Juniors II: Lesson plan for the second day of school!
- Deconstructing English
- Mar 11, 2018
- 3 min read
Updated: Oct 10, 2020
Group: Junior II (learners who are starting their second year of English)
Ages: 11-14 years old
Date: March, 2018
Lesson: 2, Unit 1
Duration: 75 minutes
Topic: colours and students’ possessions
Context: the classroom
Linguistic content
New Vocabulary: white, black, green, yellow, orange, purple, red, brown, blue, pink; pen, pencil, ruler, rubber, pencil case, marker, pencil sharpener, calculator, notebook, chalk, brush
Recycled Vocabulary: pronouns, age, favourite activities
Purpose:
To remind the students of their classmates’ names
To remind the learners of the vocabulary explained on the first lesson (age, hobbies)
To review the vocabulary for colours and students’ possessions
To encourage the students to put the new and the recycled knowledge into practice, using their oral skills
Objectives:
By the end of the lesson the students should be able to…
Recall the recycled language and make use of those phrases in their speech
Identify the new expressions and their uses in the context of the classroom, their home, and their personal life
Write a short paragraph about themselves where the key words are used
Recognise the names of the colours mentioned in a song and write them down with their accurate spelling
Materials:
Flashcard of colours
Flashcard of students’ possessions
Worksheets to practice the key words
Coloured candy
Lyrics of a song about colours
Procedures:
Step 1 (5 minutes) – Warm up
To recycle the vocabulary used in the first class, the teacher introduces the Two Truths and One Lie game where each student mentions three facts about themselves and the rest have to guess which one is a lie. The facts could refer to their age, their hobbies or other favourite things they may have.
Step 2 (10 minutes) – Presentation and modelling
Continuing the previous game and to introduce the new topic, the teacher could mention three things related to colours and students’ possessions (e.g.: “I have a purple marker; my favourite pens are black; my school bag is pink”). She could then stick to the board a poster where different colours are displayed and ask the students whether they remember how they are called; next to each colour she would write the names. A second poster, this time with typical school objects, could be presented and the teacher would once again ask the class whether they can identify the objects by name (e.g.: “a yellow ruler; a white rubber…”). She could then show them what objects she has got, such as coloured pens, markers, bags, and the like, while inviting them to do the same.
Step 3 (15 minutes) – Controlled Practice
The teacher could then hand out a worksheet where a student talks about his school possessions. The teacher would let them read it first and answer the True or False questions attached to it before discussing it together. Other sets of worksheets could be given, these ones with different activities such as matching, fill in the blanks and word soaps where the learners would need to identify and/or write down the names of some colours and objects.
Step 4 (10 minutes) – Independent Practice
The students could then play the Candy game where a bowl with coloured candy is passed around, each student taking a handful of them. For each colour they picked, the students are asked to say something about themselves. For example, they could mention their favourite colour, their favourite school subject, how many coloured pens they own and their favourite food; they could also say something about their family or they could describe an object for the others to guess.
Step 5 (15 minutes)
Taking the text used in the third step as a model, the teacher could ask the students to write a short paragraph about themselves (the personal information that was shared in the Candy game would be used as well). To orientate them further, she could give them a set of topics they could write about, such as their name, age, favourite subjects, which school elements are required for those subjects, and their favourite free-time activities, among other things. If they are willing, they could share their texts with the rest of the group once they are finished.
Step 6 (5 minutes) – Assessment
The teacher could then propose another game where each student will write down the name of a colour or object on one side of a piece of paper, while on the other side they will write the names of three objects that start with the same letter as the colour. They could show the name of the objects to their partners and everyone would have to guess what the colour is.
Step 7 (10 minutes)
To finalise the lesson, the teacher could play a song where one or more colours are mentioned. The stanzas of the lyrics could be shuffled and the names of the colours could be either missing or replaced. The students would need to correct the words, fill in the blanks and put the stanzas in their correct order.
Comments