LESSON # 2

Teacher: Josué Alberto Panameño Valladares

Institution: Centro Escolar Vicente Acosta
Videoconference link: Face to face
Date: Tuesday, March 19th, 2024
Time: 45 minutes
Level: English basic – “7D”
Unit name and number: Unit 2, My Classroom.
General learning Objectives:
• At the end of the lesson the student will be able to recognize, name and spell classroom
supplies both orally and in writing with correct pronunciation.
• At the end of the lesson the student will be able to identify some singular and plural nouns
in a proper way.

• Identifying classroom supplies.

Language
• Recognizing singular and plural nouns in a fixed manner.
Functions
Classroom supplies, singular and plural nouns (fixed manners).
Structures
scissors /ˈsɪzə(r)z/
Key Contents

highlighter /ˈhaɪˌlaɪtə(r)/
Key notebook /ˈnoʊt.bʊk/
Vocabulary book /bʊk/
speaker /ˈspiːkə(r)/
board /bɔːrd/
Verb be
It is / They are
At the beginning of class, the teacher should welcome the students and Time/ Skill
direct their attention to the first part of the class: Classroom supplies. 5 mins
The teacher will use a poster to present the vocabulary, such as: pencil,
Warm up pen, sharpener, book, masking tape, etc.
The teacher will go over the pronunciation and will prompt students to
make some examples about the use of them, to make them participate
and practice their vocabulary.
The teacher will begin reading a pre-established conversation on a Time/ Skill
poster. 10 mins
A: "What is it?"
B: “It's a pen.”
Presentation A: "What are they?"
B: “They are scissors.”
In order to emphasize the difference between singular nouns and
plural nouns. Then some students will be asked to give some
examples of plural and singular nouns. The teacher will pay attention
to the class examples and correct errors if is necessary.
 Activity 1 The teacher will put on the board some images of classroom supplies Time/ Skill
and different names and instruct the students to match the image of 7 mins
the classroom object along with its name in English. The student must
put the name on the correct image. At the end of the activity the
teacher must correct errors if necessary and emphasize the names of
Practice

each object.
Activity 2 The teacher will explain the activity to the students, he has to draw a Time/ Skill
chart with two columns, on the board, and then should tell the 7 mins
students to name the corresponding elements depending on whether
they are singular or plural. The students have to categorize the
elements in the corresponding column
Production The teacher before class, have to write the following conversation on a Time/ Skill
poster. Then he has to carry out the dialogue with a volunteer and do 7 mins
some repetition drills to model pronunciation.
A: “What is it?”
B: “It’s a book/pen/ ruler.”
A: “What are they?”
B: “They are books/pens/rulers.”
Then the students in turns are going to look in their bags and show and
name some of their classroom supplies and follow the conversation
sample with the teacher.
Wrap up The teacher will form groups and provide each group with a Time/ Skill

whiteboard marker. The teacher has to explain to students that he will 9 mins

show different classroom supplies and they will take turns to go to the
board and write them correctly. The teacher has to show different
singular and plural nouns to have students practice their spelling as
needed. The teacher will then provide feedback to students if
necessary, or to emphasize and ensure student learning.

Assessment Throughout the activities developed in class, the teacher will observe if the students
can say names of classroom supplies, and the difference between singular and plural
nouns, correctly using the content learned in class.
Materials • A poster with images and names of classroom supplies
• A poster with an example conversation
• A poster to difference singular and plural nouns
• Images of classroom supplies
• Board
• Markers
• Eraser
Bibliography Pre-A-1 Book MINED.