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FIRST ENGLISH UNIT 2: Lesson 1

Unit Objectives

This unit reviews and extends the language from Unit 1. The communicative focus is on

personal information, the classroom environment, and telling time.

1. Students will be able to talk about themselves and their family members including age

and ability.2. Students will be able to describe the classroom environment.

3. Students will be able to tell the time.

Lesson Objectives

1. Students will be able to answer questions about the characters from the courseware,and present them with clarity, fluency and confidence.

2. Students will be able to talk about people’s personal information including age, family relationships, languages spoken, and abilities using possessive pronoun, modal verbs and

the present simple tense.

3. Students will be able to ask and answer questions about personal information using both‘Yes-No’ and ‘Wh’- questions, such as, be/do in statement, question and negation forms.

4. Students will be able to recognize and pronounce numbers 11-20.

*Check homework before beginning the lesson. Have students work in pairs to practice thedialogue they have each written. Monitor and check for inaccuracies.

Activity 1: Review: Fast Thinking Activity (No slide)

Objectives To review a range of lexical and/or grammatical items Method T-S Whole-class fast thinking activityMaterials None Time 5 minutes

Procedure

1. Prepare a list of items for revision e.g. word families, grammar, etc.

2. Organ zi e groups. Appoint a student in each group to be responsible for writing theirgroup’s answers.

3. Announce the first topic e.g. “You have 20 seconds to name as many feelings as you can.Go!” (Allow 30-40 seconds for longer answers / sentences). Continue until you havecompleted the list of topics.

4. Have the writers report back with their answers.

Activity 2: Who is this? (Slide 4)

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Objectives To review previously studied language To raise awareness of contracted speech

Activity Type Question forms Interaction T-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 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 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 Do they come from the same country? No, they come from different countries / No,

they don’t come from the same country

Procedure

1. Refer to the pictures on the slide. Ask the class questions about Ana and Tony. (SeeTarget Language box for suggestions). Use contractions in your teacher talk. Note someexamples on the board and have students compare with the long form of speech.

2. Personalize the language and engage the class by asking about some of the students.

Gesture to one of the students and ask the questions e.g. Who’s this? Where’s s/hefrom? Do X and Y come from the same town?

3. Highlight the use of the contracted form of speech when speaking naturally.

Activity 3: Dialog (Slide 5)

Objectives To review previously studied language To develop exchanging information Q&As To encourage fluency

Activity Type Information Exchange Interaction S-S (Pair-work)Preparation Copy and cut the information swap worksheets (1 worksheet per

pair of students) Assumptions Students will exchange information

Students will infer meaning from text

Students will personal zi e the target language

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Anticipated problem Limited comprehension and use of question forms Solution Review questions and answers as required Time 4-6 minutes

Target Language

What’s your first name? It’s Tony What’s your last name? It’s Harris How do you spell your last name please? h-a-r-r-i-s How old are you? I’m 15 Where do you come from? I’m from England

Procedure

1. Refer to the dialog on the slide. Check comprehension. Drill target language andpronunciation as necessary.

2. Divide the class into pairs. Designate student A and student B in each pair. Invite thestudents to take turns to practice the dialog.

3. Tell the students that they are going to practice asking and answering questions.4. Distribute the worksheets ensuring that each student has the appropriate information

i.e. A or B. Allow reading time.5. Instruct student A in each pair to start the activity. Set a time for task completion.

6. Monitor output. Assist individual students in completing the task.7. Invite a pair of students who performed the role-play accurately to demonstrate one of

the information exchanges for the rest of the class.

Activity 4: Telephone Numbers (No slide)

Objectives To develop numbers comprehension To practice exchanging information

Activity Type Dictation Interaction T-S (Whole-class)Preparation None Assumption Students will recogn zi e numbers

Anticipated problem Comprehension Solution Drill Time 2 minutes

Target Language

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What is Ana’s / her telephone number? Ana’s / Her telephone number is 8377495 What’s Tony’s / his telephone number? Tony’s/ His telephone number is 4061996

Procedure

1. Instruct the students to write down the information you are going to give them. Dictate the names and telephone numbers from the Target Language box. e.g. Ana’s telephonenumber is …

2. Check comprehension by inviting the class to read out the information. Drill any commonpronunciation errors and have the class repeat the information increasing the speed andfluency of number pronunciation each time.

3. Ask a confident student to give you Tony’s telephone number as follows: ‘What’s Tony’stelephone number?’ Ask another student for Ana’s number.

4. Provide an additional challenge by asking students to ask you for your telephonenumber. Dictate a telephone number. Now give the name and number of a person that

the students will recognize e.g. a popular teacher in the school.

Activity 5: Numbers 11-20 (Slide 7)

Objectives To do simple additions using numbers 1-20 To develop numbers pronunciation To practice counting from 1-20

Activity Type Counting and adding numbers Interaction S-S (Pair-work/ Group work)Preparation None Assumption Students will be able to add and pronounce numbers in English

Anticipated problem Comprehension and pronunciation Solution Drill target language as necessary Time 5 minutes

Procedure

1. Do not click on the slide at this stage. Write ‘to count’ on the board. Ask the students for

the meaning. Lead in by inviting the students to count from 1 – 10.2. Refer to the slide. Count the numbers out loud. Check for pronunciation. Drill numbers as

necessary.

Target Language

See slide

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3. Write a few sums on the board. Use numbers from 1 to 20. Ask the class for the answers e.g. 4+5=? (Four plus five equals nine). Drill target language as necessary e.g. ‘plus’, ‘equals’, ‘a sum’.

4. Instruct students to work in pairs. Each pair is to take a piece of paper and write down 5sums for another pair to calculate. Model an example on the board e.g. 9+10=? Elicit theanswer.

5. Tell the pairs they can use numbers from 1-20. Set a time for task completion.6. Monitor and assist individual students as necessary.7. At the end of the preparation tim ,e have the pairs exchange their pieces of paper / sums

with another pair. Give 1 minute for students to complete the sums. Have pairs re-exchange their papers to check the answers. Monitor output.

8. Go around the class and invite a few students to report back with a sum and the answer.Review numbers order and pronunciation as required.

Activity 6: Tom’s Family (Slide 8)

Objectives To exchange information about a family To consolidate family vocabulary and the use of personal pronouns To practice asking questions

Activity Type Race-to-the-board Interaction S-S (Group-work)Preparation Pens for the board Assumptions Students will recall courseware content

Students will use accurate question forms Anticipated problem Lack of courseware knowledge Solution Have students work in groups Time 3-5 minutes

Target Language

1. Who’s this? / What’s his/her name?2. What’s his/Tom’s father’s name? His / Tom’s father’s name is Jim3. What’s his / Tom’s mother’s name? His mother’s name is Rita4. How many sisters does Tom have? / Does Tom have any sisters? Tom has two

younger sisters – Kathy and Sara5. Where does Tom’s mother come from? She comes from Spain6. Can Tom speak Spanish? Yes,(he can)7. Can Sara play the violin? Yes, she plays the violin very well8. Is Tom a good singer? No, (he isn’t)9. What’s Tom’s older sister’s name? Her name’s Sara10. How old is Kathy? She’s 811. Can Tom play the violin? No (he can’t)12. Can Tom play the piano? Yes (he can)13. Are Tom’s sisters’ good singers? Yes (they sing very well)14. What languages does Tom’s mother speak? She speaks Spanish and English

Procedure

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1. Refer to the slide. Ask a few lead-in questions to introduce Tom’s family e.g. What’s his

name? (His name’s Tom), Who is this? (It’s Tom’s mother).

2. Divide the class into teams. Invite them line up in their teams facing the board. Give

each team a board pen.

3. Tell the class that you are going to ask some questions about Tom’s family. Explain that

team members must take turns to run to the board and write the answer to each

question as quickly as possible. Tell the class that you will award a point for the first

correctly written answer.

4. Have the students’ line up behind an imaginary line facing the board and signal the start

of the game by saying “Go”. Allow team members to help each other to find the correct

answers. (See Target Language box for example questions). Encourage full sentence

answers.

5. At the end of the game announce the winning team. Review any common inaccuracies.

Activity 7: Find someone who can… (Slide 9)

Objectives To practice asking and answering questions with ‘Can’ To personalise target language To develop vocabulary for describing actions

Activity Type Mix and mingle Interaction S-S (Whole class)Preparation A ball

Copies of the ‘Find someone’ worksheet – 1 copy per student Assumption Students will be able to ask and answer questions

Anticipated problem Hesitant use of target language Solution Drill Time 10 minutes

Target Language

See worksheet

Procedure

1. Do not click on the slide at this stage. Lead-in by asking a few students about theirabilities e.g. ‘Can you…run?, rap?, count to 10 in English?’ etc. Ensure that students

answer ‘Yes, I can’ or ‘No, I can't.’2. Refer to the slide. Allow reading time. Check comprehension.

3. Distribute one copy of the worksheet to each student. Check vocabulary.

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4. Set a time for task completion. Monitor output and encourage question and answerexchanges.

5. Have students report back the results by asking questions e.g. ‘How many students cansing? Who can ride a bicycle?, ‘Can X speak Spanish?’ Invite some students todemonstrate their ability e.g. ‘Touch your nose’.

6. Conduct a short feedback slot highlighting the use of ‘can’ and ‘can’t’ to express ability.7. Reinforce the language point by instructing the students to stand in a circle. Throw the

ball to a student and ask that student a question. The student answers and throws theball to another student asking the same question. e.g. ‘Can you... swim, drive a car, play the piano, speak French?’ Encourage the students to answer ‘Yes, I can. / No, I can't.’

Continue in this way until everyone has asked and answered a question.

Activity 8: My Family (Slide 10)

Objectives To practice talking about family members using present simple, possessive pronouns and ‘can’

Activity Type Information exchange Interaction S-S (Pair-work)Preparation Teacher family photographs

A scarf (to act as a blindfold) Assumption Students will exchange information

Students will use target vocabulary Anticipated problems Inaccurate use of grammar

Hesitant fluency

Limited target vocabulary usage Solution Assist students during on-task phase Time 10 minutes

Target Language

This is my family / This is my dad /mum/brother/grandfather/grandparents etc. His/Her name is… S/he is x years old S/he can…/ can’t

Procedure

1. Do not click on the slide at this stage.2. Lead-in and personalize the language by showing students a photograph of your own

family. Alternatively, draw your family tree on the board. (Include grandparents).3. Invite the students to ask you questions about your family. Get students started by

writing some question words on the board e.g. Who…/Can…/What’s…/How

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old…/Where…? Describe your family members using as much of the target language as possible. (See Target Language box).

4. Refer to the slide. Briefly describe the family tree, focusing on vocabulary.5. Instruct the students to take 2 minutes to draw their own family tree.6. Organize the students into pairs. Instruct them to ask and answer questions about their

partner’s family. Set a time for task completion.7. Monitor output. Assist individual students as necessary. Encourage use of the target

language.8. Invite some students to report back with information about their partner’s family.9. Conduct a short feedback slot focusing on the revision of any common inaccuracies.

Provide some examples of good language usage on the board.10. Now instruct the students stand in a circle. Invite a strong-ability student to stand in the

center of the circle. Blindfold the student then spin him/her around a few times.11. Tell the blindfolded student to point at the person in front of him/her and to ask them a

question from the lesson e.g. What’s your mother’s name? The student pointed to nowanswers and the blindfolded student guesses the name of the student who is speaking.

Have a few students take turns to stand in the circle and encourage a variety ofquestions. Give starter phrases as necessary e.g. How old…?, Can you…?, Do you have…?

Activity 9: 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. Provide some feedback regarding the class performance during the lesson.

Homework

1. Copy and hand out the worksheets.2. Read through the task. Instruct the students to answer the questions about Adriano and

then to write a brief description of themselves and their own family.3. Set a deadline for task completion e.g., for next class.

FEU2L1 Find someone who …

Can you play the guitar?

Can you use a computer?

Can you touch your toes?

Can you cut hair?

Can you speak Spanish?

Can you ride a bicycle?

20 Can you count to twenty in English?

Can you sing?

Can you make a paper plane?

Can you swim?

FEU2L1 Homework Assignment

My name is Adriano Rossi. I come from Italy. I live in the capital city,

Rome. I am 16 years old. I have got two brothers and one sister. My

sister’s name is Daniela. She is three years old. She can’t ride a bicycle. I

go to school Monday to Friday. At the weekend I play football with my

brothers. I speak Italian and English. My mother’s name is Julia. She is a

good cook. My father’s name is Gino. He is 49 years old. He can’t sing or

use a computer but he can play the guitar.

1. What is his name? …………………………………………………………………………………………………………...

2. Where does he come from? ……………………………………………………………………………………………

3. How old is he? …………………………………………………………………………………………………………………

4. How many brothers does he have? …………………………………………………………………………………

5. How old is his sister? ...........................................................................................................

6. Is his mother a good cook? ………………………………………………………………………………………………

7. What is his father’s name? ………………………………………………………………………………………………

8. Can his father use a computer? ……………………………………………………………………………………….

Write about you and your family

FEU2L1 Information Swap Student A

1. Ask your partner the questions below. Write the answers your partner gives you.

2. Give your partner the information below.

a) It’s Ranjit

b) It’s Gupta

c) g-u-p-t-a

d) I’m 19 years old

e) I’m from India

………………………………………………………………………………………………………………………………………………………

Student B

1. Give your partner the information below.

a) It’s Marie

b) It’s Dupont

c) d-u-p-o-n-t

d) I’m 16 years old

e) I’m from France

2. Ask your partner the questions below. Write the answers your partner gives you.

a) What’s your first name?

b) What’s your last name?

c) How do you spell your last name please?

d) How old are you?

e) Where are you from?

a) What’s your first name?

b) What’s your last name?

c) How do you spell your last name please?

d) How old are you?

e) Where are you from?

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FIRST ENGLISH UNIT 2: Lesson 2

Unit objectives

This unit reviews and extends the language from Unit 1. The communicative focus is on

personal information, the classroom environment, and telling time.

1. Students will be able to talk about themselves and their family members including age and ability.

2. Students will be able to describe the classroom environment.3. Students will be able to tell the time.

Lesson Objectives

1. Students will be able to talk about themselves and their family members with moreextended information from Unit 1, such as age and ability.

2. Students will be able to describe the classroom environment and objects using adjectivessuch as large, big, little.

3. Students will be able to give & follow commands, such as draw a line and read a book.4. Students will be able to recognize the sounds of the letters A-H in words.

5. Students will be able to talk about time using “what time is it?”

* Check homework before starting the lesson. Go around the class asking for the answers to

the questions. Have a few confident students read out the descriptions of their family for theclass. Collect assignments in order to family description sections.

Activity 1: Where does s/he come from? (Slides 3&4)

Objectives To extend giving personal information as presented in Unit 1 To consolidate use of present simple tense

Activity Type Speaking, Listening Interaction S-S (Pair-work)Preparation None Assumption Students will use present simple tense

Anticipated problem Inaccurate use of 3rd pers. sing. Solution Model and drill target language Time 3-5 minutes

Target Language

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Where does s/he come from? S/he comes from...? S/he comes from Canada/Spain

S/he is….Canadian/Spain What language(s) does s/he speak? S/he speaks…French and English/ Spanish

Canada is in North America / Spain is in Europe

What’s his/her name? His/her name is Helen Harris, Max Bond How old ….? S/he is 25, 27

Procedure

1. Click on slide 3. Ask the students to ask you questions about Helen based on the

information on the slide. Model an example to get the students started e.g. What’s hername? Her name’s Helen.

2. Review any common inaccuracies as required.3. Click on slide 4. Invite the students to work in pairs to take turns asking and answering

questions about Max. Set a time of 2 minutes for task completion.4. Monitor output. Assist individual students as necessary. Conduct a short feedback slot

focusing on some positive examples of language output and some examples of language for peer correction.

5. Now instruct the students to talk about themselves. Model some examples with aconfident student e.g. Where are you from? How old are you? Do you speak Spanish?

Activity 2: It’s Annie’s Birthday (Slide 5)

Objective To reinforce the language of personal information

Activity Type Information Exchange Interaction S-S (Pair and Group work)Preparation None Assumption Students will produce target language with relative ease

Anticipated problem Students will fail to recall previously studied exponents Solution Review target language usage Time 3-5 minutes

Target Language

Where does she come from? She comes from France

What’s his/her name? Her name is Annie Peters

How old is she? She is 20 (today) She is French

What language(s) does she speak? She speak French

Where is France? It’s in Europe

Can she swim? Yes, she can Can she sing? No, she can’t

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Does she have any brothers or sisters?

Procedure

1. Refer to the slide. Tell the students that today is Annie’s birthday.2. Instruct the students to work in pairs to ask and answer questions about Annie in as

much detail as possible. Model an example Q&A with a confident student. (See Target Language box for suggestions).

3. Monitor output. Encourage students to use all their language resources (and theirimagination) by asking leading questions e.g. Does Annie have a brother? Can she sing?

4. Conduct a short feedback slot focusing on the information given and note a few examples of any original questions. Review Q&A forms as necessary.

Activity 3: Annie’s Birthday Party (Slide 6)

Objectives To practice exchanging personal information Activity Type Role-play Interaction S-S (Group work)Preparation Role-play cards – 1 per student Assumption Students will produce target language

Anticipated problem Creating conversation Solution Assist individual students during on-task stage Time 10-15 minutes

Target Language

Where are you from? I’m from…

What’s your name? My name is … How old are you? I’m…

Where are you from? / Where do you come from? I’m…/ I’m from…

What language(s) do you speak? I speak … Where is…? It’s in …

Can you…? Yes, I can / No, I can’t

Do you have any brothers or sisters?

Procedure

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1. Refer to the slide. Explain to the class that Annie has invited some friends to her home

to celebrate her birthday. Kate, Mike and Giovanni have been invited.2. Divide the class into 3 groups. Tell group 1 that they are Kate Harris. Explain that group 2

is Mike Martinez and group 3 is Giovanni Vespa. Hand out role-play cards as appropriate.(In larger class sizes increase the number of groups as appropriate).

3. Instruct the groups to brainstorm as much information as possible about the person ontheir card. Tell the students to think of as much additional information as possible. Set atime for task completion. Monitor output and ask leading questions to encouragefluency. e.g. She has two older brothers. She can’t cook.

4. Note: In the case of an under-confident or low-ability group miss out stage 3 and havethe class talk only about the information on their card.

5. Have a student from each group form a group with 2 of the other friends on the cards i.e.in each group there should be a Kate, a Mike and a Giovanni. Set the scene for the role-play by telling the students that they are at Annie’s party and are going to meet two

other people. Give the first line of their conversation as follows: ‘Hello, my name’s…Pleased to meet you’.

6. Monitor output. Ensure that students are on-task and exchanging information.7. Conduct a short feedback slot highlighting any common inaccuracies and good examples

of language use.8. Optional: finish the activity by inviting the class to sing the ‘Happy Birthday’ song to

Annie!

Activity 4: Classroom Words (Slide 7)

Objectives To develop classroom vocabulary and adjectives Activity Type Gap-fill and Memory game Interaction S-S (Pair-work and Whole-class)Preparation None (Optional: prepare paper copies of the exercise – 1 per

student). Assumption Students will collocate target language

Anticipated problem Hesitant use of target vocabulary Solution Memory game to reinforce target language Time 5-10 minutes

Target Language

See slide

Procedure

1. Refer to the exercise. Instruct students to work in pairs to fill the gaps with the correct

answers. Set a time for task completion.2. Monitor and assist individual students as necessary.

3. Check the answers.

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4. If possible have the students sit in a circle.

5. Start by building a sentence such as ’In the classroom, I see a clock’. Invite student 1 torepeat the sentence and add another word e.g. ‘In the classroom, I see a clock and a

map’, student 2 continues e.g. ‘In the classroom I see a clock, a map and a chair’ etc. (Ina large class have students form two or more groups).

Activity 5: Classroom Actions (Slide 8)

Objectives To develop classroom vocabulary To extend verb-noun collocations

Activity Type Gap-fill and mime game Interaction S-S (Pair-work and Whole-class)Preparation None (Optional: prepare paper copies of the exercise – 1 per

student). Assumption Students will collocate target language

Anticipated problem Hesitant use of target language Solution Mime game to reinforce target language Time 5-10 minutes

Target Language

See slide

Procedure

1. Refer to the exercise. Instruct students to work in pairs to fill the gaps with the correct

answers. Set a time for task completion.2. Monitor and assist individual students as necessary. Check the answers. Review any

common inaccuracies.3. Switch off the slide. Choose 2 strong-ability students to come to the front of the class.

Divide the rest of the class into 2 teams – one for each of the students at the front.Whisper an action as illustrated in the exercise and have the one of the students at the

front to act it out. To add some variety and a further challenge; have the students act

out some simple actions which are not in the exercise e.g. run, sing, sleep.4. The first team to guess the correct action each time wins a point. Announce the winning

team at the end of the game.

Activity 6: What time is it? (Slide 9)

Objectives To introduce telling the time To be able to link the time with daily activities To raise awareness of rising and falling intonation patterns

Activity Type Telling the time Interaction T-S (Whole-class), S-S (Pair-work)

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Preparation A clock Assumption Students will be able to give basic times

Anticipated problem Hesitant use of target language Solution Model and drill target language Time 5-7 minutes

Target Language

What time is it?

It’s …. o’clock It’s time to… sleep, eat, go to school

Procedure

1. Refer to a clock, preferably one designed for teaching purposes. Alternatively, draw aclock face on the board and add various times as the lesson is worked through.

2. Culture tip: students may use a 24-hour clock in their native culture. Make them awareof the fact that a 12-hour clock is used in most English-speaking countries. (The 24-hour

clock is used when travelling).3. Begin by setting the clock to a time on the hour e.g. three o’clock. Model telling the time

as follows: ‘What time is it? It’s three o’clock’. Ensure that the class is aware of ‘Whattime’ in the question and ‘o’clock’ in the answer. Exaggerate the intonation patterns tohelp comprehension and raise awareness of rising and falling intonation for questionand answer.

4. Go through a number of different hours and ask a different student for the time eachtime the hour is changed. Introduce ‘a.m.’ and ‘p.m.’ at this stage if the class hasproduced accurate examples of time telling.

5. Click on the slide. Invite the students to work in pairs to think of times for the variousactivities. Write the dialog on the board as follows: What time is it? It’s … o’clock. It’stime to … Model an example time and activity e.g. 7:00, time to wake up.

6. Note: there are no right and wrong answers e.g. it could be morning or evening whenbrushing the teeth, running / exercising, studying or working. Have some pairs reportback with their ideas.

7. Monitor output. Assist individual students as necessary. Conduct a short feedback slotfocusing on some positive examples of language output and some examples of language for peer correction.

8. Now instruct the students to talk about themselves. Model some examples with aconfident student e.g. Where are you from? How old are you? Do you speak Spanish?

Activity 7: Words and Sounds (Slides 10-11)

Objective To raise awareness of pronunciation variations

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Activity Type Pronunciation Interaction T-S (Whole-class)Preparation None Assumption Students will recognise differences in pronunciation

Anticipated problem Difficulty in making word connections Solution Tongue twisters to reinforce target language Time 5 minutes

Target Language

See slide

Procedure

1. Click on the slide. Refer to the letters and pictures one by one. Check vocabulary. Drillpronunciation.

2. Point to each group of letters and pictures. Ask students to pronounce the target letter(a, c or e) in the group of words. Ask which word pronunciation is different to the other

words in each group. Drill the different sounds to raise awareness as follows: a = ace /ei/ other words /ae/, c = circle /s/ other words /k/, e = eggs /e/ other words /iː/

3. Click on the follow up slide. Read out the first tongue twister and invite the class torepeat slowly after you. Repeat and increase the speed. Use the same procedure for the

other two tongue twisters. Have the students focus on pronunciation rather thanvocabulary.

Activity 8: Preview: I Spy (No slide)

Objective Classroom words vocabulary building Method T-S Whole-class I spy gameMaterials None Time 5 minutes

Procedure

1. Start the game by saying the ‘I spy’ sentence with the first letter or the description of aclassroom word e.g. I spy with my little eye something beginning with ‘c, I spy with my littleeye something green.2. Have students guess the object with the question ‘Is it a (clock)? Is it a (school bag)? Onlyanswer ‘Yes’ or ‘No’ to the questions. Continue until the students are comfortable with theprocedure of the game.3. Invite the students to think of an object in the classroom and to take turns saying their ‘I spy…’ sentence for the rest of the class to guess the object. Continue until everyone has had

a turn to ‘spy’.

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Activity 9: Remember? (Slide 13)

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. Provide the class with feedback on their performance during the lesson.

Homework

1. Copy and hand out the worksheets.

2. Read through the task. Check comprehension.3. Set a deadline for task completion e.g., for next class.

FEU2L2 Birthday Party Role-play cards

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Kate Harris, 19

Australia, Australian

English

Yoga

Additional Information:

Mike Martinez, 19

America, American

English, Spanish

Computer Games

Additional Information:

Giovanni Vespa, 20

Italy, Italian

Italian and English

Sing, Guitar

Additional Information:

FEU2L2 Homework Assignment A. Review

Complete the sentences. Use do, don’t, does, or doesn’t.

1. He ……………….. speak English.

2. Where ………………she live?

3. We like rice but we ……………… like pizza.

4. ……………….you speak English?

5. ………………. Eva like school?

6. I …………….. like homework

7. They play football every weekend. They …………… play baseball.

8. What time ……………..she eat lunch?

B. Family Exchange England – Application Form

Imagine that you want to go to England for one month to learn English. The English school in

London wants to find the right family for you. Complete the information.

Last name:

First Name(s):

Date of birth:

Age:

Nationality:

Write about you and your family, home, hobbies, food likes and dislikes. (50 words).