Play the video. (what's this?) -Monitor and micro-teach the ss who need help. -Open class feedback by asking: "what are the school things in the story?" (pen, pencil, ruler and rubber)

While-Watching/Listening#2 (detailed-written) (5-8 minutes) • To provide students with more challenging detailed, deduction and inference reading tasks

-Chest HO1 and tell ss that there are three questions to answer based on the story. Questions are MCQs and one open-answer question (questions are attached with the plan) -Tell ss to answer alone. -Give the ss the HO. -Play audio track 12. -Monitor and make sure the ss are following. -Micro-teach when needed. -Ask ss to check the answers in pairs. -Provide the answer key on the board.

Post-Reading (5-8 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Chest HO2 and tell ss that this is a paper where they will write 6 different things of their own school things. Ask ss the following ICQs: "how many things will you write?" (6) "you will write school things? or toys? or food?" (school things) -Give HO2. (attached with the lesson plan) -Monitor and micro-teach if needed. -Feedback will be on each paper with a star and/or smiley face for motivation.

Clarification (5-8 minutes) • To clarify the meaning, pronunciation and form of the target language.

-Using Blu-tacks and flashcards, stick the flash cards on the whiteboard. (if there isn't enough time you can simply hold them in your hand for the ss to see) -Get the ss attention. -Remind them with the part of "What's this? It's a/an ...". -Ask same questions on using the flashcards. -Write on the board the abbreviation of "What is = What's", "It is = It's". -Drill (repeat) the abbreviations by miming and saying (what) on one hand, (is) on the other hand, put your hands together as a clap motion and say "What's". Same with "it's" -Ask ss to open their books p.9 and read the picture. (What's this? It's a pen.)

Controlled Written Practice (4-5 minutes) • To provide an opportunity for students to focus on the form of the TL.

-Ask the ss to open page 9 and answer exercise 3 individually. -Monitor to make sure they are on task and micro teach if needed. -Ask them to check their answers in pairs. -Provide open class feedback by nominating students to say the answers.

Controlled Oral Practice (10-12 minutes) • To provide an opportunity for students to focus on the accurate production of the target language

Setting the interaction pattern: -Get ss attention. -Ask ss to stand up holding their books. -Divide them into two paralleled lines where each s should be facing another s. Remain in a center position. Instructions: -Name the ss in both rows to Pair A and Pair B. Make sure that each pair A is facing a pair B. -Ask ss to open their books p.9 and look at exercise no.4. -Ask the ss to read individually the words in the box, then look at the picture with items on them. -Ask pair A to point to any item then ask pair B "what's this?" -Ask pair B to answer "It's a ..." -Nominate one student to demonstrate the speaking activity. -Ask the following ICQs: " pair A will ask or answer? (ask)", "pair B will ask or answer? (answer)", "how to ask? (what's this?)", "how to answer? do i say "pen" or "it's a pen"? (it's a pen)". -Get ss to start the activity. -Monitor and take comments on your own notepad. -Once they are done, switch pair's roles. Pair A will answer and pair B will ask. (if these ss are a bit slow, use the same ICQs again but with switched roles) -Monitor and take comments on your own notepad. -Get the activity to an end and ask the ss to sit back down. -Open class feedback. (write your comments on the board and fix the mistakes and/or praise the correct usages of the target language).

Craft (12-16 minutes) • To provide students with a physical and visual task to emphasize the target language

-Set the rug on the floor for the ss to sit on. -Get ss attention and ask them to sit in a circle on the rug. -Chest the paper "school items" shapes and the paper pencil case. -Ask ss to first color the school things and the pencil case as they like. (8-10 min) -One they're done ask them to glue the school things on the pencil case. (3-6 min) -Praise the ss for their effort. (give them stars if you have any) -Thanks the ss for their commitment to the class, hand them the session plans and start the "parent's meeting".

Session Plan • To provide teachers with reminders for what to write in their session plans.

-Write your name. Write the session's date, level and number. -Vocabulary: Write the vocabulary they took during the class. -Grammar: Write the grammar they took during the class. -Extra materials: Write the handouts they took and the craft they made during this session. -Homework: Write the workbook pages they should do at home. In case an extra written activity is needed (recommended) write it as well and give an example to guide the parents. -Quiz for next time?: If there's a test, dictation and/or presentation to be done next session, write here. Notes: Write if there's any extra thing that needs to be mentioned. (e.g: "Please, bring colors and glue next session." "Study well for the upcoming test." ..etc.)

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