CULTURAL ISLAMIC CENTER TEACHER: Mr Boumaza Lotfi *Lesson Plan* Lesson: 03 Level: Beginners Objective: Pupils will be able to write and pronounce ordinal numbers correctly. Warm up: -The teacher greets his Pps. -He asks Pps about last week’s lesson. Who can spell the alphabets? What are the vowels? What are the consonants? - After that, he asks Pps to introduce each other to one another in a simple dialogue. -The teacher starts asking Pps the Question “How are you?” and then writes Pps’ answers in order for them to learn how to greet one another. Lesson: Before learning numbers 1 to 20, pupils will first review numbers 1 to 10. A great way to do this is to sing a fun numbers’ song. T Plays the song and asks pupils to sing along. As they do, he encourages them to dance to the song by holding up their hands and counting with their fingers as they sing. Next, it’s time to introduce numbers from 11 to 20. Using a 1 to 20 PowerPoint. The teacher says each number in order and asks pupils to repeat after him several times. After that, he asks pupils to say each number on their own. Once pupils have practised enough, it’s time to play a fun game. Activity 1: What’s Missing Game To play, the teachers gives pupils five seconds to try and memorize all the numbers. Then, tells pupils to close their eyes. While pupils are not looking, he removes one of the numbers and then tell all pupils to open their eyes. Pupils must then shout out which number is missing as fast as they can. Activity 2: Number Race This next activity is a fun race game that pupils can play in pairs or in small teams. To play, the teacher first provides each team/pair of pupils with a set of flashcards of numbers 1 to 20. Next, he asks pupils to place the numbers face down on the desk and mix them all up. Now the game can begin. When the teacher shouts “Go!“, pupils should work with their partners/team to quickly turn over all the cards and then place them in the correct order from 1 to 20. The first team to finish wins. The final part of the lesson is of course to review what pupils have learned. A great way to do this is to use the numbers flashcards and ask pupils to help you put them on the board in the correct order. After that, he asks his pupils to write them on their copybooks. CULTURAL ISLAMIC CENTER TEACHER: Mr Boumaza Lotfi *Lesson Plan* Lesson: 04 Time: 1h 30mins Level: Beginners Objective: Pupils will be able to pronounce and write “ordinal numbers and days of the week. Warm up: -The teacher greets his Pps. -He starts a small dialogue with them “asking them about their: names, how they are feeling….” - Then, He asks his Pps who can Count from 1 to ….. to revise last week’s lesson. Lesson: -The teacher Places five items on his desk. For instance: Chalk, Eraser, Crayon, Pencil and Glue. Using these five items, he asks pupils various questions such as: Which place is the glue in? Which item is in the fifth place? After working through this a few times, he shuffles the items around so that they are in different places. As the pupils grasp the concept better, the teacher adds in more items until they get to twenty. Activity 1 : The teacher draws 20 circles on the board in different sizes in a sequence from smaller to bigger. He asks one pupil to come to the board and color the ninth circle for example. Then, he repeats this procedure with the other pupils. He asks each time his pupils how did they know that it is the right circle to color? Then, he points to the 10th circle and asks what number is this? 10- What is the position? (10th) and continues up to 20th circle. At the end he asks his pupils to write the numbers on their copybooks. After finishing up with numbers, the teacher introduces “days of the week”. -He sticks papers containing the names of the days and asks his pupils to reorder them. From Sunday…… Saturday. -After that, he asks his pupils these questions: * Sunday is …….. Day of the week. *Tuesday is……… day of the week, and so on. The teacher finishes the lesson by asking his pupils to write the days on their copybooks. CULTURAL ISLAMIC CENTER TEACHER: Mr Boumaza Lotfi *Lesson Plan* Lesson: 08 Level: Beginners Objective: Pupils will be able to: -Introduce themselves and greet each other. -Use punctuation signs correctly. Warm up: *T greets his L and asks them about last week’s lesson, to refresh their memory. *Then, he asks his pps to ask about each other’s names. PP1: Hello! My name is ……. What is your name? PP2: Hi! ......... My name is ………? Presentation: T writes a pp’s part of a dialogue on the board. Analysis: (: ) colon - (,) comma - (.) Full stop - (?) Question mark. They are called punctuation signs Stating rule: a)-we use capital letters: -at the beginning of a sentence. -with names, towns, countries… -with the personal pronoun “I” b)-punctuation signs: - . = at the end of a sentence. - , =to mark a pause. - ? = at the end of a question. - : = to start a speech. - ! = at the end of an exclamation. T invites his L to read the rule and copy it down on their copybooks. Task two: I read and supply capitalization and the right punctuation PP1 hello my name is younes what’s your name PP2 hi younes I am Diana CULTURAL ISLAMIC CENTER TEACHER: Mr Boumaza Lotfi *Lesson Plan* Lesson: 13 Level: Beginners Objective: Pupils will learn about body parts and how to use them in simple meaningful sentences. Warm up: *The teacher corrects last week’s exercise with his pupils. Presentation: *The teacher sticks a drawing of a little boy on the board and gives his pupils the same one, but with the names of the body parts written on it. *Then, he asks his pupils to come to the board one by one and link each body part to its name. Production *The teacher teaches his pupils how to use what they have learned in simple sentences. Examples: I touch my head. I comb my hair. I listen with my ears. I see with my eyes. I smell with my nose. I talk with my mouth. I bite with my teeth. I taste with my tongue. I bend my neck. I shake my shoulders. I touch my stomach. I move my hips. I shake my arms. I grab with my hands. I shake my legs. I walk on foot. CULTURAL ISLAMIC CENTER TEACHER: Mr Boumaza Lotfi *Lesson Plan* Lesson: 15 Level: Beginners Objective: This lesson plan will focus on daily routines using the present simple tense. Warm up: 1) In order to put the target language into context. The teacher asks his pupils what they did before they came to school and what was the first thing they did that day? 2) The teacher tries to elicit from them that the first thing they did was ‘wake up’. Write this on the board, and ask pupils what they did next. 3) Once the teacher has a few activities on the board, he asks them which of those activities they do every day, and at what time they usually do them. 4) He should give pupils a clear idea that the lesson will be about activities they do regularly. That is, their daily routine. Presentation: 1) Using daily activity flashcards, the teacher introduces the key phrases for the lesson. He asks his pupils to repeat after him and practice many times. Once they have practiced the daily routine phrases, the teacher introduces the key expressions. For example, What time do you get up? I get up at 7 o’clock. 2) The teacher should mention that, we use the present simple tense to talk about things we do regularly. When talking about daily routine, we use the present simple form of the verb. I (get up) at 8 o’clock. He/She (gets) up at 8 o’clock. 3) Once pupils have practiced enough, it’s time to play a fun guessing game and practice daily routine expressions. The teacher plays a video about ‘Hidden Picture’ game in order to practice making English sentences about daily activities. To play, the teacher shows the video in class. There are 10 pictures of daily activities hidden behind colored shapes. As the shapes slowly disappear, pupils must try to guess the daily routine in the picture. When pupils are ready to guess, they must answer using full sentences. After each question, the teacher pauses the video and ask pupils what time they do that activity. For example, after seeing the ‘get up’ picture, he asks his pupils what time they get up. CULTURAL ISLAMIC CENTER TEACHER: Mr Boumaza Lotfi *Lesson Plan* Lesson: 25 Level: Beginners Objective: Step 1: Introduce the Topic and Keywords 1) Ask pupils to listen to a song about jobs and guess what topic they are going to study. Then ask pupils what jobs they already know. 2) Next, practice the names of occupations using the jobs’ flashcards . Show pupils the flashcards one by one and ask them to repeat after you. Then, show them the flashcards again and ask pupils to say the words on their own. 3) After practicing a few times, practice more with a fun flashcard game. Mix up the flashcards and choose one but don’t show the pupils. Ask the pupils to raise their hands and guess what job flashcard you are holding. Next, allow the pupil who guessed correctly to come to the front and choose another flashcard. That pupil then holds the card without showing the other pupils and asks them to guess what it is. Step 2: Teach the Key Expressions Once pupils have practiced the keywords, it’s time to practice some key sentences. When teaching ‘What do you do? – I am a (doctor).’, you can begin by asking pupils ‘What is my job?’. Surely, they will know that you are a teacher. Then you can ask pupils, ‘Are YOU a teacher?’ to which they will reply ‘No’. Then you can ask them ‘What do you do?’ and try to elicit from them ‘I am a pupil’. Next, ask pupils to ask you ‘What do you do?’ to which you can answer ‘ I am a teacher.’ Once you have put the key expressions in context and learners have grasped the basic meaning of the sentences, you can drill the target language using the flashcards. What do you do? – I am a (teacher). What does he/she do? – He/She is a (doctor). What does your father/mother do? – He/She is a (pilot). What do you want to be? – I want to be a (police officer). Step 3: Listening Activity – Line Bingo Print and cut jobs cards and give one set to each pupil or pair of pupils. Next, ask them to put their cards in a horizontal line in any order they want. The aim of the game is for pupils to turn over all their cards. Using the key expressions, the teacher should say the job names one by one. For example, all the pupils would shout out, ‘What do you do?’ and the teacher would answer, ‘I am a (doctor). The pupils then look at their line of cards, and if that job card is on the left or right end of the line, then they can turn that card over. If the job that the teacher called out is in the middle of the line of cards, then pupils cannot turn their card over. CULTURAL ISLAMIC CENTER TEACHER: Mr Boumaza Lotfi *Lesson Plan* Lesson: 27 Level: Beginners Objective: Warm Up Start by drawing a big circle on the board and then start to slowly draw a nose and eyes and other features of a face. As you are drawing, encourage students to guess what it is. Once students have guessed that you are drawing a face, draw a big smile on the face and ask students to all make the same expression. Say “Happy” out loud and ask students to repeat after you. Next, erase the big smile and replace it with a frown. Ask students to make the same face and elicit the word “Sad” from students. Continue with other feelings such as angry, hungry, thirsty, etc, and see how many feelings students already know. Introduce Keywords and Expressions Using these feelings flashcards, say each feeling out loud and ask your students to repeat after you. Next, have them say each of the feelings on their own. Once students have practiced enough, introduce the question “How are you?” and the answer “I’m happy.“. A great way to do this is to ask the whole class to ask you “How are you?” and then answer by choosing a feelings flashcard at random and then saying the answer while acting out that feeling. Once students get the idea, invite some students up to the front and have them choose a flashcard each at random. Then have the whole class ask them “How are you?” and the students can answer and act out the feelings on the flashcards. Fun Guessing Game It’s time for a fun game. In this game, students will have a 50/50 chance to guess the feeling correctly. Watch the video above to see how to play. Feelings Worksheet Next, it’s time to reinforce what students have learned with this fun worksheet for teaching feelings. On the worksheet, there are 8 blank faces with the feelings and emotions written below. Students must read the word and then draw the corresponding feeling on the blank face. And then finally, students should write and draw how they are feeling today. CULTURAL ISLAMIC CENTER TEACHER: Mr Boumaza Lotfi *Lesson Plan* Lesson: 30 Objective: Level: Beginners “Middle /Primary School” Warm Up To start the class, play the house song and ask students to try and guess what they will study today. Next, draw a simple house diagram on the board with 5 rooms and try to elicit the rooms of the house words from the students. Then, using the diagram, practice singing the chorus to the song (bedroom, bathroom, living room, dining room, and kitchen). After practicing singing the chorus a few times, try singing along to the whole song with the music. To make this song more fun, give each student a room picture card and ask them to stand up when they hear their room in the song. Introduce Keywords and Expressions Using these rooms of the house flashcards, practice the keywords by showing the flashcards and asking students to repeat after you. Then, ask students to try to say the rooms on their own. Once students have practiced enough, it’s time for a fun flashcard game to practice the key expressions. Activity 1: Where’s Dad? – Whole Class Activity Place all the flashcards on the board. On a small piece of paper, draw a simple stick man, and tell students that it is ‘dad’. Then on another piece of paper, draw a woman and ask students to guess who it is (mom). Next, ask students if dad is a man or a woman. Do the same with mom and tell students that in English, we use ‘he’ to refer to a man and ‘she’ to refer to a woman. Drill the key expression by placing the picture of dad in the middle of the ‘bedroom’ flashcard and saying, ‘He is in the bedroom.’ Tell them to all close their eyes. Then, place the picture of dad behind one of the flashcards. Next, ‘Where is dad?‘. The students should try to guess where the picture of dad is using the sentence ‘He’s in the (bedroom)‘. Each time a student guesses, take that flashcard off the board to see if they guessed correctly. When a student guesses correctly, invite that student up to the front. . Then that student can ask the class, ‘Where’s mom?’ . Activity 2: Rooms of The House Telepathy Game “middle school” For this final activity, each student is given an answer sheet. In this ‘Telepathy Game’ students will see two possible answers. They must choose ONE and write it down. To find out the answer, the students must use ‘Telepathy’ to read the teacher’s mind. Activity 2: Hidden Picture Game “Primary school” There are 10 hidden ‘rooms of the house’ pictures. Each image is hidden behind color shapes. As the shapes slowly disappear, students must try to guess what room it is, while using the target language. PAUSE THE VIDEO when your students are ready to guess. Homework Each student is given a worksheet to do at home. CULTURAL ISLAMIC CENTER TEACHER: Mr Boumaza Lotfi *Lesson Plan* Lesson: 31 Level: Beginners “Middle School” Objective: Students will be able to talk about their future plans and events which will drastically increase their abilities to communicate effectively in English. Warm up Draw a simple timeline on the board. First, ask students what day it is today and write that day in the middle of the timeline. Next, review the past tense and write some past tense words (yesterday, last week, last year, etc) on the left side of the timeline. Then ask students what day it is tomorrow and write that day on the right side. Elicit some more times in the future (next week, next Tuesday, next year, etc.) and write them on the timeline, too. Introduce the Future Simple Tense Form with Will To form the future tense we simply add ‘will’ before the root form of the verb. Write some verbs on the board (eat, play, read, write, go, etc.) and show students how to make the future tense by adding ‘will’. For example, ‘I will eat.’ / ‘I will read.’ / I will write.’ Don’t forget to mention the Negative form. Guessing Game This video is a guessing game. Students will see a future tense sentence with a word missing. Then they will see an image hidden behind some colored shapes. As the shapes disappear, the students must guess what the word is. Speaking Activity – Party Planners Next, it’s time for students to try to come up with their own future tense sentences. A great speaking activity to play while teaching the future tense is ‘Party Planners’. Tell students that it is your best friend’s birthday at the weekend and you want to throw him/her a surprise birthday party. Tell them they are all invited and want them to help you plan the best surprise party. Now, the game can begin. Each student must tell you what they will do for the party. For example, “I will bring the cake.”, “I will blow up the balloons.” Each student must make a different sentence and cannot repeat what the previous students have said. If a student cannot think of a sentence or they repeat what a previous student said, then that student is out. To make this activity more fun and to practice the future tense in the third person, after the activity, choose some students and ask the rest of the class if they can remember what they will do for the party. For example, you might ask, “What will Sally do for the party?” Future Tense Worksheet – What Will You Do? Each student is given a future tense worksheet with 10 questions. Students can write down their own answers using the future simple tense. Alternatively, to make this into a speaking activity have students ask the questions to their partner/classmates and then write down their answers.
