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FIRST ENGLISH UNIT 3: Lesson 1
Unit Objectives
Students will be able to talk about themselves and their family members with more extended information from Unit 2, such as occupations. Students will also learn to describe and ask about on-going actions and relative locations.
1. Students will be able to talk about themselves and their family with extended detail.2. Students will be able to ask and answer questions using Yes/No and Wh- questions.3. Students will be able to greet each other, ask about the time and obtain personal
information such as telephone numbers.4. Students will be able to describe the position of classroom objects, using prepositions,
such as on, under, between, next to, inside, outside, above, below, etc.5. Students will be able to use the progressive be+ V (ing) to express ongoing actions, such
as ‘They are crossing a street’.6. Students will be able to recognize the sounds of letters I-P in words and sentences.7. Students will be able to recognize and pronounce the numbers 10-100 and express times
such as 1:10, 3:30, and 10:15.
Lesson Objectives 1. Students will be able to talk about the characters from the courseware.2. Students will be able to describe their family members, including occupations, using
present tense.3. Students will be able to talk about other people’s personal information including
requests for telephone numbers.4. Students will be able to ask and answer questions about personal information using both
‘Yes / No’ and ‘Wh’- questions.
5. Students will be able to exchange information about telling the time.
6. Students will be given the opportunity to practice and develop fluency skills.
7. Pronunciation will be dealt with as the need arises during the lesson.
* Check homework before starting the lesson. Check answers for section A with the class: 1. doesn’t 2. does 3. don’t 4. do 5. does 6. don’t 7. don’t 8 does. Check and correct individualanswers for section B after class.
Activity 1: Review: Simon says (No slide)
Objectives To develop listening comprehension and to review action words from Unit 1 / Lesson 1
Method T-S Whole-class ‘Simon says…’gameMaterials None
Time 5 mins
Procedure
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1. Tell the class that you are going to give them some instructions. Explain that they must
follow the instruction only when you say ‘Simon says’. Give two or three commands to theclass starting with ‘Simon says’. Review action words from Unit 3 / Lesson 1 e.g. Simon says
stand up, Simon says put your right arm up.
2. Vary the instructions by omitting ‘Simon says’. Students who perform actions the areeliminated and are asked to sit out the rest of the game.
3. Have students take turns to be ‘Simon’. Continue until only one student remains standingand is a nnounced the winner. Add a sense of urgency and challenge by increasing thespeed and length of the instructions.
Activity 2: Review (Slide 4)
Objective To review previously studied language
Activity Type Review - listening, speaking Interaction S-S (whole-class)
Preparation None Assumption Students will recogn zi e target language
Anticipated problem Lack of student engagement (due to repetitious nature of activity) Solution Personal zi e language
Time 3-5 minutes
Target Language
Who is this? That’s Ana / Her name’s Ana / It’s Ana/ Ana Where does she come from? She comes from Mexico / She’s from Mexico / She is
Mexican What language(s) does s/he speak? S/he speaks Spanish and English Where does s/he live? S/he lives in London Does s/he go to school / work? S/he goes to school/ work. S/he is a … How old is s/he? S/he is…
Procedure
1. Refer to the slide. Ask students for the names of the three characters.
2. Instruct students to work in pairs. If possible, have strong and weak ability learners
together. In pair ,s students should take turns to ask and answer questions about the
characters using the word prompts in the box. Model an example to get the activity
started e.g. Where is Ana from? She’s from Mexico.
3. Set a time for task completion. Monitor and ensure that students take turns to ask and
answer questions.
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4. Check the answers. (See TL box). Extend practice and personal zi e the language by having
students ask the same questions about their partner.
5. Monitor and check that students are using the correct question and answer form i.e.
Where do you live? I live in…
6. Conduct a short feedback slot as necessary highlighting target language usage. Provide
examples of good/poor language use.
Activity 3: Find someone (No slide)
Objective To develop exchanging personal information Activity Type Find someone
Interaction S-S (group-work)Preparation Find someone cards – 1 card per student
Find someone survey – 1 card per student Optional: world map
Assumption Students will produce accurate question forms
Anticipated problem Hesitant use of new language exponents
Solution Monitor to assist individual students on-task
Time 10 - 15 minutes
Target Language
What’s your name? My name’s…
How old are you? I’m…
Where do you come from? / Where are you from? I come from…/ I’m from…
What language(s) do you speak? I speak… What do you do? I’m a/an…
Procedure
1. Do not click on the slide at this stage. Lead-in by asking some questions about some of
the countries referred to in the activity that students may be unfamiliar with e.g. Oman,
Ireland, Germany. If possible, identify countries on a map.
2. Click on the slide. Invite a confident student to ask you the questions. Take on an
imaginary identity to answer the questions (see activity cards). Check comprehension of
‘What do you do?’
3. Tell the students that they are each going to be a different person. Give each student a
role-play card. Tell them to memor zi e the information. Check task comprehension. Allow
some reading time and tell students to check their dictionaries for unknown vocabulary.
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4. Give each student a questionnaire. Check job vocabulary. Instruct the students to move
around the class asking each other questions in order to find the names of the people onthe questionnaire.
5. Set a time for task completion. Monitor output and assist individual learners whi el on-task.
6. Check the answers as follows: Mei-li, Andrew, Sunita + Saad, Heidi, Bettina, Wendy,Harry, Natalia, Nicolas + Martin + Sergei.
7. Conduct a short feedback slot highlighting the use of the target language. Personal zi e the language by asking a few strong-ability students for their ‘real’ personal information.
8. Optional extension: conduct the same activity but have students invent information oruse their personal information.
Activity 4: Review (Slide 6)
Objective To review previously studied language
Activity Type Listening, speaking Interaction T-S (Whole-class)
Preparation None
Assumption Students will be familiar with target language
Anticipated problem Memor zi ation Solution Personal zi e language
Time 5 minutes
Target Language
Where does Ana’s father work? What does her mother do?
What does she teach? Where does Tony’s father work?
What does his mother do?
Does he have any sisters?
What do they do?
Is Helen married?
What does her husband do?
Procedure
1. Click on the slide. Ask the class questions about the pictures (see target language).
2. Personal zi e the language by asking some individual students about their situation e.g.
‘What does your father do?’, ‘Where does he work?’ etc.
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Activity 5: Listening (Slides 7-8)
Objective To develop listening comprehension
Activity Type Dictation, listening
Interaction T-S (Whole-class)Preparation None
Assumption Students will understand both general and detailed information Anticipated problem Students will require repetition
Solution Conduct the activity twice Time 5 minutes
Target Language
Dictation:
This is Bobby. He is 10 years old. He lives in Oxford, England with his family and their dog, Molly. He has a brother and a sister. Anne is Bobby’s sister. She is 9 years old and can swim
very well. Bobby’s little brother is 3 years old, his name is Joe. Bobby’s father is a postman. His name is Jack. He plays football with Bobby at the weekend. Bobby’s mother is a
housewife. She stays at home with Joe when Bobby and Anne are at school. Bobby’s grandparents David and Edna live in a town called Witney. David is retired. Edna works at a
hospital.
Procedure
1. Introduce Bobby on slide 7. Tell the class that you are going to read out some
information about Bobby’s family.
2. Instruct the students to listen carefully and to write the names of the family members.
Check the family members as follows: grandfather – David, grandmother – Edna, father
– Jack, mother – Alicia, brother – Joe, sister – Anne, dog – Molly.
3. Instruct the students to listen again. This time they should write down as much
information as possible about the family.
4. Ask the class some questions about the family e.g . How old is Anne? What is the name of
the family dog? What does Bobby’s father do? What does Bobby do at the weekend with
his father?
5. Click on slide 8 and allow students to check what they have written. Check vocabulary
e.g. housewife, retired.
Activity 6: Review (Slide 9)
Objective To review previously studied language
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Activity Type Dialog
Interaction S-S (Pair-work)Preparation None
Assumption Students will recall courseware content
Anticipated problem Hesitant fluency
Solution Pair work Time 2 minutes
Target Language
See slide
Procedure
1. Refer to the slide. Invite students to complete the dialog as a whole class.
2. Divide the class into pairs. Instruct the students to take turns to play the two roles.
3. Monitor output. Assist individual learners as necessary.
4. Conduct a short feedback slot. Focus on the use of intonation during the dialog.
5. Culture Tip: The expression “See you” is mainly used in American English and is informal.
In British English this would normally be followed with further information e.g. See you
later, See you at school.
Activity 7: Exchanging Information (Slide 10)
Objective To consolidate spelling and clarifying information skills Activity Type Information Exchange
Interaction S-S (Group-work)Preparation Business cards worksheet – 1 card per student per group of 4
Assumption Students will be able to spell, check and clarify information
Anticipated problem Lack of clarification and repetition
Solution Reinforce the use of clarifying skills / classroom language
Time 10 minutes
Target Language
See worksheet
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Procedure
1. Click on the slide. Ask the class what each piece of information on the business card
refers to i.e. Name, Position, Company name, e-mail address and telephone number.
Invite the class to spell certain words. Ensure that students know how to say an email
address i.e. @ = at, . = dot.
2. Write an example of clarifying language on the board e.g. Can you spell that please? Ask
the class what questions they can ask to check information. Write useful phrases on the
board for students to refer to on-task e.g. Can you repeat that please? Sorry, is that…?
3. Divide the class into groups of 4. Give each student in each group a business card from
the worksheet. Tell them not to show their card to the rest of their group. Allow
students time to read and understand the details on their card. Circulate and help with
vocabulary as necessary.
4. Instruct students to take turns to read out their card information to their team members.
The team members should write down the information they are given and ask questions
to make sure it is correct.
5. Check task comprehension and set a time for task completion. Monitor output.
6. Check the answers by having each student show their card to their team members.
7. Optional extension: if further practice is necessary, conduct a short dictation exercise
e.g. invite students to dictate information from their own business card or write a card
for their dream job and then dictate the details.
Activity 8: Remember? (Slide 11)
This slide serves as a summary of the lesson content. Run through the list to remind
students of previously presented language. Time allowing; drill some of the content from
the list.
Homework
1. Copy and hand out the worksheets.2. Read through the task. Check task comprehension.
3. Set a deadline for task completion e.g., for next class.
FEU3L1 Exchanging Information cards
Valentina Innocenti
Architect
Reforma [email protected]
+39 06 6810 2591
Hedi Zimmerman
Bank Manager
Inter Savings Bank
+41 44 64 27 99
David Heath
Sales Director
Coffco
+44 31 246 8072
Jiang ZhuHR Specialist
Bestpeople [email protected] +86 10 156 2577
Valentina Innocenti
Architect Reforma
[email protected] +39 06 6810 2591
Hedi Zimmerman
Bank Manager
Inter Savings Bank
+41 44 64 27 99
David Heath
Sales Director
Coffco
+44 31 246 8072
Jiang ZhuHR Specialist Bestpeople [email protected] +86 10 156 2577
FEU3L1 Find someone cards
Andrew Carpenter 26
Great Britain English
Police Officer
Heidi Bernhardt 52
Germany German, English
Hotel receptionist
Saad Ben Rhouma 35 Oman Arabic, English Accountant
Bettina Schmidt 29 Switzerland German, French, English Dentist
Martin Worthy 33 Canada English, French English teacher
Wendy Marsden 32 Ireland English Housewife
Harry Myers 62
USA English
Bank Manager
Sunita Gupta 47
India Hindi, English
Accountant
Nicolas Hollande 24 France French Librarian
Natalia Del Canto Loco 20 Spain Spanish, English Student
Sergei Dimitriov
65 Russia
Russian, French Retired
Mei-li Wang
24 China
Mandarin, English Nurse
FEU3L1 Find someone questionnaire
Find:
a 24-year-old nurse
a police officer
2 accountants
a 52-year-old receptionist
a person who speaks 3 languages
a housewife
a 62-year-old man
a Spanish student
3 men who speak French
Find:
a 24-year-old nurse
a police officer
2 accountants
a 52-year-old receptionist
a person who speaks 3 languages
a housewife
a 62-year-old man
a Spanish student
3 men who speak French
Find:
a 24-year-old nurse
a police officer
2 accountants
a 52-year-old receptionist
a person who speaks 3 languages
a housewife
a 62-year-old man
a Spanish student
3 men who speak French
Find:
a 24-year-old nurse
a police officer
2 accountants
a 52-year-old receptionist
a person who speaks 3 languages
a housewife
a 62-year-old man
a Spanish student
3 men who speak French
FEU3L1 Homework Assignment 1. Write about your typical day. Fill the gaps. Use numbers to write the time. (The first one
has been done for you).
7:00 am I wake up
I have breakfast
8:30 am
9:00 am
12:00 noon
5:00 pm
I get home
I go to bed
2. Write about your typical day. Ask two questions. Use words to write the time.
What time do you get up? At……………………o’clock
At eight o’clock
What time do you leave your home? At ……………………. o’clock
At four o’clock
What time do you get home? At …………………….o’clock
What time do you go to bed? At ……………………. o’clock
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FIRST ENGLISH UNIT 3: Lesson 2
Unit Objectives
Students will be able to talk about themselves and their family members with more extended information from Unit 2, such as occupations. Students will also learn to describe and ask about on-going actions and relative locations.
1. Students will be able to talk about themselves and their family with extended detail.2. Students will be able to ask and answer questions using Yes/No and Wh- questions.3. Students will be able to greet each other, ask about the time and obtain personal
information such as telephone numbers.4. Students will be able to describe the position of classroom objects, using prepositions,
such as on, under, between, next to, inside, outside, above, below, etc.5. Students will be able to use the progressive be+ V (ing) to express ongoing actions, such
as ‘They are crossing a street’.6. Students will be able to recognize the sounds of letters I-P in words and sentences.7. Students will be able to recognize and pronounce the numbers 10-100 and express times
such as 1:10, 3:30, and 10:15.
Lesson Objectives
1. Students will be able to talk about and describe objects using prepositions of locationand direction, such as in a house, from the door, under, between.
2. Students will be able to describe and ask about on-going actions using the presentprogressive tense.
3. Students will be able to ask and answer questions using the modal verb ‘can’.4. Students will be able to ask information using ‘Wh’-questions.5. Students will be able to recognize and pronounce the numbers 10-100 and express
times.6. Students will be given the opportunity to practice and develop fluency skills.7. Pronunciation will be dealt with as the need arises during the lesson.
* Check homework prior to beginning the lesson. Have students work in pairs to compare their answers. Correct individual assignments as required after the lesson.
Activity 1: Questions Review (Slide 3)
Objectives To review previously studied language To raise awareness of contracted speech
Activity Type Listening, speaking – question forms Interaction S-S (Pair-work)Preparation None Assumption Students will recogn zi e target language
Anticipated problem Students unable to recall courseware content Solution Mixed ability pair work Time 2-3 minutes
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Target Language
Who is this? That’s Ana / Her name’s Ana / It’s Ana/ Ana Where does she come from? She comes from Mexico / She’s from Mexico / She is
Mexican Who is this? That’s Tony / His name’s Tony / It’s Tony /Tony Where does he come from? He comes from England / He’s from England / He’s
British / He’s English Where is this? / What is this? It’s in Paris / It’s the Eiffel Tower
Procedure
1. Do not click on the slide at this stage. Lead in by asking random students in the class
some ‘Wh-’ questions e.g. What’s your name? Where are you from? What is this? What
time is it? Repeat the first question and ask students to repeat what you have said.
2. Language tip: write examples of the long form and contracted form of the question on the
board i.e. What is / What’s. Ask the class to explain the difference. Remind students that the
contraction is used in natural speech.
3. Click on the slide. Refer to the pictures from the courseware.
4. Instruct the class to work in pairs taking turns to ask and answer questions using the ‘Wh’
prompts on the slide. Model an example with a strong-ability student as necessary.
5. Set a time for task completion. Monitor output.
6. Conduct a short feedback slot by going through the possible question(s) for each picture.
Activity 2: Actions Review (Slide 4-5)
Objective To review use of the present progressive for on-going actions
Activity Type Gap-fill followed by mime game Interaction S-S (Whole-class)Preparation Copy and cut mime game cards – 1 set per team Assumption Students will understand and be able to mime target language
Anticipated problem Lack of vocabulary Solution Group work Time 5-10 minutes
Target Language
See slide
Procedure
1. Refer to each picture on slide 4. Ask the class to fill in the blanks.
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2. Click on the follow-up slide. Allow the class to check their answers. Language tip: She is
looking out the window / AmE, She is looking out of the window / BrE.
3. Divide the class into two teams (or more in larger classes). Give each team a set of cards face
down.
4. Tell the class that team members should take turns to pick a card and mime the action
written on the card. Check comprehension of ‘mime’.
5. Members of the other team(s) need to identify the action by making a sentence in the
present progressive. Assist individual students with vocabulary as they take the cards.
6. Teams receive 2 points for miming an action that is successfully identified by the other
team. Award 1 point for each action with a sentence in the present progressive form.
7. Note the sentences on the board for review at the end of the activity.
Activity 3: Prepositions Review (Slide 6)
Objective To consolidate prepositions of location Activity Type Gap-fill dictation Interaction T-SPreparation None Assumption Students will complete exercise accurately Anticipated problem Lack of vocabulary Solution Extended practice to follow Time 5 minutes
Target Language
1. The ball is (buzz) the computer.2. The ball is ………….the table. 3. The book is …………..the table. 4. The pencil is ……………..the circle. 5. The ball is ……………the computer. 6. The book is …………..the table.
Procedure
1. Do not click on the slide at this stage. Lead in by asking the class moving some objects
around the class to encourage the use of prepositions e.g. Where is my pen? (It’s on the
table), Where is the book? (It’s under the table), etc.
2. Tell the class that you are going to dictate some sentences. Instead of saying
prepositions you are going to say ‘buzz’. Instruct students to write the sentences as you
read and to add the correct preposition in each case. Say each sentence twice (see TL
box).
3. Click on the slide and allow students to check their answers.
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4. Reinforce and personalize the target language by asking students at random to
demonstrate some of the prepositions e.g. the pencil is above the table, X is standing in
line, etc.
5. Language tip: to stand in line / AmE, to stand in a queue / BrE.
Activity 4: Where is it? (Slides 7-8)
Objective To practice using prepositions of location Activity Type Listening and speaking Interaction S-S (Pair-work)Preparation None Assumption Students will recogn zi e prepositional words Anticipated problem Lack of vocabulary Solution Pair work Time 5 minutes
Target Language
See slide
Procedure
1. Click on slide 7. Go through the prepositions and locations. Explain that ‘beside’ can also be described as ‘next to’.
2. Reinforce the learning point by having the class provide sentences to describe theposition of some objects in the classroom e.g. the teacher is in front of the board.
3. Pre-teach / check target vocabulary as required e.g. vase, lamp, cushions.4. Click on slide 8. Read through the task instructions on the slide.5. Organ zi e pair work and set a time for task completion.6. Monitor output. Assist individual learners with the use of prepositions and vocabulary as
needed.7. Ask random students for sentences to illustrate the prepositions e.g. Where is the ball?
The ball is under the table.
Activity 5: What are they doing? (Slide 9)
Objectives To reinforce usage of prepositions and the present progressive form
Activity Type Listening and speaking Interaction T-S (Whole-class)Preparation None Assumption Students will use prepositional words and the present progressive
tense accurately
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Anticipated problem Inaccurate production of target language Solution Review Time 5 – 8 minutes
Target Language
a) The dog is sitting on the chairb) The cat is sitting on the tablec) The cat is standing behind the computerd) The cat is in / coming out of / jumping out of the cupboard. The dog is standing
behind the cupboard.e) The dog is sitting on the bed / The cat is lying under the bedf) The dog is sitting in front of the pictureg) The cat is behind the cupboardh) The TV is between the cat and the dog / The dog is on the right of the TV / The cat is
on the left of the TVj) The cat is sitting on the drawers / The dog is next to / on the right of the drawersk) The bookcase is between the catsl) The dog is sitting in front of the music centre
Procedure
1. Refer to the slide. Pre-teach unfamiliar vocabulary e.g. bookcase, wardrobe, drawers.
2. Point to the various pictures and ask questions in the present simple and present
progressive tenses e.g. Where is the cat? What is the dog doing? Encourage answers
using the present progressive form where appropriate e.g. The cat’s standing behind the
computer. Continue until all the pictures have been described.
3. Invite the students to work in pairs to take turns asking and answering questions about
the position of the animals and objects. Set a time for task completion.
4. Monitor and encourage accurate use of both prepositions and the present progressive.
5. Conduct a short feedback slot. Highlight some accurate and inaccurate sentence
production. Ask for peer correction of inaccurate examples.
Activity 6: Numbers 1-100 (Slide 10)
Objective Numbers recognition for telling the time
Activity Type Bingo game Interaction T-S (Whole-class)Preparation None Assumption Students will use recogn zi e and be able to write numbers 1-100 Anticipated problem Hesitant recall of numbers Solution Drill numbers as required Time 10 minutes
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Target Language
Numbers 1 – 100
Procedure
1. Do not click on the slide at this stage. Lead in by conducting a brief class drill of
numbers 1-100. (Only 1-59 will be used in telling the time, however, this exercise
provides useful consolidation of additional numbers).
2. Click on the slide. Allow the class time to study the numbers. Point to some numbers
and ask random students to say the number you are indicating.
3. Tell students that they will need a piece of paper and a pen. Instruct them to draw a five
by five grid and to write the number 51 in the centre square. Now have the class write a
random range of numbers from 1-59 on their grid. Draw a grid on the board to
demonstrate.
4. Tell students that they are going to play ‘Bingo’. Provide a brief explanation of the game
if necessary. (Bingo is a game in which players mark off numbers on cards as the
numbers are drawn by a caller. The winner is the first person to mark off all the numbers
in their card).
5. Instruct the class to listen carefully as you say some numbers. Tell the students to cross
through the numbers on their grid when they hear them. The first student to have all
their numbers crossed through should shout out “Bingo”. They are the winner of the
game. Say a range of numbers until “Bingo” is called. Model an example of how the
game is played as required.
Activity 7: Hours and Minutes (Slide 11)
Objective Review and extend telling the time skills Activity Type Class drill Interaction T-S (Whole-class)Preparation A learning clock or a large real clock Assumption Students will recogn zi e and be able to tell time by the hour Anticipated problem Hesitant use of target language Solution Drill times as required Time 3 – 5 minutes
Target Language
Telling the time – hours and minutes
7
Procedure
1. Do not click on the slide at this stage. Draw a clock face on the board. Invite random
students to come to the board and give them a time on-the-hour to draw on the clock
e.g. Steven, it’s nine o’clock. Rachel, it’s three o’clock. Follow up by asking a few students
at what time they do certain routine activities e.g. What time do you have breakfast?
What time do you go to bed?
2. Lead-in to the next stage by asking how many minutes there are in an hour. Ask the class
for the current time and repeat it accurately including the minutes. Click on the slide to
show the clocks. Ask the class to go through the times. Drill ‘past’ and ‘to’ the hour.
3. As per the previous activity, ask students to come and draw some times on the
whiteboard e.g. 8.20, 3.42.
4. Drill until students are able to produce the target language more confidently and
accurately.
Activity 8: Directions (Slides 12)
Objective To develop asking for and giving directions
Activity Type Information Exchange Interaction S-S (Pair-work)Preparation None Assumption Students will be able to ask for and give directions Anticipated problem Inaccurate use of target language Solution Provide further practice Time 5-10 minutes
Target Language
between the … and the ...
across from the….
The …is on...
The … is next to the….
The … is in front of the….
The …is behind the ….
Procedure
1. Do not click on the slide at this stage.
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2. Ask the class for useful phrases that are used when asking for / giving directions. Model
as necessary by referring to some places within the vicinity e.g. Excuse me, where’s the
subway? It’s across from the school. Note these phrases on the board for students to
refer to whilst on-task.
3. Click on the slide. Check vocabulary. Ask the class for the location of some of the places
on the map e.g. Where’s the ….? Encourage the use of prepositions e.g. It’s between
the…and the….
4. Invite students to work in pairs to take turns asking for and giving directions.
5. Monitor and encourage fluency.
6. Conduct a brief review by asking the class about some of the places on the map.
7. Optional: to provide further practic ,e have the students draw maps of their
neighborhood showing 6 different locations e.g. supermarket, bank. In pairs, ask the
students to take turns asking for and giving directions based on their maps.
Activity 9: Preview: Find the Treasure (No slide)
Objectives To identify and understand prepositions of movement Method T-S Whole-class giving directions activityMaterials None Time 5 minutes
Procedure
1. Draw a ‘treasure map’ on the board. One side of the map should have a starting point e.g.
a house and on the other side of the map there should be a hidden treasure in a given
location. Invite the class to copy the map onto blank sheets of paper. Include some
obstacles and landforms to include a range of prepositions.
2. Tell the students how to get to the treasure by dictating the directions. Have the class
trace the route on their maps.
3. Example directions – turn right when you come out of your house. Walk beside the river
until you see the bridge. Go under the bridge. You will see a boat. Get into the boat and
go across the lake. Be careful because there are some crocodiles below! Get out of the
boat next to the little red house. Walk through the forest in front of you until you see a
castle. Walk over the railway tracks through the castle gate into the garden. Behind the
yellow flowers there is a little green door. Knock on the door three times, open it and go
inside. On the table in front of you is a key. Use the key to open the cupboard above your
head. Here you will find the treasure!
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4. Repeat the directions and trace the route on the board. Have the students compare to
see if they have followed the original directions correctly and found the treasure.
Activity 10: Remember? (Slide 14)
This slide serves as a summary of the lesson content. Run through the list to remind
students of previously presented language. Time allowing; drill some of the content from
the list.
Homework
1. Hand out copies of the worksheet ‘My Living Room’.2. Read through the activities with the students to check for task comprehension.3. Provide students with a deadline for completion e.g., for next class.
FEU3L2 Mime Cards Sets 1 and 2
sit on the floor stand on one leg
work on a computer turn the light on and off
look out the window walk up stairs
talk on the telephone look for a word in the dictionary
dance listen to music
look at the clock drive a car
write on the whiteboard swim
smile at the teacher read a book
run around a track ride a bicycle
walk through the door touch your toes
FEU3L2 Homework Assignment 1. Look at the picture. Do you like this living room? Why? / Why not?
2. Are the sentences true or false? Put a tick () under the correct answer.
True False
1. There are 2 sofas
2. There is a picture on the wall
3. There isn’t a television
4. There is a dog sitting on a chair
5. There is a clock on the wall
6. There is a bookcase
7. There are 8 cushions
3. Read the description of the living room. Underline the correct word in each sentence.
FEU3L2 Homework Assignment In my living room, there is a big sofa. The sofa is between / next to two small
tables. There is a lamp in / on both tables and a big picture under / above the sofa.
There is a coffee table across from / in front of the sofa. On / under the coffee table
is a vase of flowers. The bookcase is in the corner of the room behind / next to the
window. There are two chairs, one on the right and one on the left of the coffee
table/bookcase. There is a plant next to / behind the chair on the left of the sofa. I like
my living room because it is bright and comfortable.
4. Now write about your living room.
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I like / don’t like my living room because …
