LESSON PLAN

FAMILY and FRIENDS NATIONAL EDITION – GRADE 1

School : Subject : ENGLISH

Class :1 FLUENCY TIME 2
Periods : 59 LESSON 1 : Everyday English
Teachers : ……………………………..…………………………….. Week : 31
Lesson duration : 35 minutes

I. AIMS: Students know the value of being polite

II. OBJECTIVES: By the end of this lesson, students will be able to

- Use everyday English expressions to be polite
- Review previous units
III. LANGUAGE:
Language focus: listening, speaking
Vocabulary: Please. Here you are. Thank you
IV. RESOURCES AND MATERIALS:
Flash cards 6-10, audio tracks 85-86
V. TEACHING PROCEDURES:
STAGES TEACHER’S ACTIVITIES NOTES
- Greet students whole class
Warm up Hello song
5 mins - Ask students sing along the song
- Stick Class rules
Review What’s missing? whole class
3 mins - Use crayons to play the game. Point to each crayon one at a time for children to say
the color words. Give the class a few seconds to look at them.
 - Ask children to turn around. Remove a crayon.
- Display the crayons again and ask What’s missing?
- When children have identified the missing crayon, shuffle the crayons again, and
repeat the procedure.

Lead in:
- Invite a student to model with you
whole class
Present  Ask for a crayon: Red, please.
information  That student says: Here you are.
5 mins  Respond politely: Thank you.
- Tell children they should ask for something nicely by using PLEASE; thank
someone: THANK YOU. It is polite and makes people happy.)
Guided practice 1. Listen, point, and say. Track 85
7 mins
- Look at the pictures and ask students what they can see.
- Play the first part of the track
- Students point to the correct part of the pictures.
- Play the second part of the track for students to point and repeat the words.
2. Listen and point. e 86
- Point to the picture. Ask the class what they can see.
(balloons, notebooks, bears and apples, etc.)
- Say Let’s point! Play the track for children to point at the correct part of the
picture.
- Pause after each to make sure each child is pointing at the correct picture.
3. Point and say.
- Read the speech bubbles and ask the children to follow the words with their
fingers.
- Hold up a green crayon or flashcard. Elicit the expression from the children.
Green, please. And you reply with Here you are. The children reply, Thank you.
 Repeat with two to three more colors.
• Below level: Drill the mini-dialogue several times with the class, before calling on groups
individual pairs to act out the dialogue with a colored pencil.
• At level: After practicing the different mini-dialogues with the whole class, ask a
confident pair to model the mini-dialogue, using a colored pencil.
- Say Now it’s your turn! Have students work in pairs to practice being polite
Pair/ group using different colored pencils. pairs
practice - Ensure that the children swap roles.
10 mins • Above level: After practicing the mini-dialogues in pairs, hand out the school
things, food, and toys flashcards to the children to use in their conversations.
Hand out extra classroom objects (e.g. notebooks, books) if you don’t have
enough flashcards
- Remind students to say a robot, or a drink, but an apple.
- Ask children to swap pairs and flashcards and practice again.
Song: Please and thank you
Conclusion
https://youtu.be/zXIxDoCRc84 groups
5 mins
Goodbye song
VI. REFLECTION:
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 LESSON PLAN
FAMILY and FRIENDS NATIONAL EDITION – GRADE 1

School : Subject : ENGLISH

Class :1 FLUENCY TIME 2
Periods : 60 LESSON 2 : CLILL: Math
Teachers : ……………………………..…………………………….. Week : 31
Lesson duration : 35 minutes
I. AIMS: Students know some shapes
II. OBJECTIVES: By the end of this lesson, students will be able to
- Talk about shapes
- Make a picture
III. LANGUAGE:
Language focus: listening, speaking
Vocabulary: circle, square, triangle,

IV. RESOURCES AND MATERIALS:

Flash cards 44-46, audio tracks 87; paper, colored pencils
V. TEACHING PROCEDURES:
STAGES TEACHER’S ACTIVITIES NOTES
- Greeting whole class
Warm up
- Sing Hello song
5 mins
- Class rules
Review Tracing on backs whole class
3 mins - Review numbers 1-10. Divide the class into groups.
- Have each group make a line, with the first child standing near the board and the
last child standing near the back of the classroom.
 - Pass out a number to the last child of each line, but don’t have them look at the
card until you say, Go.
- Have children “Write” the number very slowly on their classmates’ backs with
their fingers.
- The first child goes the board, writes the letter, and says the sound. The quickest
group with the correct letter and pronunciation wins.
Lead in:
Song whole class
https://youtu.be/w6eTDfkvPmo
Present (shapes song)
information - Use Flashcards 44-46 to teach new words: circle, square, triangle
5 mins - Place Flashcards on the board.
- Students repeat and point
- Say a shape and have the children use their fingers to make the shape.
- Then, you make the shapes and the children call out the correct word.

1. Listen and repeat track 87

- Play track 87, listen and point Whole
- Play again, ask students to listen and point class
- Play again, ask students to listen and repeat
2. Match. Point and say.
Guided practice - Point to the picture and ask the children what they can see. Elicit as many words
10 mins as possible, not just the shape words.
- Point to the picnic blanket and say What is it? to elicit the answer.
- Model the answer yourself while following the speech bubble with your finger.
Have the children copy you.
- Repeat this with another item, the plate, for example.
- Ask individuals to point to other items and say the shape.
- Put the class in pairs to continue the activity.
Pair/ group 3. What shapes can you see? Draw.
practice
7 mins
- Hold up some classroom items, e.g., a pencil case or eraser, and point to others,
e.g., a window, or a light, and ask what shape the items are.
- Tell the children to look around the classroom and draw things that are triangles,
circles, or squares in their notebooks (or on plain paper).
- Have children choose one color for each shape, and then color the objects they
have drawn.
•Below level: Carry out Exercise 3 as suggested above. Give lots of examples
before the children start to draw.
•At level: When the children have finished drawing and coloring their shapes. Ask
them to write about three of the shapes.
Draw an object on the board, e.g., window, and write It’s a square. underneath as
an example.
Tell the children to look in their books to help them write the words.
•Above level: Instead of drawing objects in the classroom, invite children to think
of their own picture to draw.

pairs
- Display students’ pictures on the corner
 Pair work:
Students look at the worksheet
Show them how to do
Students finish exercise 1 and 2
Students work in pair playing the game in exercise 3

Look and color.

- Explain how to do and model first
Conclusion
- Students color the smiley faces depending on how well they feel they
5 mins
understand what they have learned in Starter Unit, Units 4,5, and 6, and
Fluency Time! 2.
VI. REFLECTION:
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