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FIRST ENGLISH UNIT 4: Lesson 1

Unit Objectives

This unit focuses on likes and dislikes, progressive actions, frequency and schedules, while

reviewing and reinforcing the language from previous units.

1. Students will be able to talk about likes, dislikes and abilities, using sentences from the courseware.

2. Students will be able to exchange addresses, telephone numbers, location (across the street from...) means of transportation and bus schedule.

3. Students will be able to describe appearance, including eye and hair color, weight and height.

4. Students will be able to recognize different functions of the body, focusing on emotions (She’s crying because she’s sad) and senses (We see with our eyes).

5. Students will be able to use object pronouns (him, her, them) to talk about people and be able to differentiate their and there.

6. Students will be able to ask ‘Wh-‘questions using the progressive form of the verb. 7. Students will be able to use the prepositions in, on, at, with… to talk about location. 8. Students will be able to recognize and understand the sound-letter relationship in letters

Q-W.

Lesson Objectives

1. Students will be able to talk about likes, dislikes and abilities, using sentences from the courseware.

2. Students will be able to exchange addresses, telephone numbers, location (across the street from...) means of transportation and bus schedule.

3. Students will be able to describe appearance, including eye and hair color, weight and height.

4. Students will be able to recognize different parts of the body, focusing on emotions (She’s crying because she’s sad) and senses (We see with our eyes).

5. Students will be able to use object pronouns (him, her, them) to talk about people and be able to differentiate their and there.

6. Students will be able to ask ‘Wh-‘questions using the progressive form of the verb. 7. Students will be given the opportunity to practice and develop fluency skills.

8. 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 mark each

other’s answers for exercises 1-3. Go through the answers to these exercises in class. Mark writing

element after class.

Activity 1: Family Memory Game (No slide)

Objectives To review family-related vocabulary from Unit 2 / Lesson 1

Method S-S group-work card matching game Materials Copy and cut family cards – 1 set per group of 4 students Time 5 minutes

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Procedure

1. Divide the class into groups of 4. Give each group a set of cards placed face down on the

table. 2. Tell the students to take turns to turn over two cards. If the word and picture match the

student can keep the pair of cards. If not, the student turns the cards face down ag ain and it is the turn of the next student.

3. Continue until all the pairs of cards have been found.

Activity 2: Talking about Helen (Slides 4-5)

Objectives To review previously studied language

To personal zi e target language Activity Type Listening, speaking – question forms Interaction S-S (Pair work) Preparation None Assumption Students will recogn zi e target language Anticipated problem Students will be unable to recall courseware content Solution Follow-up with personal zi ation activity Time 5 minutes

Target Language

Who is this? Where does she come from? Where does she live? What’s her address and telephone number? Does she drive a car? Does she use the bus? What times are the buses?

Procedure

1. Click on the slide. Ask the class questions relating to Helen and her personal information.

2. Organ zi e pair work.

3. Click on the follow-up slide. Refer to the instructions. Allow a few moments for preparation and assist individual learners as necessary.

4. Set a time for task completion. 5. Have random students report back on the identity of their partner.

Activity 3: What do they look like? (Slide 6)

Objectives To review language for talking about appearance To develop appearance vocabulary

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Activity Type Courseware revision Interaction T-S (Whole class) Preparation None Assumption Students will recall courseware content Anticipated problem Lack of vocabulary Solution Drill Time 5-7 minutes

Target Language

What color is Jean’s hair? Jean has blond hair. Does she have dark eyes? No, she has blue eyes.

How tall is she? She’s five feet nine inches tall. What is she wearing? She’s wearing a blue school uniform.

Procedure 1. Click on the slide. Ask the class some questions about Jean and her appearance. Drill

both question and answer forms in addition to vocabulary. 2. Reinforce the target language by having students work in pairs to describe Joan and

Jim’s appearance. Monitor output and assist individual learners. 3. Conduct a short feedback slot on the use of question forms, answer forms and the

vocabulary of appearance. 4. Invite three students to stand at the front of the class. Invite the others students to

describe their appearance. Feed in vocabulary where necessary e.g. He has spiky hair.

Activity 4: Appearance (Slide 7)

Objectives To talk about appearance To develop vocabulary for describing appearance

Activity Type Vocabulary building exercise Interaction S-S (Pair work) Preparation Copy and cut Appearance Worksheet – 1 copy per pair of students

Magazine pictures of a variety of people posted around the classroom

Assumption Students will develop vocabulary Anticipated problem Vocabulary comprehension Solution Extended practice Time 15 minutes

Target Language

See slide

Procedure

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1. Do not click on the slide at this stage. Invite the class to describe your appearance. Encourage as much detail as possible e.g. short, straight black hair, oval dark eyes, about

5’2” etc. 2. Lead in to the main activity by reminding students that in order to describe a person’s

appearance, vocabulary is important. Students are usually interested in this topic and ask for a range of vocabulary related to the focus.

3. Hand out copies of the worksheet. Instruct students to work in pairs to put the words into the correct columns. Explain that some words can be used in 2 different columns. Set a time for task completion.

4. Monitor and assist with vocabulary as necessary. 5. Click on the slide to allow students to check their answers. Note that some words may

be placed in more than one category e.g. grey eyes and hair, thin hair and weight. 6. Language tip: blond(e). The word comes to English from French, in which it has

masculine and feminine forms. As an English noun, it has kept those two forms; therefore, a blond is a fair-haired male, and a blonde is a fair-haired female. When used

as an adjective ‘blond’ is the more common spelling and can be used for males or females; however, ‘blonde’ can also be used to describe a woman or girl with fair hair.

7. Culture tip: learners need to be aware of words that can be offensive e.g. fat, old, ugly, thin, skinny. Provide more socially acceptable words as required e.g. heavy-set, older,

plain, slim. Students may also have questions about acceptable ways of describing race e.g. Asian, black (African-American), white, fair-skinned, dark-skinned. In many cultures

height and weight are described using metric measures e.g. 5’1” = 1.54m, 5’9” = 1.75m, 140lbs = 63kg.

8. Now refer to the pictures posted around the room. Instruct students to walk arou nd the room with their partner to take turns describing the people in the pictures. Set a time for task completion.

9. Invite some students to report back with their description of one of the people.

Activity 5: Senses and the body (Slides 8-9)

Objective To review vocabulary for describing parts of the body and the senses Activity Type Vocabulary matching and follow-up drawing game Interaction S-S (Whole-class) Preparation None Assumption Students will recogn zi e target vocabulary Anticipated problem Vocabulary comprehension Solution Extended practice Time 10 minutes

Target Language

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What’s this? Hands, mouth, nose, ears, legs, eyes, feet, toes, arms, face, hair, fingers We can …. with our…..

Can we see with our hands? No, we can’t Which part can we touch with?

What is s/he doing? S/he’s …ing

Procedure

1. Click on slide 8. Refer to the pictures. Invite the class to name the different parts of the

body associated with the senses depicted in the pictures i.e. to smell with the nose, to see with the eyes, etc.

2. Reinforce use of the target language e.g. Can we see with our hands? Encourage full answers and corrections e.g. No, we can’t. We can see with our eyes. Extend the activity by asking which part we can do various activities with e.g. Which part of the body can we look at a picture with? Which part of the body can we hear a noise with?

3. Click on the next slide. Ask students about the activities e.g. What is s/he doing? He’s

reading a newspaper. She’s listening to music. Follow-up by asking which part of the body is being used in each picture e.g. the hands, the ears etc.

4. Reinforce the language point by conducting a brief ‘Simon Says’ type of activity by instructing the students to touch different parts of their body as follows: touch your eyes,

touch your left arm, touch your toes. 5. If possible, have the class sit in a circle for the next activity. Instruct the students to have

a piece of paper and a pen or pencil. 6. Start by telling the students to draw a head. Then instruct them to pass their paper to

the left or right. Instruct students to draw another body part e.g. left arm. Have the students pass their papers again. Challenge comprehension by not giving the vocabulary

in the expected order. Continue this cycle of draw and pass until they have completed a drawing of a person. The results can be comical so have students show their finished

drawings to their classmates.

Activity 6: Remember? (Slide10)

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. Instruct the students to check vocabulary before reading the text

then answer the questions about guide dogs. 3. Set a deadline for task completion e.g., for next class.

FEU4L1 Appearance Worksheet Work with a partner. Put the words in the box into the correct columns.

Height

Weight

Eyes

Hair

to wear

………………………………………………………………………………………………………………………………………....

Work with a partner. Put the words in the box into the correct columns.

Height

Weight

Eyes

Hair

to wear

blue, straight, bald, thin, glasses, uniform, small (x2), tall, narrow, spiky, black (x2), blond,

red, long, oval, big, a watch, brown (x2), fat, curly, well-built, green, round, short (x2), quite

tall, plump, slim, quite short, medium length, medium height, skinny, trainers, earrings,

grey, wavy.

blue, straight, bald, thin, glasses, uniform, small (x2), tall, narrow, spiky, black (x2), blond,

red, long, oval, big, a watch, brown (x2), fat, curly, well-built, green, round, short (x2), quite

tall, plump, slim, quite short, medium length, medium height, skinny, trainers, earrings,

grey, wavy.

FEU4L1 Review: Family memory game

grandfather

mother

sister

family

baby

pets

grandmother

grandparents

brother

father

FEU4L1 Review: Family memory game

FEU4L1 Homework Assignment

1. Before you read the text find the meanings of the underlined words in an English

Learner’s Dictionary.

a)

2. Answer the questions.

a) How can dogs help humans?

b) What do guide dogs do?

c) How long does it take to train a guide dog?

d) What is the first thing the dog learns?

e) How long does it take the dog and the owner to live and work together?

f) Imagine you can’t see. How can a guide dog help you?

Guide Dogs

Dogs like living with people. They are very friendly. Many people think dogs are our best

friends. Some dogs help people to look after sheep, other dogs help to find lost children or

criminals and some dogs can help blind or deaf people. We can see working dogs all over the

world.

Dogs that work with blind people are called guide dogs. These dogs are very well-trained,

well-behaved and obedient. When fully trained, the guide dogs help their owners by leading

them through busy streets and crowds.

Before a dog becomes a guide dog, he must go to a training school for about three months.

Trainers teach dogs to obey commands and to see when it is unsafe for the owner. First the

dog has to learn to sit or stay when he hears the trainer’s call. Then the dog learns to take his

trainer across busy streets. The dog has a lot to learn. At the end of training school the dog

must take tests. When he passes the test, the guide dog can work with blind people.

The new owner may be a man, a woman, or a child. It takes the dog and his blind master

about a month to learn to work and live together.

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FIRST ENGLISH UNIT 4: Lesson 2

Unit Objectives

This unit focuses on likes and dislikes, progressive actions, frequency and schedules, while

reviewing and reinforcing the language from previous units.

1. Students will be able to talk about likes, dislikes and abilities, using sentences from the courseware.

2. Students will be able to exchange addresses, telephone numbers, location (across the street from...) means of transportation and bus schedule.

3. Students will be able to describe appearance, including eye and hair color, weight and height.

4. Students will be able to recognize different functions of the body, focusing on emotions (She’s crying because she’s sad) and senses (We see with our eyes).

5. Students will be able to use object pronouns (him, her, them) to talk about people and be able to differentiate their and there.

6. Students will be able to ask ‘Wh-‘questions using the progressive form of the verb. 7. Students will be able to use the prepositions in, on, at, with… to talk about location. 8. Students will be able to recognize and understand the sound-letter relationship in letters

Q-W.

Lesson Objectives

1. The main objective of this lesson is to review and reinforce language studied in previous units.

2. Students will be able to talk about likes, dislikes and abilities . 3. Students will be able to describe appearance, including eye and hair color, weight and

height. 4. Students will be able to recognize different functions of the body, focusing on emotions

(She’s crying because she’s sad) and senses (We see with our eyes). 5. Students will be able to use object pronouns (him, her, them) to talk about people and

be able to differentiate ‘their’ and ‘there’. 6. Students will be able to ask ‘Wh-‘questions using the progressive form of the verb.

* Check homework prior to beginning the lesson. Check the meanings of the underlined

words and the answers to the questions in the post-reading task.

Activity 1: Free Time (Slides 3-6) Objectives To consolidate and extend the use of language for expressing likes and

dislikes To personal zi e target language To raise awareness of vocabulary building strategies

Activity Type Listening, speaking, vocabulary building Interaction S-S (Pair work) Preparation None Assumption Students will recogn zi e and use target language Anticipated problem Lack of vocabulary for describing activities

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Solution Feed-in vocabulary Time 15 minutes

Target Language

See slide

Procedure

1. Click on slide 3. Refer to the instructions. Organ zi e pair work. 2. Set a time for task completion. Circulate and help with vocabulary as necessary. 3. Note the three categories shown on the slide on the board i.e. sports, stay at home,

meet friends. 4. Invite students to report back with their words and write these under the appropriate

category headings on the board. 5. Remind students that vocabulary webs are a useful way of building and remembering

new words. 6. Click on slide 4. Refer to the instructions. Encourage a brief discussion about the

facilities in the area e.g. gym, football pitch, etc. Alternatively, ask students what facilities they would like to see in the area where they live.

7. Refer to slide 5. Read through the instructions. Check task comprehension. Have students read through the prompts.

8. Set a time for task completion. Monitor output and encourage students to use language

for expressing likes and dislikes e.g. S/he likes… 9. Conduct a short feedback session by asking some students to report back with their

partners like. Focus on the use of the target language e.g. I really … prompts for describing likes and dislikes.

10. Refer to slide 6. Instruct the students to work in groups of 4. Read through the instructions. Check vocabulary. Set a time for task completion.

11. Monitor and encourage use of the target language in addition to follow-up questions e.g. Why do you…?

Activity 2: What do they look like? (Slide 7)

Objectives To extend describing appearance

Activity Type Vocabulary development Interaction S-S (Whole-class) Preparation Each student will each need a sheet of paper and a pencil Assumption Students will use target language Anticipated problem Comprehension Solution Repetition Time 5 – 10 minutes

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Target Language

Dictation The first thief is tall and thin. He has a long face. The second thief is short and over-weight.

He has a round face. The third thief is short and thin. She has an oval face. The thief with a round face has a big nose. The thief with a long face has small, brown eyes and a long n ose.

The second thief has big ears and short, spiky hair. He wears glasses. The thief with an oval face has big, blue eyes and a small mouth. The thief with a big nose has big eyes and a big

mouth. The tall thief has a small mouth and a moustache. He has big ears that look like the number 8. The woman has mid-length hair. All the thieves wore T-shirts and jeans.

Procedure

1. Click on the slide. Instruct the students work in pairs to describe the people (and the dog!) in the pictures in as much detail as possible. Set a time for task completion.

2. Circulate and feed in appropriate vocabulary as necessary. 3. Conduct a short feedback slot in which students provide descriptions of the characters in

the pictures. Encourage detail i.e. possible weight, height, hair, eyes etc. 4. Instruct the students that for the next activity they will need a pencil and a sheet of

paper folded horizontally into three columns each numbered 1, 2 and 3. (Draw a model on the board if necessary).

5. Explain to the class that some thieves have been seen stealing things from the classroom. Tell the students that you saw two men and a woman yesterday stealing pencils and books. You have told the police what the thieves look like.

6. Instruct the students to draw pictures of the thieves as you read out the descriptions. (See Target Language box). Read the text slowly to allow students time to draw as they

listen. 7. Have students compare their pictures with their classmates.

Activity 3: Talking about habits (No slide)

Objective To review talking about daily routines Activity Type Questionnaire

Interaction S-S (Pair-work) Preparation Copy and cut ‘Routines’ questionnaire- A/B set per pair of students

Assumption Students will talk about their routines

Anticipated problem Inaccurate use of frequency adverbs and question formulation

Solution Review and reinforce target language

Time 5 – 10 minutes

Target Language

Do you often wear trainers?

Yes, I do / No. I don’t

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Procedure 1. Organ zi e pair work. Explain to the students that they are going to find out how well they

know their partner. 2. Hand out ‘A’ or ‘B’ questionnaires to each pair of students. Instruct students not to show

their questions to their partner. Allow reading time. Check vocabulary. 3. Ask the class what question they need to ask their partner i.e. Do you…? Now ask for the

possible answers: Yes, I do, No I don’t. 4. Have the students write their partner’s name in the space provided on the worksheet.

Instruct the students not to ask their partner any questions at this stage. 5. Now instruct the students to check the ‘True’ column if they think the information

in the sentence is true for their partner. If they don’t think the information applies to their partner they should check the ‘False’ column. Allow time for questionnaire completion.

6. Invite the students to take turns asking questions in order to check their predictions. They should put a tick or a cross in the end column next to each question depending on the accuracy of their guess. Set a time for task completion.

7. Have the students add up their total number of correct guesses. Compare scores. 8. Conduct a short feedback slot on the use of questions and answers. Activity 4: Who likes English? (No slide)

Objective To reinforce the language for talking about likes and dislikes

Activity Type Guessing game Interaction S-S (Whole class)

Preparation Sheets of paper, white board and white board pen

Assumption Students will explain their likes / dislikes

Anticipated problem Lack of participation

Solution Encourage teamwork

Time 5-10 minutes

Target Language

Do you like (books)?

Does X like…?

Yes, s/he does / No, s/he doesn’t

Suggested items: fruit juice, rice, classical music, English, meat, volleyball, winter, sport, TV, computer games, horror movies, shopping, sleeping, fashion, coffee.

Procedure

1. Lead in by asking a few confident students about their likes/dislikes as follows: Do you like tea? Yes, I do / No, I don’t. Note questions and answers on the board. Students

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should be aware of the language for expressing likes and dislikes, however, drill as

necessary. 2. Organ zi e the class into two teams. On the white board, write down approximately 15

different activities. (See Target Language box for suggestions). 3. Instruct the students to note down all the activities on a sheet of paper. Next to each

activity students should write “Yes” or “No” to indicate whether or not they like a particular activity. Ensure that students to write their names on their pieces of paper.

4. Collect the sheets of paper from the students. Be sure to keep the papers in separate team piles.

5. Write the names of team members on the board with space underneath for marking points. Keep the list of activities on the board.

6. Invite a student from one of the teams to ask another student from the same team about a student on the other team. Write an example question to get the game started e.g. Student A / team 1: Does Jo like horror movies? Student B / team 1: No, she doesn’t.

7. Check Jo’s answer sheet and tell the class the answer. If team 1 is correct they score a point. If they are wrong they don’t score a point (alternatively other team can get a

point). 8. Alternate between teams giving each student a chance to ask and answer the questions.

Activity 5: Who’s feeling what? (Slide 10)

Procedure

1. Do not click on the slide at this stage. Lead in by asking a student who disliked something in the previous activity how they feel about it e.g. Jo, you don’t like horror

movies. How do you feel when you see a horror movie? Now ask a student about an

Objectives To review feelings and emotions vocabulary To develop recogn zi ing and describing feelings

Activity Type Matching exercise

Interaction S-S (Pair-work & Group-work) Preparation None

Assumption Students will recall target vocabulary

Anticipated problem Accurate use of target language Solution Review and reinforce target language

Time 3-5 minutes

Target Language

Do you like (books)? Do you like (reading)? Does X like…?

Yes, s/he does / No, s/he doesn’t

Suggested items: fruit juice, rice, classical music, English, meat, volleyball, winter, sport, TV, computer games, horror movies, shopping, sleeping, fashion, coffee.

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activity they like e.g. X, you like shopping. How do you feel when you buy something?

Encourage the use of adjectives for describing feelings e.g. scared. happy. 2. Refer to the slide. Have the students choose the picture which best matches the

emotion you indicate as follows: Who is…angry? scared?, surprised?, tired?, bored?, happy?, sick?, sad?. (This activity also provides an opportunity to review describing

people and position e.g. the man on the left, the girl with the blonde hair at the bottom). 3. Invite the students to work in pairs to find reasons why the people in the pictures feel

the way they do e.g. Why is she scared? She is scared because… Note the example Q&A on the board. Set a time for task completion. Monitor output.

4. Have students form groups of 4 to compare their ideas. 5. Conduct a short feedback slot highlighting the use of vocabulary and the ‘ing’ form of

verbs.

Activity 6: Spot the difference (Slides 11-12)

Objective To raise awareness of homophones To differentiate ‘they’re’, ‘their’, and ‘there’

Activity Type Dictation Interaction S-S (Pair-work)

Preparation Copy and cut pair-work dictation cards

Assumption Students will recogn zi e differences in spelling and meaning

Anticipated problem Spelling

Solution Peer correction Time 5-8 minutes

Target Language

See dictation cards

Procedure

1. Do not click on the slide at this stage. Lead in by noting pairs of homophones on the board as follows: wait / weight, pair / pear, no / know. Explain vocabulary as required.

2. Ask the class how the pairs of words are different and similar. Answer: the words are pronounced the same but are spelled differently and have different meanings.

3. Refer to the slide. Go through the explanation of the homophones. Check comprehension. Provide further sentence examples as necessary.

4. Organ zi e pair work. Tell the students they are going to dictate some sentences to their

partner. 5. Distribute the dictation cards. Instruct them not to show their paper or to spell words

for their partner. Tell student A in each pair to start the activity. Set a time for task completion.

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6. Monitor output and assist individual learners with vocabulary as necessary. 7. Click on the follow-up slide. Allow students to check their answers.

Activity 7: Preview: Describing Appearance (No slide)

Objective To brainstorm and use adjectives for describing appearance Method S-S, describing appearance from jumbled adjectives

Materials None Time 5 minutes

Procedure 1. Ask the class for words they can use to describe peoples appearance. Write the words

on the board randomly. Feed in vocabulary as necessary 2. Instruct the students to use some of the words to describe the following people to

another classmate: a) you yourself b) your best friend c) a neighbor. 3. Go around the class to compare descriptions.

Activity 8: Remember? (Slide14) 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.

FEU4L2 Routines

STUDENT A

Your partner’s name:

True

False I’m right

I’m wrong

often wears trainers

drinks tea every morning

often writes e-mails to friends

sometimes goes shopping at the weekend does exercise every evening

always goes to work/school by bus never goes to the cinema

often cooks usually arrives late for appointments

reads a magazine every week

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STUDENT B

Your partner’s name:

True

False I’m right

I’m wrong

usually wears jeans at the weekend always goes to bed before midnight

eats fruit every day always arrives on time for appointments

usually meets friends at the weekend

often drinks water

usually walks to work/school often listens to music

never reads the newspaper

sometimes takes photographs

FEU4L2 Dictation Cards Student A

Read out the sentences to your partner.

1. They’re studying English

2. Do you know the name of their dog?

3. Their new car is blue.

4. They’re from Canada.

5. Where’s Jonathan? He’s over there.

Now write the sentences your partner will read to you.

1. …………………………………………………………………………………………………………………………………………

2. …………………………………………………………………………………………………………………………………………

3. …………………………………………………………………………………………………………………………………………

4. …………………………………………………………………………………………………………………………………………

5. …………………………………………………………………………………………………………………………………………

---------------------------------------------------------------------------------------------------------------------

Student B

Your partner will read some sentences to you. Write the sentences.

1. …………………………………………………………………………………………………………………………………………

2. …………………………………………………………………………………………………………………………………………

3. …………………………………………………………………………………………………………………………………………

4. ………………………………………………………………………………………………………………………………………..

5. …………………………………………………………………………………………………………………………………………

Now read the sentences below to your partner.

1. What’s their phone number?

2. There are over 200 countries in the world.

3. They’re in the school football team.

4. Their dog is called Snowy.

5. There are ten girls in the class.

FEU4L2 Homework Assignment Describe the people in the picture. How old do you think they are? What is each person

doing? What is the dog doing?

Evan ………………………………………………………………………………………………………………………………………

Cindy………………………………………………………………………………………………………………………………………

Grandma Sue ………………………………………………………………………………………………………………………..

Baby Ben ……………………………………………………………………………………………………………………………..

Dad ……………………………………………………………………………………………………………………………………….

Usel ……………………………………………………………………………………………………………………………………….