You & Me 1: Family Theme

FAMILY-THEMED LESSONS: YOU & ME 1

There are now two lesson plan ideas posted in the column on the right-hand side of this page, which you can use in tandem with the popular You & Me 1 coursebook for young learners / juniors. You can also access them by clicking here.

GAMES: The 'Chain' Game

 

I picked up this memory-boosting game idea from a teacher's book for a publication aimed at junior learners, but have found it useful with several groups of learners, including adults. For details, click on the 'GAMES' page in the column on the right-hand side of this page.

QualiTESOL: About

QualiTESOL is an online resource for teachers, who are Teaching English to Speakers of Other Languages (TESOL). Many of the lesson plans provided (gratis) on this site refer to popular coursebooks, but are original in that they have been developed independently and 'tried and tested' in the classroom. Many of the lessons plans are based around material included in accompanying teacher's books, but have been developed and refined by a qualified teacher. We welcome feedback, as this will help us to improve the quality of our materials, hence the title of this blog.

Thank you!

NEW ENGLISH FILE BEGINNERS: 3C - LESSON PLAN

NEW ENGLISH FILE BEGINNERS

3C: He Speaks English at Work

Write on the board:

Jobs

Questions

“What does she do?”

“She's a doctor.”

“Where does she work?”

“She works in a hospital.”

Vocabulary

Tourist guide: Someone who looks after tourists. Guides accompany tourists and provide them with useful, interesting information.

(For LATER in the lesson), write:

Z (ZEBRA)

S (Snake)

/IZ/

Pre-listening

1.            Brainstorm 'Jobs' on the board before students open books at P28.

2.             Introduce the language points this units will cover (at the top of the page).

3.             Introduce the photo of the two women. Their names are Sofia and Emily.

4.             Ask, “Where are they?” (In the gym).

1            GRAMMAR

Present simple: He, she & it

Ask students to cover the dialogue for the first listening.

Students complete the three questions listed as a)

PLAY 3.15

 

b) Students can now read the dialogue and check their answers in a).

Question 1

Hands up who chose a)?

Hands up who chose b)?

THE ANSWER IS b)

Question 2

Hands up who chose a)?

Hands up who chose b)?

THE ANSWER IS b)

Question 3

Hands up who chose a)?

Hands up who chose b)?

 

THE ANSWER IS a)

c)             Play Track 3.16 and students complete the chart.

The form changes from do to does in the 3^rd Person singular.

d)            GO TO GRAMMAR BANK ON P92

Play Track 3.17, students repeat the phrases. Pause after 'No, it doesn't' (after 'it') and read the notes, then continue with spelling rules for 3^rd Person Singular. CONTINUE WITH THE AUDIO TRACK.

NOW STUDENTS REWRITE THE SENTENCES UNDER 3C

 

On completion, note that there is an Internet link for more practice (or students can use the MultiROM).

2.            PRONUNCIATION

Note the sounds on the board, Z/S/ /IZ/

a) Play Track 3.18, students listen and repeat.

b) Listen, the say the sentences in the 3^rd person singular.

 

1. “I like art. He ...” HE LIKES ART

2. I speak English. She … SHE SPEAKS ENGLISH

3. I live in Rome. My brother … MY BROTHER LIVES IN ROME.

4. I watch MTV. She … SHE WATCHES MTV.

5. I want a coffee. He … HE WANTS A COFFEE.

6. I have a dog. John … JOHN HAS A DOG.

7. I don't eat meat. My sister … MY SISTER DOESN'T EAT MEAT.

8. I don't read books. My son … MY SON DOESN'T READ BOOKS.

9. Do you work? He … DOES HE WORK?

10. Do you drink tea? She … DOES SHE DRINK TEA?

 

3. VOCABULARY

a) Can you remember?

What does Sofia do? She a teacher.

What does her husband do? He's a tourist guide.

 

b)  TURN TO PAGE 109, VOCAB BANK.

 

JOBS AND PLACE OF WORK

PLAY TRACK 3.20

 

a) LISTEN AND REPEAT

b) COVER THE WORDS. ASK AND ANSWER (IN PAIRS)

c) TRACK 3.21

 

LISTEN AND REPEAT THE SENTENCES....

d) What do you do?

 

“I'm a teacher.”

 

WHERE DO THEY WORK?

a) PLAY TRACK 3.22

 

LISTEN AND REPEAT THE PHRASES....

b) COVER THE PHRASES – LOOK AT THE PHOTOS AND SAY

c) ASK AND ANSWER (WITH A PARTNER)

'Where does a doctor work?'   'In a hospital.'

d) WHERE DO YOU WORK? I work in several locations.

BACK TO PAGE 29 – ASK FIVE OTHER STUDENTS, 'WHAT DO YOU DO?'

 

4. PRONUNCIATION –

a) Underline the stressed syllable.

A teacher – a doctor – a waiter – a factory worker – an administrator – a policeman – a shop assistant – a lawyer.

b) LISTEN AND CHECK – PLAY TRACK 3.23 How is the final sound pronounced?

The 'er' sound – See SCHWER P118

c) LISTEN AND REPEAT TRACK 3.24

5.             SPEAKING AND WRITING – a) Think of two people you know who have jobs. Ask and answer with a partner (see example in the book). On successful completion, have students attempt the COMMUNICATIVE ACTIVITY 3C 'WHAT DO THEY DO?' IN PAIRS.

 

Let's Talk

UNIT 5 – MONEY (Since this is a 1-to-1 class, teacher will need to provide 'pairing up' and ‘group’ support)

ACTIVITY 1

OBJECTIVE: To talk about different shopping destinations and items that may be bought there.

VOCAB – On the board (see Teacher's book for specifics [I will add to this [via a post] shortly])

A: PAIR WORK

1. Ask students about a specific shopping district / area.

“What kinds of stores can you find there [in Robinson's, for example]?”

“What can you buy there?”

2. Read the words in the instructions and get students to repeat the store names.

B: PAIR WORK

Read the discussion question aloud.

• What can you buy in (ALL) the places listed in Part A?

• Where do you usually shop? What do you like to shop for (and why)?

• Do you shop online? What kinds of things do you buy?

• Do you prefer to 'window shop' or spend money?

“In a convenience store, you can buy soda, snacks and ...”

ACTIVITY 2

LISTENING

VOCAB ON THE BOARD

OBJECTIVE: To understand people talking about shopping; to talk about students' own recent purchases.

You will hear three conversations (play TRACK 20). What are the people buying?

TIP (to students)

"Don't worry if you cannot understand every word. Please just concentrate on listening for what you need in order to answer the questions.”

• Explain the vocab in the chart and on the board.

• The actual words will not be spoken, so you'll need to get a gist from the surrounding words and phrases.

 

• Only complete the first column for now.

Play and pause after each conversation.

• Check answers and, if necessary, have students listen to the correct answers in context.

1. Perfume

2. Gloves

3. A jacket

B: LISTEN AGAIN

TRACK 21

• Play and pause, noting that the speakers do not say directly where they are shopping.

• Where are the people shopping? Add the answers to the chart.

1. Duty-free shop

2. Department store

3. Secondhand store

EXTENSION ACTIVITY: Discuss how the student arrived at the answers to the listening task.

Write the ideas on the board and discuss.

C: GROUP WORK (See note at the beginning of this plan)

Discuss the following:

• What are three things you have bought recently?

Me (teacher)? football (soccer) socks, a model of the Empire State Building, a small Ganesh figurine.

• Why did you buy them? Where did you buy them?

Teacher? At a sports shop, at a book shop in Robinson's and at a temple market.

• What things do you want to buy next?

• What do you like about shopping? What don't you like?

Teacher: Generate some of your own ideas regarding the two latter questions to spur or continue the discussion.

ACTIVITY 3: LISTENING

TRACK 22

Three friends are talking about their recent purchases. What did each person buy?

Write the correct number in the gap.

Jeff – sweatshirt (5)

Andrea - scarf (1)

Terry – Green shirt (3)

B: PAIR WORK

Describe what people in the (Insert) magazines are wearing. Use the words and your own ideas.

Baseball cap jacket polo shirt shorts sweater

business suit jeans sandals skirt sweatshirt

dress necktie shirt sneakers T-shirt

“He/she is wearing ...”

C: PAY COMPLIMENTS TO EACH OTHER ABOUT EACH OTHER'S CLOTHING

LESSON PLAN: Let's Talk - 6B TRAVEL NEAR & FAR

6B – TRAVEL NEAR AND FAR

ACTIVITY 1 (Pages 28-29)

Objectives: To talk about famous tourist destinations.

VOCAB (ON THE BOARD)

Tourist destination – a place that is popular with tourists.

Flight – a trip in an airplane.

Jet lag – the feeling of being very tired after traveling a long distance in a plane.

Karaoke bar – a place where you sing along with a machine that plays the music to popular songs.

Palace – a large house where a king or queen lives.

Parasailing – a recreational activity where a person is pulled along by a boat while attached to a parachute.

Unfortunately – a word used to show that you are saying something that you wish were not true.

 

A: Pair Work (teacher 'stands in' again)

Practice saying the country names and then the destination names:

1.    Australia

2.    Brazil

3.    Egypt

4.    France

5.    India

6.    Italy

7.    Korea

8.    Mexico

9.    Peru

10. Turkey

11.  The UK

12.  The US (USA)

 Tower Bridge – the Eiffel Tower – Machu Picchu – Gyeongbok Palace – the Taj Mahal – the Sphinx

 

ON THE BOARD (FACTS ABOUT THE PLACES FEATURED)

Do you know where these famous places are? Match each place to the correct country. Check answers on Page 92.

11. Tower Bridge (UK)

4. The Eiffel Tower (France)

9. Machu Picchu (Peru)

7. Gyeongbok Pala (Korea)

5. The Taj Mahal (India)

3. The Sphinx (Egypt)

 

B: Pairs form a larger group now and respond to the following questions:

·         Can you think of any other famous places in the countries in Part A (I think open this up to all the countries listed in A for greater flexibility [assisting the ‘geographically-challenged’!])

Some ideas:

UK – Big Ben, Buckingham Palace (The Queen of England's residence)

France – The Arc de Triomphe

India – The Red Fort

Italy – Venice, the Vatican City

Australia – The Great Barrier Reef, Ayers Rock

·         Which place would you like to visit the most?

·         Which other country would you like to visit? Why?

C: Listen to three people talking about their vacations. Write the name of the country each person visited.

 

TRACK 26 – Listening Strategy: DO NOT TRY AND UNDERSTAND EVERY WORD!

1.    Paul – (South) Korea                   2. Beth – Australia            3. Mike – Japan

D: Listen again.

What happened to each person? Check each box with a tick.

Paul – took great photos, but lost his passport.

Beth – tried surfing, but missed her flight.

Mike – met old friends, but had bad weather.

ACTIVITY 2

A: Work alone.

Match the nouns with the letters.

B: Pair Work

Remember: Point out to the students that they can add their own ideas.

An overnight camping trip – bug spray, sleeping bag, tent, towel, soap, lighter, toothbrush, a cellphone.

A day trip to the beach – beach towel, sunscreen, swimsuit, ball, a cellphone.

An overseas trip – passport, toothbrush, guidebook, toothpaste, cellphone, phrase book, umbrella, camera.

Read the example sentence and encourage the students to generate their own.

 

C: What do you always take on vacation? What do you never take? Why?

Did you ever forget something important on a vacation? What happened?

‘Why do you need a cellphone on a camping trip?’  More practice on P104-105.

CONTINENTAL QUIZ

PAIR WORK

 

            ·     Students make 5 headings (continents - Asia, Europe, North America, South   
              America).

·       Students write down as many countries (in ENGLISH) as they can under the correct heading. A correct answer scores 1 point; an incorrect answer results in minus 1 point.

·         Impose a limit of 5 minutes.

·         You might explain that Australia only has a limited number of nation states under it, while Antarctica in uninhabited.

 

Optional: Put some ‘hangman’-style country names on the board (with clues), eg:

G_ _ _ _ _ y            _ r_ _ c _      B _ a _ i _     I n _ o _ e s _ _       C _ n _ d _

G r _ _ c _               I _ d _ a        I _ r _ e _      S_ u _ h / A _ r _ c _ G _ a _ a

 A r _ e _ t _ n _       M a l _          I c _ l _ n d    I r _ _ a _ d             E g _ p _

 

WRITING ACTIVITY (OPTIONAL)

 ‘Why I’d like to visit [ENTER COUNTRY NAME]’

 Write 10 sentences (+) about a country you would like to visit and why you would like to visit it.