LESSON PLAN 1
Class: grade zero
Age: 6 years old
Number of students: 15 (7 boys, 8 girls)
Level: beginners
Course book: “Hocus Pocus 1”
Subject: I Like Carrots
Lesson time: 30 minutes
Aims:
To enrich ss' vocabulary
To practise new grammar structures
Materials:
Flashcards with vegetables
New vocabulary:
Names of the vegetables (carrot, paprika, tomatoes, salad, cucumber)
New grammar:
Constructions “I like”, “I do not like”
Anticipated problems:
Pupils may not know the names of some vegetables in Polish
Children may not want to cooperate with the teacher
Abbreviations: T- teacher, S- student, Ss- students.
Interactions: T-Ss; Ss-T; Ss-Ss.
PROCEDURE
WARMING- UP: T welcomes Ss with the “Welcome Song” (Appendix 1a), and asks if Ss know any names of vegetables in English (T- Ss) (5 min)
PRESENTATION:
Step 1: T shows the flashcards (T-Ss) (Appendix 1b).
Step 2: T asks each S to take one flashcard and then every S says what he/ she sees in the picture. When Ss don't know the name of the vegetable they say the name in Polish (Ss-T).
Step 3: T reads the whole shopping list with Ss (T-Ss).
Step 4: T explains to Ss what the expressions “I like”, “I do not like” mean (T-Ss).
Step 5: Teacher tells children which vegetables she likes and which she doesn't like. While saying so she shows the flashcards with the vegetables (T-Ss). (15 min)
PRACTICE: T takes out a small soft ball. She/he says “I like carrots” and throws it to a student. He/she says what he/she likes and throws the ball to another person (Ss-Ss) (5 min).
PRODUCTION: Step 2: Ss draw a happy face next to vegetables they like and a sad face next to the vegetables they don't like (Ss- T). (Appendix 1 d) (5min).
COMMENTS:
The students liked the first activity. They were very interested in it. Everyone wanted to be closer and closer to the teacher and to the blackboard where the shopping list was. They all wanted to see it. The next activity was very easy for them. After practising children had no problems with memorising of all the names of vegetables, with the exception of a couple of students who could not do it. The activity with happy and sad faces was successful too, the children had a lot of fun. They were laughing and they wanted to show everyone their “faces”. In the following lesson they were running to the teacher shouting that they showed the pictures at home and asked the parents to draw happy and sad faces as well.
To conclude , the aims of the lesson were achieved and the lesson was conducted in the atmosphere of pleasure and fun.
LESSON PLAN 2
Class: grade zero
Age: 6 years old
Number of students: 15 (7 boys, 8girls)
Level: beginners
Course book: “Hocus Pocus 1”
Subject: What Colour Is Your Kite?
Lesson time: 30 minutes
Aims:
To enrich ss' vocabulary
To practise ss' listening and speaking skills
Materials:
Flashcards with colours
CD with a song
Background knowledge:
Children know the vocabulary from the previous lessons( words: colour, kite, box)
New vocabulary:
Vocabulary connected with colours (yellow, blue, red, green, white, black, brown, pink)
New grammar:
“My (kite) is red”
Anticipated problems:
Children may not want to play a game
Some of the ss may not want to sing a song because they are shy
Abbreviations: T- teacher, S- student, Ss- students.
Interactions: T-Ss; Ss-T; Ss-Ss.
PROCEDURE
WARMING- UP: T welcomes Ss with the “Welcome Song” (T- Ss) . (Appendix 1a) (3 min)
PRESENTATION: Step 1: T shows the toys (Appendix 2a) one by one and asks Ss what it is (T-Ss).
Step 2: Each S takes one toy and answers the question (Ss-T). (7 min).
PRACTICE: Step 1: Every S has his/her own flashcard which shows some colour (Appendix 2b). T tells Ss the names of colours and asks the class to repeat them after him/ her (T-Ss) (5 min).
Step 2: T and Ss play a game. T tells some colour and S who has got a flashcard with this colour shows it to the class (Ss-T).
Step 3: T says that Ss will listen to the song (Appendix 2c). When Ss hear the name of the colour T shows a flashcard with it (T-Ss). During a second listening the Ss show a flashcard with an appropriate colour to the T (Ss-T) (10 min).
PRODUCTION: T tells Ss that they are going to play a game “Colour the Boxes”. While listening to the T, Ss have to colour the boxes with an appropriate colour. When T says the colour, every child can colour only one box . The second box can be coloured only when a child hears this colour for a second time (T-Ss). The student who colours three boxes in the line as first one, is the winner (5 min).
COMMENTS:
The “Welcome song” was a good idea because children know when they hear the song that the lesson starts. The children were very excited when they saw the toys for the first activity. They thought we are going to play with them.
The students were involved in the activities and enjoyed them immensely. They sang the song very well. They remembered the text, but they had problems with memorising the names of the colours. Later I introduced more activities in which they could practise the vocabulary better. The game “Colour the boxes” gave children a lot of fun. Generally, the students left the classroom with a feeling of satisfaction. Many students who were shy, did not want to sing at the beginning but still they tried. Children wanted to keep the flashcards with the colours. Next time the teacher will make more flashcards so that the every student can take them home.
LESSON PLAN 3
Class: grade zero
Age: 6 years old
Number of students: 15 (7 boys, 8girls)
Level: beginners
Course book: “Hocus Pocus 1” by Katarzyna Nicholls, Wydawnictwo Szkolne PWN, Warszawa 2004
Subject: Touch Your Nose!
Lesson time: 30 minutes
Aims:
To enrich ss' vocabulary
To develop ss' pronunciation skills
Materials:
CD with a song
New vocabulary:
Vocabulary connected with the parts of the body ( head, nose, toes, tummy, hand, foot).
Anticipated Problems:
Some children may mispronounce the new words
Abbreviations: T- teacher, S- student, Ss- students.
PROCEDURE
WARMING UP: T welcomes Ss with the “Welcome Song” . (Appendix 1a) (3 min)
PRESENTATION: T introduces the parts of the body. While saying the name of the part of the body, the teacher touches it. For example, when the teacher says “head” at the same moment he/she touches his/ her head . (Appendix 3a) (2 min)
PRACTICE: Step 1: T says that Ss are going to listen to the song (Appendix 3b). While listening and hearing the name of the part of the body T with some student touch this part of the body. For example, when they hear the word “foot” , they touch their feet. During second listening every student touches the parts of the body the names of which they hear (T-Ss). (7 min)
Step 2: Ss sing the song two more times, each time faster. When T asks Ss to touch their nose children do it . When T asks ss to touch their heads, Ss do it, etc. (7 min)
Step 3: T asks Ss to open their books and look at the picture, where they can see a man, Mr. Trick.(Appendix 3c) Then he/she explains to them that they need to colour Mr. Trick according to the description given (T-Ss) .( 5 min) (Appendix 3d)
PRODUCTION: T asks Ss who they see in the picture. She tells them to touch their noses. Ss do it. Then T tells them to point at the word “nose”. T checks if they do it correctly. T tells Ss to match the word with the picture. Ss work individually and T monitors their work walking around the classroom (T-Ss) (6 min)
COMMENTS
The song “Touch Your Nose” was a success. Children enjoyed singing and showing the parts of the body. They were laughing and singing. They wanted to sing very much. When the song ended they were asking for more. At the end of the lesson they wanted to sing the song one more time. They memorised the song after a couple of lessons. However, there were problems with some students who did not want to sing because they could not remember the names of the parts of the body. One child sat in the corner of the classroom and did not want to move. When the song was sung for the second and third times, most children had fun , but the boy who sat in the corner started to cry because he could not keep up with the rest of the group. So I stopped the exercise and worked with him individually. Next time when we started singing that song he was happy because he remembered all the names of the parts of the body and could join the rest of the class.