basic subject and object pronouns / basic interpersonal questions

LESSON: Module 4. Lesson 3. Outdoors.

School

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

UE5 UE6 S1 S2 S4 S7 W3

Lesson objectives

All learners will be able to:

use and spell some target language correctly in asking and answering questions about others and themselves with some correct intonation

Most learners will be able to:

use and spell most target language correctly in asking and answering questions about others and themselves with some correct intonation in question activity

Some learners will be able to:

use and spell a range of target language correctly in asking and answering questions about others and themselves with mostly correct intonation in question activity

Previous learning

basic subject and object pronouns / basic interpersonal questions

Plan

Planned timings

Planned activities

Excel
Resources

Teacher
Notes

Beginning the lesson

UE6

UE6

To present subject/object pronouns

Ss close their books. Present the subject pronouns.

Point to yourself and say: I, then write it on the board. Point to a S and say: you, then write it on the board. Point to a male S and say: he. Then write it on the board. Explain that we use he for a boy or a man. Continue for the rest of the subject pronouns.

Present the object pronouns. Say, then write on the board: I am a teacher. Look at me. Underline the words I and me. Explain that me is an object pronoun. Present the other pronouns in the same way. e.g., Look at him. He’s a student. Look at her. She’s a student. Look at it. It’s a desk, etc.

Elicit the L1 equivalents for both the subject pronouns and the object pronouns.

To identify subject/object pronouns

Ask Ss to go through the text and find all the subject/object pronouns. Point out that subject pronouns go before the verb, whereas object pronouns go after the verb.

Check Ss’ answers.

Main Activities

UE6

UE5

UE6

S2

S1

S4

To practise using subject/object pronouns

Read the example aloud. Allow Ss some time to replace the words in bold.

Check Ss’ answers. Ask Ss to identify the type of pronoun.

To present question words through translation

Ss close their books. Write all the question words on the board. Give an example for each question word and explain when each word is used.

Who is that man? He’s Mr Jones. (people)

What is it? It’s a pencil. (thing)

Where are my keys? They’re here. (place)

How old are you? I’m 10 years old. (age)

When is your birthday? In June. (time)

What kind of food do you like? I like pizza. (thing)

Ss open their books and read the box.

Elicit the L1 equivalents for the highlighted question words.

To practise using question words

Ss do the task. Check Ss’ answers.

To practise question words

Read the example. Allow time for Ss to write the questions, then check Ss’ answers on the board.

To practise speaking about yourself

Ask Ss to look at the questions and ask a pair of Ss to read the example aloud.

Ss ask and answer the questions in closed pairs.

Monitor the activity around the class and then ask some pairs to ask and answer in front of the class.

S7

To consolidate vocabulary and grammar through translation

Elicit the L1 equivalents for the questions from Ss around the class.

Ending the lesson

W3

To practise language and grammar presented in the unit

Explain the task. Allow some time for Ss to write their sentences.

Alternatively, assign the task as HW.

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Cross-curricular links
Health and safety check
ICT links
Values links

monitor less able groups in controlled tasks and highlight any errors in choice of word, structure and pronunciation – redrill where necessary

monitor interactive pair tasks and note error in accuracy and intonation to give feedback to whole class

cross-curricular links: languages [contrasts with L1]

Challenge more able learners by asking them to show interest in details of their partner’s answer and to elicit more information