Lesson Plan

SCHOOL:
TEACHER:
DATE:
CLASS: the 3rd graders
LEVEL: total beginners
CLASSES/WEEK: 3h
TEXTBOOK: Way Ahead 1, by Mary Bowen and Printha Ellis
LESSON: 5. It is big! They are little. Lesson 3
TYPE OF LESSON: Revision
LANGUAGE STRUCTURES:
- What’s your name? / My name is...
- How old are you? / I’m + (age)
- The alphabet a-z
- Indefinite articles a/an: It’s a/an...+ (colour) + (object)

FUNCTIONS:
- Saying one’s name
- Saying one’s age
- Spelling words
- Identifying objects
VOCABULARY: -related to animals, school objects, toys, colours, numbers 1-10 and the
Halloween
SKILLS: - main skills: speaking, listening; secondary skills: writing, reading
OBJECTIVES: by the end of the lesson, the students will be able to:
1. Ask and answer questions about their names
2. Ask and answer questions about their age
3. Use the letters of the alphabet to spell words
4. Identify objects and their colour(s)
ASSUMED KNOWLEDGE: The pupils are familiar with the target vocabulary and structures.
ANTICIPATED PROBLEMS: Some pupils might have difficulty with the pronunciation of
some words or they might mention the colour(s) after the objects they describe.
POSSIBLE SOLUTIONS: The teacher will provide the necessary guidance so that the students
solve the tasks successfully.
TEACHING AIDS: personal photos, workbooks, worksheets, flashcards, letter cards etc.
TEACHING TECHNIQUES: explanation, conversation, dialogue, choral and individual
repetition
APPROACH: the Communicative Approach
TIME: 45 minutes.
 Stage Activities and language Interaction Skills Purpose

-The teacher greets the pupils and asks some introductory questions: How T-Ss -to create a
Organisation of
are you today? Who’s absent today? S/L comfortable
the class
atmosphere

-The teacher asks one or two pupils to come to the front of the classroom Whole class -to get Ss
Warm up and give some commands that the others must perform (e.g. Can you run? S/L
involved
etc.). They also sing the song I am Sally and say the poem One, Two...
-The teacher checks the pupils’ homework: exercise 2 on page 33 from the T-Ss R
workbook: Write. I or we? -to check
-The teacher asks children to present photos with the members of their Ss-Ss S
Homework previously
check families. They come to the front of the classroom, show the photos to the learnt structures
other pupils and present their families (name and age). Then they stick the and vocabulary
photos on the notice board entitled Family Ties. The notice board is
displayed in the classroom so that everyone can see it.
Revising -The teacher invites two children to the front of the classroom and asks -to remind them
questions and them to have a mini-dialogue: they greet each other, they ask and answer Ss-Ss S the target
answers about their names and age, and they say good-bye. structures
T-Ss L/S
-The teacher explains that they are going to play a game called Mix-
Freeze-Pair. She demonstrates the activity with the help of the two
children who are still at the front of the classroom by telling them that they
are zombies. She demonstrates what zombie means. When she says “Mix”,
the children act like zombies until the teacher tells them to “Freeze”. They
have to stop. Then, when she says the word “Pair”, they face each other Whole class S
and perform the mini-dialogue they have just practised. and open -to provide
-The teacher invites all the children to come to the front of the classroom. pairs practice in the
Individually W
They play the game. target structures
-The teacher distributes to the children some small pieces of coloured
paper, each with a stickpin attached to it. She asks them to write their
 names and age on them using the sentences My name is... and I’m ... and
then pin them up on their clothes. Whole class S/L -to ensure
- The children sing the song My name’s Tico, and then they replace the consolidation
name Tico with one of theirs and sing the song.
Revising the T-Ss L/S -to remind them
letters of the the ABC
- The teacher reminds the children the letters of the alphabet by saying the
alphabet
letters using a certain rhythm. As she does so, she sticks the letters on the Ss-Ss S -to provide
blackboard and the children repeat them. practice in
-The teacher presents to the children different flashcards showing different saying the
objects on them. Children are then invited to the teacher’s desk to choose a letters of the
flashcard, hold it up, ask the others what it is, write the name of the object alphabet and
Revising colours Whole class S
in capital letters on the blackboard and then spell it. revise and use
and objects
specific
-To remind the children the colours, the teacher holds a teddy bear, says a vocabulary
colour and throws the teddy to another child. The one who catches it has to
say another colour and throw the teddy again etc. T-Ss L/S -to expand
-The teacher teaches the children some new words which are Halloween vocabulary and
symbols: ghost, witch, pumpkin, bat, skeleton, zombie and cat. She shows to provide
them flashcards with the target vocabulary and asks them to repeat the T-Ss S practice in using
words individually and chorally. She then presents word cards and asks the target
them to match the word cards with the pictures. structure
-Holding up a flashcard, the teacher asks the children to say what it is: e.g. Individually W
T: What’s this? P: It’s a black bat. She asks questions until she elicits
answers in which the children use the target structure: It’s a/an + colour(s) -to provide
+ object. writing practice
Then each child comes to the blackboard and writes the sentence. At the
end, the teacher corrects mistakes with the children’s help.
Feedback -The teacher asks different children questions which have been used in the T-Ss S -to assess and
lesson: What colour is the pumpkin? What’s your name? How old are you? appreciate the
How are you? What’s this? Etc. students’ work
She praises their contribution to the lesson and marks some of them. They
 receive Halloween candy for their hard work.

The teacher gives and explains the task: exercise 1 on page 34 on their T-Ss L
Homework -for transfer and
workbooks (Read and tick).
assignment consolidation