Begin with advanced phonics and words reading

Unit 1: Actions, can or can't

 

  • Topic: Action, can, cannot: Dolphin show
  • Communication Objectives: The aim of this lesson is to teach ESL learners how to express abilities in English.
  • Language Objectives: The objective is to teach learners how to use modal verbs 'can' and 'can't to express abilities. The lesson will in so doing, introduce a number of action verbs in the present simple tense.

 Sentence Structures:

  • I can't jump that high.
  • They can swim and jump at the same time.
  • Dolphins can do many things.
  • Dolphins can't fly.
  • Can they read and write?

 

  • Vocabulary:  action verbs - jump, swim, write, read, stand, fly

 

  • Topic: Action verbs with can and can't, Words, Sentences
  • Vocabulary:  action verbs, swim, jump, read, write, fly, walk
  • Grammar:  This lesson will focus on using the present simple tense with modal verbs 'can' and 'can't ' to express abilities.  The lesson will also focus on using these verbs with pronouns - I, they.

 Expressions with modal verbs 'can'.

  • Dolphins can swim.
  • Dolphins can't fly.

Contractions:

  • Dolphins can't fly. / Dolphins cannot fly.

Pronoun 'they' for a

  • I can't fly.
  • They can't fly.

Unit 2: Shapes and adjectives

 

  • Topic: Shapes & Adjectives
  • Communication Objectives: In this lesson, children will learn the names of shapes and how to describe them.
  • Language Objectives: Learn to use basic adjectives to describe things and also learn to use adverbs of sequence to talk about a process - first, next, then, finally.

 

  • Sentence Structures:
    • It's a circle. A circle is round.
    • It's an oval.
    • A square has four equal sides.
    • We draw things with shapes.
  • Grammar:  Though not the main focus for low levels, this lesson also introduces adverbs of sequence which is using for describing a process.
    • First draw a big circle.
    • Next draw an oval for his mouth.
    • Finally, draw a big rectangle.

 

  • Vocabulary:  square, rectangle, oval, triangle, circle

 

  • Topic: Shapes and Adjectives Words & Sentences
  • Vocabulary:  circle, oval, rectangle, triangle, square
  • Grammar:  This lesson will help kids use basic adjectives  to describe things by size and color. An adjective (big, small, red, black) describes a noun or thing

 Basic Adjectives:

  • a big red circle
  • a small black circle

Unit 3: Art class,school supplies

 

  • Topic: Art Class, School Supplies
  • Communication Objectives: This lesson teaches learners how to make basic requests and how to make polite requests in English.
  • Language Objectives: For low levels, this lesson will teach kids how to use the imperative form to make simple requests and also how to use modal verbs to make requests more polite. Kids will also learn to associate school supplies with action verbs they are often used with. For higher levels, teachers may also focus on 'going to do' to talk about future events which are certain.

 Sentence Structures:

  • What picture are we going to draw?
  • We are going to draw a big shark.
  • I forgot my pencil box.
  • I have an extra pencil.
  • Pass me the crayons please.
  • Cut out your sharks and stick them on the board.
  • Draw your shark's head again, Bob.
  • Can I use your crayons, please?

 

  • Topic: Art Class, School Supplies, Words & Sentences
  • Vocabulary:  eraser, glue, crayons, pencil, pen, pencil box, scissors, pass, give, cut, draw, book, paper etc.
  • Grammar:  The lesson focuses on using imperative forms to make requests and give commands. It also focuses on using modal verbs 'may' and 'can' to ask more polite questions.

 Modal Verbs for Polite Questions:

  • Can I  use your crayon?
  • May I  borrow your scissors?

Imperatives for giving commands and making requests

  • Pass me  the pencil.  
  • Give me  the eraser.  
  • Draw  a shark.  
  • Cut out your shark.

Action verbs & School Supplies Noun Association

  • We draw with a pencil.

Unit 4: Clothes and weather

 

  • Topic: Clothes & Weather Dialogue
  • Communication Objectives: This English lesson will teacher learners expressions used when giving advice about clothes and the weather.
  • Language Objectives:  To learn to give weather and dressing advice using the modal verb 'should'. The lesson will also focus on common phrasal verbs and verbs used when describing clothes.

 Sentence Structures:

  • It's hot and sunny outside.
  • Put on your T-shirt.
  • Take off your sweater.
  • I'm wearing my yellow T-shirt.
  • You should put on your sunglasses.

 

  • Topic: Clothes & Weather Words & Sentences
  • Vocabulary:  clothes, T-shirt, shorts, sweater, pants, skirt, hat, shoes, put on, take off, hot, sunny, sunglasses,
  • Grammar:  This lesson focuses on using the verb 'wear' used in descriptions in the present progressive. The lesson also looks at a few new contractions with the auxiliary verb ‘to be’.

 Present Progressive & Contractions

  • I am wearing a pair of sunglasses./ I’m wearing a pair of sunglasses.
  • She is wearing a pair of sunglasses./ She’s wearing a pair of sunglasses.

Other  Contractions

  • It is hot. / It’s hot.
  • You are right. / You’re right.

Unit 5: Food and drinks

 

  • Topic: Food & Drinks Lesson Dialogue
  • Communication Objectives: The goal of this lesson is to teach English learners how to order food in a restaurant and to express want.
  • Language Objectives: To learn to use the expressions ‘I want’ and ‘I would like’ to make a request. The lesson will focus on food and drinks vocabulary. The lesson will also teach students to use the modal verb ‘would’ to make a polite request.

 Sentence Structures:

  • I’m starving.
  • Let’s get something to eat.
  • What would you like to eat?
  • I’d like an ice cream and a burger.
  • I’d like a glass of coke, please.

 

  • Topic: Food & Drinks Words and Sentences
  • Vocabulary:  food and drink – sandwich, cake, pizza, ice cream, hamburger, bread, egg, hot dog, coke, lemonade, orange juice
  • Grammar:  We will learn to use the modal verb ‘would’ and the verb ‘want’ to order food. The modal verb ‘would’ is used to make requests sound more polite. We will also learn to use partitives ‘a bowl of’, ‘a piece of’.

 Modal Verb ‘Would’ for Polite Requests

  • What would you like to eat?
  • I would like a burger.
  • I’d like a burger.

The verb ‘to want’ when ordering food

  • I want a burger.
  • He wants a burger.

Food Partitives for Quantities

  • a glass of orange juice
  • a piece of cheese
  • a bottle of coke
  • a carton of orange juice
  • a cup  of coffee
  • a slices of orange
  • a bowl of noodles
  • a bar of chocolate

Unit 6: Jobs

 

  • Topic: Jobs – I want to be
  • Communication Objectives: In this lesson, children will learn to talk about what they want to be when they grow up.  The lesson will focus on jobs and occupations vocabulary.
  • Language Objectives:  To learn to express future job intentions using ‘want to’.

 Sentence Structures:

  • When I grow up, I want to be a firefighter.
  • I want to be a doctor like your dad.
  • I want to be a nurse.

 

  • Topic: Farm animals lesson
  • Vocabulary:  jobs vocabulary, firefighter, police officer, postal worker, doctor, nurse, taxi driver, zookeeper, pilot, dentist, lawyer
  • Grammar:  This lesson focuses on the expression ‘want to be’ to express future intentions. It also teaches verbs for describing jobs.

 Want to be

  • I want to be a doctor.
  • What do you want to be?

Job Description Verbs

  • What does a firefighter do?
  • A firefighter puts out fires.
  • A doctor takes care of sick people.

The verb ‘want’ in 1st and 3rd person singular.

  • I want to be a doctor.
  • Sally wants to be a nurse.
  • She wants to be a nurse.

Begin with advanced phonics and sentences reading.

Unit 7: Transportation

 

  • Topic: Means of Transportation Lesson Dialogue
  • Communication Objectives: This lesson will teach students how to talk about means of transportation in English.
  • Language Objectives:  This lesson will focus on using various ‘how’ question word to ask questions about means of transportation and length of time. Other questions will also be reviewed – where, when.

 Sentence Structures:

  • Are you going by car?
  • How do we get to the subway?
  • Where does this train go, Dad?
  • When does Aunt Mona arrive?
  • She arrives in five minutes.
  • How is she going to arrive?
  • By  plane.
  • How long does it take to get to the car park?

 

  • Topic: Transportation words and sentences
  • Vocabulary:  walk, car, taxi, bus, subway, train, van, bike, plane, truck
  • Grammar:  This lesson will focus on asking a number of ‘how’ and ‘when’ questions using these question words

 ‘How’ questions

  • How do you come to school? (if you want to know the means)
  • By  bus.
  • How long does it take? (if you want to know the amount of time)
  • It takes ten minutes.
  • How old are you? (if you want to know the age)
  • I am three years old.
  • How are you? (to ask about someone’s well-being)
  • I am fine.

‘When’ questions

  • When is your birthday? (Time of the year  question)
  • It’s on May 10th.
  • When does the plane arrive? General time question)
  • It arrives in five minutes.
  • When do we go home? (Time question)
  • At three o’clock.


Unit 8: Vegetables

 

  • Topic: Vegetable Market Lesson Dialogue
  • Communication Objectives: This lesson will teach children how to shop for things in English. The lesson will do so while focusing on vegetable vocabulary (carrot, tomatoes, broccoli, )
  • Language Objectives:  This lesson focuses on using ‘How much’ to ask about the prices of things. It also teaches measurements in kilogram and what better way to do this than using vegetable vocabulary.

 Sentence Structures:

  • How much are the carrots?
  • They are two dollars a kilo.
  • How much are the tomatoes?

 

  • Topic: Vegetables words and sentences
  • Vocabulary:  tomatoes, carrot, broccoli, lettuce, potato, mushroom, tomato, cabbage, cucumber, onion, chili pepper, garlic, eggplant, kilogram, dollar
  • Grammar:  This lesson focuses on ‘How much’ for uncountable nouns and ‘How many’ for countable nouns. This lesson will also review a few contractions.

 How much - with uncountable nouns

  • How much water?
  • How much milk?
  • How much bread?

How any- with countable nouns

  • How many tomatoes?
  • How many onions?

Unit 9: Weather

 

  • Topic: Weather Lesson Dialogue
  • Communication Objectives: This lesson will teach students how to talk about the weather.
  • Language Objectives:  This lesson will teach kids how to ask and answer questions about the weather using weather adjectives.

 Sentence Structures:

  • What’s the weather like?
  • It’s rainy and wet.
  • It’s raining heavily outside.

 

  • Topic: Weather words & sentences
  • Vocabulary:  rain, sun, cloud, hot, snow, wind, cold, wet, rainy, sunny, cloudy, snowy, windy
  • Grammar:  This lesson focuses on forming weather adjectives from nouns.

 Noun to Adjectives

  • wind/windy
  • cloud/cloudy
  • sun/sunny

Unit 9: Actions

 

  • Topic: Actions, At Home, Present Progressive
  • Communication Objectives: This lesson focuses on using action verbs in the present progressive tense. It will also teach children the names of the rooms at home.
  • Language Objectives:  This lesson teaches students how to talk about on-going actions using the present progressive tense. It will also focus on nouns that often go with particular verbs.

 Sentence Structures:

  • What are you doing?
  • I am watching TV.
  • She’s painting a picture.
  • Your father is reading.

 

  • Topic: Actions, Rooms at Home, Words & Sentences
  • Vocabulary:  reading, watching TV, painting, cooking, writing, sleeping, drinking, eating, walking, running, dancing, singing, bedroom, living room, bathroom, kitchen, dining room
  • Grammar:  This lesson will contrast the use of the present simple for habitual actions versus the present progressive for on-going actions.  It will also look at a few verb and noun collocations.

 Present Simple versus Present Progressive

  • I paint every day. / I am painting now.
  • She cooks every day. / She is cooking now.
  • We watch TV every day. / We are watching TV now.

Verb & Noun Collocations

  • Watch – TV
  • Listen – Music
  • Do – Homework
  • Paint – Picture
  • Cook – Lunch or Dinner
  • Read – Newspaper

Process

Time

 

The lesson is around 45 minutes.

Emphasis on the phonics (2 minutes)

Revision of the preceding unit (10 minutes)

New content (10 minutes)

Practice (10 minutes)

Worksheet (8 minutes)

Homework preparation (5 minutes)

Worksheet

The worksheet will be more complex and homework will take more time to be done. They should provide a good recap of the units seen before.

Evaluation

Always go with the 75% rules of the retain contents. This evaluation should include all vocabulary learn from level 1,2,3 and 4. Writing of a 30 words essays and a 2 minutes fluent speech.