Level 1 / Session 1

Outline and content:

Icebreaker – Orientation – Rules 15 min

Functional language: Classroom language 15 min

Asking for and giving personal information 45 min

To be verb 45 min
& speaking

Notes:

- Allow your Ss to take pictures of your board. One S can take the picture and send it to
everyone. Don’t waste time on copying. Ss will get to write and practice spelling during
controlled practice.

- All tasks (on the PowerPoint slides) have the 1st point solved for you to use during
demonstration.

- PowerPoint slides have notes to guide you through steps. Click on “Notes” to display
them:

Lesson Plan lingo:

Ss= Students T= Teacher S= Student LA=language analysis Y= yes N= no TL: target language
MPF= meaning, Q= Qs=
pronunciation, and form. question questions
 Lesson Plan:

Point/ TL Stage Aim Time Interaction Procedure (How)

(Target (What) (Why) pattern
language)
Icebreaker Icebreaker: Have Ss 10 S-S You’ll need: small cards. If not, any kind of paper.
and rules. (Find me introduc min
game) e their Setting: whole class. Ss will be in a hunt to find someone, talking in
15 min names pairs until they do.
and
memoriz How to play: Ss will each write their name on a card you give them or
e each on any small piece of paper. You’ll collect the paper and redistribute it.
other’s Make sure nobody gets the card with their own name.
names.
Now each S will have had a card with somebody else’s name on it,
they’re supposed to go around the class asking people about their
names until they find the person with the name on the card, introduce
themselves, and meet.

You can play a second round and redistribute the cards so that each S
can get to know more than one person.

If you have no time for a second round, depend on the content

feedback; when Ss are done ask them to tell you the info they learned
about each other.

Demonstration: Take a random card with a random name. Keep

asking Ss: “Are you XYZ?” until you find the S, introduce yourself and
let the S introduce him/herself too.

Rules and To 5 min T-Ss Use the PPT – Slide 3.

orientation establish
order Use total physical response and minimal language:
and - Come at (insert time of the session) not --:05, not --:10.
respect - Phones are silent in the class.
in the - Raise your hand for questions.
sessions.
This is the only part throughout the level you’re allowed to use Arabic
in. (Only if after you use the visuals, TPR, AND minimal language Ss still
don’t understand).

Advise Ss on how to study, what to expect of them in and outside the

class, and tell them about their grades.
Tell your Ss about your agenda for the day in points:
1. Classroom language.
2. Asking about and giving personal information.
3. To be (grammar).
Classroom Diagnostic To 5 min Remember to transition and show Ss on the agenda what part
language task determin you’re starting.
e what
the Ss Materials: Slide #4. Print and give each S one of these: (file: CL-
know Diagnostic)
and what
they
don’t
know, in
order to
teach
what
they
don’t
know
only. Procedure:
- Give instructions. Don’t give the handouts first. Chest one
T-Ss sheet and show Ss what to do on it.

- ICQ then demonstrate with one example (an easy and obvious
one).

- Give Ss the handouts.

- While Ss are working, monitor using your LA sheet, take notes

T of what Ss are answering wrong hence need to learn and what
you don’t have to teach.

- Have Ss check their answers in pairs when they finish. They

must say the words. Monitor again to check pronunciation and
S-S know what to teach and what not to teach.

- When time is up, don’t give feedback. Show Ss the answer key
(slide 5), allow one S to take a picture to later send it to the
group. Then start the teaching stage.

Instructions and ICQs: (Use body language)

Instructions ICQs
Match. Are you matching? (Y)
Write the words under the Are you writing the sentence?
picture. (Y)
You have 5 minutes. Are you working alone or in
pairs? (alone)
How many minutes do you
have? (5)
 Teaching To teach 5 min T-Ss Materials: slides 7-12. There’s a picture for each new sentence but
MPF of TL meaning, Ss-T you don’t have to teach them all. Only teach the parts Ss don’t know.
-Requires pronunci
LA ation, Note: If Ss know the meaning of “I’m ready” but mispronounce some
and form of its sounds for example, teach them that only. This applies to all MPF
part of TL aspects of any TL you teach.
that Ss
don’t Procedure:
know - Convey the meaning and elicit the sentence using the picture.
and need - Check the meaning with your CCQs.
to learn. - Model pronunciation 3 times, show stress.
- Choral drilling and correcting any mispronunciation (without
naming who made them).
- Individual drilling.
- Writing the form (spelling) on the board and highlighting
pronunciation aspects (some sounds/ any linking/ number of
syllables/ sentence stress).
- Next sentence.

Controlled To 5 min S-S Materials: (file called “CL-ControlledPractice”):

oral provide
practice Ss with a
chance
to
practice
TL with a
focus on
accuracy
but orally Summary: In pairs, Ss will take turns acting the sentences for one
because another. The partner should guess the sentence and say it in correct
the main pronunciation.
goal is
for them Procedure: Put Ss in pairs first, give instructions, ICQ then
to use demonstrate with a strong student, then give each S (of the 2) a side of
the TL for the table. Monitor to correct on the spot.
authentic
communic Note: Make sure your Ss actually are able to use TL because it’s
ation in important for class. Insist on accuracy.
class.
Asking for Leading in To - T-Ss Remember to transition and show Ss on the agenda what part
and giving and activate you’re starting.
personal setting the schemat
information context a Set the context: Tell Ss they’re going to listen to 2 women. One
woman is asking Qs and the other woman is answering.
45 minutes
“But first, let’s learn 4 new words”.
PTV To teach 5 min T-Ss Materials: slides 14-16.
Requires any (max Ss-T
LA words ) Slide 14: “What is his name?”
necessar Slide 15: teach: first name (name number 1), middle name, surname
y to do (family name).
the Slide 16: address.
listening
tasks. Procedure:
- Convey the meaning and elicit the word using the picture.
- Check the meaning with your CCQs.
- Model pronunciation 3 times, show stress.
- Choral drilling and correcting any mispronunciation (without
naming who made them).
- Individual drilling.
- Writing the form (spelling) on the board and highlighting
pronunciation aspects (some sounds/ any linking/ number of
syllables/ sentence stress).
- Next word.

Listening To 5 min Materials: Slide 17. (The video is attached to the slide. If for whatever
for gist improve (max reason it doesn’t work, use the file called personal information).
Ss ability )
to listen The Q is on the slide too.
for gist –
to use Procedure:
multime - Give instructions and ICQ.
dia in T-Ss - Play the video but don’t monitor while Ss are watching/
class and Ss-T listening.
break - Play the video again if Ss asked you to.
routine. - Have Ss check in pairs. Monitor.
S-S - Show Ss the answer key.
T
Instructions ICQs
Listen. Are you listening or speaking?
(listening)
Choose the correct answer. Are you choosing the correct
answer? (Y)
Listening To 5 min Materials: Slides 19-21 and the sheet called (listening for specific
for improve (max) information), print each S a copy:
specific Ss ability
informatio to listen Procedure:
n for - Chest with one sheet. Use it to give
specific instructions and ICQ.
info.
- Play the video but don’t monitor
while Ss are watching/ listening.

- Play the video again if Ss asked you.

- Have Ss check in pairs. Monitor.

- Show Ss the answer key. Only

discuss the points most of them
got wrong, say bravo on the ones
they got right.

Instructions ICQs
Listen again. Are you listening again or
speaking? (listening)
Complete the sentences. Are you completing the
sentences? (Y)
Are you writing the answers?
(Y)
You have 5 minutes. Are you working alone or in
pairs? (alone)
Follow-up To 5 min Materials: Slide 22.
task: Are exploit
you the the text Summary: Ss will talk in pairs to find out if they’re the same age, if
same or for they have the same job, and if they live in the same place.
different? speaking.
Procedure:
T - Put Ss in pairs first. Give instructions and ICQ.
- Demonstrate with a strong S.
S-S - Monitor while Ss are talking, take your language notes on the
board. Don’t interrupt Ss.
Ss-T - When they’re done, nominate one or 2 and ask if they have
T-Ss anything in common with their partner (not everyone).
- Have Ss quickly correct your notes (their language errors).
 Instructions ICQs
Talk together. Do you have the Are you speaking or writing?
same age? Do you live in the (speaking)
same place? Do you have the
same job? Are you the same
or different?
You have 4 minutes. Are you asking about your
friend’s age? (Y)
job? (Y) house? (Y)
In the end, will you tell me if
you’re the same or different?
(Y)
How many minutes do you
have? (4)
Language To 5 min T-Ss You’re covering:
clarificatio explain Ss-T How to write an address: building number, street name, region, city.
n MPF of Marital status: married – engaged – single – divorced – widow/er.
Requires the TL. Titles: Mr, Ms, Mrs. (analysis: here)
LA Teach the word “nationality”.

Materials:
- For addresses use the board. Write an address then analyze it.
- For marital status and titles use slides 23-27.

Procedure:
- Convey the meaning and elicit the word.
- Check the meaning with your CCQs.
- Model pronunciation 3 times, show stress.
- Choral drilling and correcting any mispronunciation (without
naming who made them).
- Individual drilling.
- Writing the form (spelling) on the board and highlighting
pronunciation aspects (some sounds/ any linking/ number of
syllables/ sentence stress).
- Next word.
Controlled To 5 min S Materials:
practice provide 1) The worksheet called: Titles _ Mr. _ Mrs. _ Miss _ _( Ms. ) (slide28)
Ss with a 2) This activity. (slide30)
chance
to Procedure:
practice - Chest one sheet and use it to give instructions and ICQ.
TL with a - Demonstrate one example.
focus on
- Give Ss handouts.
accuracy.
- Monitor while they work and give feedback on the spot.
- Have Ss check their answers in pairs and encourage peer
teaching. Keep monitoring and give on the spot correction.
 - When they’re done, show them the answer key and only cover
the parts they got wrong.

Play activity 2 with the whole class. It can be a quick 2-team

competition.
Semi- 5 min S-S Materials: File named: LookingForMrX (each S will take one card, not
controlled one sheet. Print accordingly.
oral
practice:
Looking
for Mr. X

Summary: Ss should play individually and try to finish the form.

They’ll go on an information search, asking Qs like “what’s you….?” To
everyone. Who completes the form first wins. (with correct spelling).

Procedure:
- Have Ss stand up in different places of the room.
- Chest one card and give instructions and ICQ.
- Demonstrate (a complete example) with a strong S (walk to
them). You should ask about everything on the card (name,
job,….)., then ask another…. Make sure you show Ss how to
ask about spelling. (How do you spell --?).
- Monitor while Ss are talking, provide correction and help
around.
Instructions ICQs
Complete the information to Are you asking and answering to
win. complete the information? (Y)
Ask questions and write the If you complete the information
answer. first, do you win? (Y)
Ask everyone. Are you asking every friend all
the questions? (Y)
 Freer To 10 S-S Summary: In pairs, Ss will act as if they’re in an office, giving their
practice: provide min personal information to the secretary.
role-play Ss with a (inclu
chance ding Materials: Use slide 31 to set the context of the role-play and slide 32
to DEC) to give Ss prompts to help them speak and increase fluency.
practice
TL with a Context: Tell Ss “you’re in an office, you will give the secretary your
focus on personal information because you are a new client”.
fleuncy.
Procedure:
- Assign roles: give Ss numbers: 1,2,1,2... Then choose if
number1 Ss are secretaries or clients, and number2 Ss too.
- Give instructions and ICQ.
- Demonstrate (a complete example) with a strong S.
- Monitor while Ss are talking, take your language notes (M,P,F)
on the board.
- When Ss are finished they should switch roles. If they
finished again and there’s still time, they should switch pairs.
Task repetition is key.
- When time is up, ask 1 or 2 Ss about the best conversation
they had, the easiest one. (content feedback)

DEC:
- Put Ss in groups and ask them to correct their errors (the ones
on the board). Give them a minute or 2. Then elicit their
answers and correct them. If a team gave you a wrong answer,
give a chance to the other team to correct before you give the
correct answer.
Instructions ICQs
Secretaries, ask the Qs (point Secretaries, raise your hand. Are
to the prompts on the slide). you asking or answering?
(asking)
Clients, answer the questions Clients, raise your hand. Are you
in complete sentences. asking or answering? (answering)
You have 6 minutes. Are you speaking in complete
sentences? (Y)
To be verb Diagnostic 5 min Materials: Worksheet called to-be-diagnostic:
task
 Procedure:
T-Ss - Tell your Ss you’re starting grammar and you’ll test them
Ss-T quickly.
- Chest one sheet and use it to give instructions and ICQ.
- Demonstrate one example.
- Give Ss handouts.
- Monitor (with your LA sheet) while they work and take notes
S of their meaning and form mistakes so that you teach that
T next.
- Have Ss check their answers in pairs and tell them to read the
sentences to one another. Monitor (with your LA sheet) their
pronunciation and take notes of things they say wrong so that
you teach next.
T-Ss - When they’re done, show them the answer key and tell them
you’ll learn the difficult parts together. Do not give feedback.
Instructions ICQs
Complete the sentences. Are you completing the
sentences?
Write am, am not, is, is not, + means? – means?
are, are not.
(+) means am is are, (-) Are you working alone or
together? (alone)
means am not, is not, are not.
You have 5 minutes. In how many minutes? (5)
-
Language To clarify 5 min T-Ss Clarify any meaning, pronunciation, or form parts Ss don’t know. Use
clarification MPF Ss-T your monitoring notes to determine what to teach and what not to
Requires aspects teach of your analysis prep.
LA Ss don’t
know of You’re covering:
TL. To be with all pronouns, positive and negative and yes/no questions.
Highlight:
1. How there’s always a verb in English complete sentences,
unlike Arabic.
2. How “is” is for singular words and “are” is for plurals.
3. Singular nouns come with a/an, and plural nouns come with
s/es. (Recycled from pre-1)
4. To be verbs are followed by nouns, adjectives, or prepositions.

You’re not covering short forms/ WH- Qs/ contractions. (Level 2)

Controlled To 10 Materials: the file called to-be-controlled:
practice provide min
Ss with a
chance
to
practice
TL with a
 focus on
accuracy.

Note: Ss don’t have to do the whole thing. Have fast finishers do

exercise 2 while the others finish 1, or assign it as homework.

Procedure:
- Chest one sheet and use it to give instructions and ICQ.
- Demonstrate one example.
- Give Ss handouts.
- Monitor while they work and give feedback on the spot.
- Have Ss check their answers in pairs and encourage peer
teaching. Keep monitoring and give on the spot correction.
- When they’re done, show them the answer key and only cover
the parts they got wrong. (Make sure you ask “why”. Singular
(one thing) or plural (more than one) and so on. Ask fast
finishers to tell you what part of speech the words following
to be in sentences are.).
(Activity 1)

Instructions ICQs
Read the question. Are you reading the question?
Answer in a complete Are you answering in complete
sentence. sentences?
Yes means am, is, are. No Yes means? No means?
means am not, is not, are not.
You have 4 minutes. In how many minutes? (4)
Alone or in pairs? (alone)
(Activity 2)
Instructions ICQs
Make a question. Are you making a question? (Y)
Answer the question. Are you answering the question?
(Y)
(+) means am is are, (-) (+) means? (-) means?
means am not, is not, are not.
You have 4 minutes. In how many minutes? (4)
Alone or in pairs? (alone)
Semi- To 10 S-S Materials: File called “find-someone-to-be-verb”:
controlled provide a min
oral chance Procedure:
practice: for Ss to - Have Ss stand up in different places.
Find practice
someone TL with a - Chest one sheet and use it to give
who focus on instructions and ICQ.
oral - Give Ss handouts.
accuracy. - Demonstrate a complete example.
- Monitor and take notes.
- Collect feedback from 2 or 3 Ss
when you’re done.
- You’ll mix DEC of this task with the next.
Freer To 15 Materials: Slide #37.
practice provide min
Ss with a Procedure:
chance - Pair Ss up (make different pairs). You can also create small
to groups but that will bring STT down for each S.
practice - Give instructions and ICQ.
TL with a - Demonstrate with a strong S. Make sure you show them how
focus on to ask follow-up Qs and make comments before moving on to
fluency. the next Q. (to increase fluency)
- Monitor while Ss are talking and take your notes of Ss’
language errors.
- When Ss are done take some content feedback about what
was said. (Nominate 2 or 3 people).
- Language feedback: Next.

Language feedback (DEC):

- When you’re taking the notes, you can write each error on a
sticky note, hang them on different places of the walls, and
when it’s time for DEC, Ss can walk around in pairs and correct
mistakes. Then they’ll sit down and you’ll take feedback from
them.
- You can put the errors on the board and have Ss work in pairs
to correct, then you’ll correct them if wrong.
-

Assignments - suggestions:
1. https://www.liveworksheets.com/gv1804718pa

2. https://www.elllo.org/class/A1/A1-02-Be-Yes-No-Questions.html
They listen and do the quiz and gap fill:

3. Find sheets in the folder called (homework).