Marijke D Marijke D

Elementary Global Demo Lesson A Unit 1
Elementary level


In this lesson, students will do a reading about the English language, with a prediction task and checking. They will then review the English alphabet. They will follow this up with a competitive task to engage with the English vocabulary they may already know, and practice spelling. If time, they will do one final vocabulary activity (whispered dictation) to set up for the grammar point in the following lesson


Abc HO1 (Global elementary p.6 ex. 1)
Abc HO2 (Global Elementary p.6 reading text)
Abc Alphabet letters / Categories
Abc HO3 - Stop the Bus activity (Teacher-made)

Main Aims

  • To review and practice nouns and the alphabet in the context of the English language

Subsidiary Aims

  • To provide detailed reading practice using a text about the English language


Warmer (4-6 minutes) • To learn the students' names and engage them in the lesson

Enter the room silently. Using mime, encourage students to stand up and shake hands without speaking. Once students have shaken hands with each other once, repeat the process including "Hi, my name is ____" Feedback: See if anyone knows all the names in the class.

Lead-in (4-6 minutes) • To set the lesson context and provide some speaking practice.

[On WB] Do you like learning English? Why? Why not? Is it easy or difficult? Why? Students discuss these questions in pairs. Feedback: Ask a few students to share their partners' answers.

Pre-Reading (vocab pre-teach) (1-2 minutes) • To pre-teach vocabulary necessary for the reading

"Ok, we're going to do a reading, but first, I want to check that you know a few words" Official language: - What's the official language of Turkey? - How many official languages are there in my country? (2 -- English and French) - Who decides the official language of a country? (the government)

Pre-Reading (prediction) (4-6 minutes) • To allow students to predict the content of the reading text

Give HO1 Students work read the questions and guess the answers. They compare in pairs and discuss their answers [Note: No feedback, as the reading will be the feedback of the task]

While Reading (4-6 minutes) • To provide practice of reading for detail with a text about the English Language

Give out HO2 Ss read and check their predictions against the text. Check in pairs Whole-class FB: Check the answers (1b; 2c; 3c) -- did any answers surprise you?

Post-Reading (3-5 minutes) • To allow students to relate to the content of the text

[On WB] --same in English and Turkish In groups, can you think of 5 words that are almost the same in English and Turkish [elicit example: Polis] Whole-class FB: elicit some examples

Alphabet Review (2-3 minutes) • To review the alphabet with the Ss, and set-up the competitive activity

At the top of the board, T writes "A B C " [Note: use a different colour for vowels] T elicits the rest of the letters, and drills pronunciation where necessary [special focus on vowels and non-Turkish/problematic letters -- X, W, Y, Q]

Stop the Bus game (12-15 minutes) • To provide practice of vocabulary already known related to general categories in the English language

[Write on WB] letter | technology | food/drink | jobs | music | sports | place | transport [Invite a S to choose a letter from the bag -- write that letter on the board] "can we think of a word in each of these categories that starts with this letter?" [Elicit examples. Skip a category if no one can think of something] Chest HO3 "OK, now I will give you a letter, and you have 2 minutes to complete as many of the categories as possible with this letter" ICQs: How many words per category? (1) / And the words start with... ? (the letter we choose) / And how much time? (2 minutes) / If you don't know a word, you can.... ? (skip) [Have them do one letter by themselves] "Now, we will share. If you have the same words, no point. If you have a word and no one else has it, one point for you." [Elicit each category, with ICQs -- "Does anyone else have that?" "Point or no point?"] Repeat with a few more letters -- [choose letters that are easy/common -- M / S / T / D / E / A / R] [NOTE: If students are struggling to think of words by themselves after the first try, group them in pairs/teams to create more confidence]

Feedback on Stop the Bus (2-3 minutes) • To provide feedback and error correction on words that came up

T clarifies meaning / elicits spelling / drills pronunciation of any words that came up during the previous activity

If-Time Activity 1 (5-7 minutes) • To further practice the words/letters related to general categories in the English language

Put students in teams (groups of 3 or 4, depending on student numbers) [Ask one student to pick a letter and another to choose a category] First person to write a word on the board that fits the letter/category gets a point for their team.

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