3rd May 2019
Lesson notes for the penultimate class, Sunday morning (5th May).
I want to do a general review of vocabulary and basic sentences that the students have been exposed to and practised over the course. They include:
Nouns – animals, clothes, food, classroom accessories
Verbs – walk, run, fly, swim, stomp, hiss, roar, jump
Prepositions – on, in, under
Numbers – 1 to 5
My name is …. // I’m …..
Do you like … (rice, cake ?)
I have / you have
Today’s letter is ‘t’, and to end the class, the students have a project; colouring and cutting out rockets.
I don’t want to introduce any new games or activities, but to encourage as much inter-student talking as possible. It’s great to see some of the quieter students opening up and joining in more of the lesson, and starting to gain confidence in speaking English. And so, without further ado, the lesson plan:
Warm Up: I say a verb and the students must pretend to be that creature.
Hiss / stomp / walk / jump / swim / fly / roar
Put the ….. This tests knowledge of nouns, colours and prepositions.
I arrange two chairs, one green, the other yellow, at the front of the room, with a red bag in between. Around the room I will have real items that the students know (pen, book, ball, monkey) and, one by one, tell the students to put an item on/in/under a certain chair or bag. For example, put the red pen on the yellow chair.
The more advanced students can then act as ‘thay’ and instruct other students.
What’s your name ? Here, the students make a circle and one starts by saying, “My name is …. What’s your name ?” The person to the left answers … and so on. To make it fun, we can try to speak as quickly as possible, or to shout (this sometimes helps the shier students).
Focus on ‘t’
I start with this great video:
After, we drill the ‘t’ sound both at the beginning and end of the word.
Board Slap: I’ve made a basic slide with five ‘t’ words. Class can be put into two teams. One team shouts out a word, and one member of the other side has to slap the appropriate picture.
This is following by a drilling of the ‘t’ sound again and a test; can the students identify it in a word ? I shall say a simple word and ask the student if it has a ‘t’. They can run to one wall (with a ‘t’ flashcard) or to another, blank wall). The words:
cat / cap / hat / ham / pet / pen / one / two
Do you like … ? To review food nouns and to get the students forming basic questions, they can ask each other if they like … cake, rice, salad and pasta.
It’s always best to model speaking exercises. First I will ask one of my TAs, then two top students can demonstrate. The students sit at small tables, four or five at each, so one student could ask the others. The answer must be in a sentence: “Yes, I do,” or, “No, I don’t.”
Next up, time for some fun and movement: Musical Chairs. Today, a fun song, ‘Yummy, Yummy, Yummy’:
When the music stops, the students who haven’t found a seat have to answer a question, then we continue. If we need an extra, food-related song, we can use ‘Sugar, Sugar’:
Lastly, I would like to review some basic grammar we touched upon last week; first and second-person use of the verb ‘to have’.
I model with a TA (we both hold an item or flash card). I say, “I have a pen, you have a book.” The TA then replies, “I have a book, you have a pen.” Some of the top students can model, then we can line the students up in two rows, giving each student an item. They face each other and say, “I have a …. , you have a …..”. This can be done all together, so the class become confident speaking, then we can listen to pairs speaking one at a time.
This is probably too much for one class, but it is always a good idea to have a lot of activities planned. Anything that isn’t used can be in subsequent lessons, thus cutting down on lesson planning.
Next week is our final class, so more of a party atmosphere, culminating in the presentation of certificates, and the taking of class photos. Maybe I will continue with the class at Level 2, maybe an entirely new class … we shall see.