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NEW DYNAMIC ENGLISH MODULE 1: Review 1 Lesson Plan

Objectives

1. Students will be able recognise and use vocabulary from the module.

2. Students will practice saying and using numbers 1-100.

3. Students will be able to ask and answer questions about basic personal information

using direct and ‘Wh-‘question forms.

4. Students will be able to talk about themselves and their classmates in complete

sentences and appropriate structures.

5. Students will be given the opportunity to practice and develop fluency skills.

6. Pronunciation will be dealt with as the need arises during the lesson.

Activity 1: Who are they? (Slide 2)

Objectives To review courseware content To exchange information

Activity Type Revision

Interaction T-S (Whole class)

Preparation None

Assumptions Students will recognise previously studied content

Anticipated problems Memorisation

Solution Peer input

Time

3 minutes

Target Language

Where does s/he come from? S/he comes from

What’s his / her name? His/her name is…

Who is that? His name is…

Does s/he come from…? Yes, s/he does, No, s/he doesn’t.

Which person comes from Europe?

Where does the woman come from?

Is the person on the right a man or a woman?

Procedure 1. Click on the slide. 2. Ask the class for the names of the two courseware characters. Ask the students which

character is missing from the slide? Answer: Pierre. Ask questions about Pierre using the target language.

3. Invite students to work in pairs to ask and answer questions about the characters. See Target Language box for suggestions.

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4. Now invite the students to ask and answer similar question about themselves and their partner. Model an example dialog with a confident student e.g. where do you come from? What’s your name? Do you come from France? Do you come from Europe?

5. Monitor output. 6. Review target language usage as necessary. Activity 2: What’s the question? (Slide 3)

Objectives To review the use of present simple tense to express habits and routines

Activity Type Writing present simple questions

Interaction S-S (Pair-work)

Preparation Copies of questions worksheet – 1 per student

Assumptions Students will be able to write questions

Anticipated problems Inaccuracies

Solution Peer input

Time

10 minutes

Target Language

See slide

Procedure 1. Do not click on the slide at this stage. 2. Write an example sentence on the board e.g. I go to the gym every Monday evening.

Invite the students to ask you the corresponding question for this answer e.g. when do you go to the gym? / What do you do on Monday evenings?

3. Tell the class that they are going to create questions to some answers. Distribute copies of the worksheet.

4. Instruct students to work individually to write the questions. Set a time for task completion. Monitor and assist with questions.

5. Click on the slide and check the suggested answers. (Note that students may have alternative questions). Review question formation as required.

6. Invite students to work in pairs to take turns asking similar questions about themselves. Model an example as necessary e.g. what do you do on Monday evenings?

7. Monitor and encourage extended fluency e.g. have students ask each other follow-up questions.

Activity 3: Facts (Slide 4)

Objectives To review the use of present simple tense to express general truths or statements of fact

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Activity Type Creating sentences

Interaction S-S (Pair-work)

Preparation None

Assumptions Students will use present simple accurately

Anticipated problems Limited use of target verbs

Solution Peer input

Time

5-10 minutes

Target Language

See slide

Procedure 1. Do not click on the slide at this stage. 2. Write two sentences on the board to express a fact or general truth e.g. The Earth goes

around the Sun; Berlin is the capital of Germany. 3. Ask the class to identify which tense is being used and why. Explain that the present

simple is used to talk about factual information such as general truths or scientific facts.

4. Click on the slide. Read through the words and check comprehension. 5. Instruct the students to work in pairs. Ask them to write 2 general facts for each of the

words. 6. Set a time for task completion. Monitor output. Assist pairs as necessary. 7. Have students join pairs to form groups of four. Invite them to compare their ideas in

their groups. 8. Go around the class asking each group for an example sentence. Correct as required.

Activity 4: What’s the answer? (Slide 5)

Objectives Asking and answering direct questions Tense review

Activity Type Direct question game

Interaction S-S (Group-work)

Preparation Copy and cut game cards – 1 set per group of 4-6 students

Assumptions Students will ask and answer questions using present tenses or ‘going to’

Anticipated problems Question formation

Solution Review

Time

5-10 minutes

Target Language

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Student-generated questions Procedure 1. There is no slide content for this activity.

2. Write a few short answers with verbs ‘to be’ and ‘do’ on the board e.g. Yes, I am / No, he

doesn’t. Elicit possible questions for the answers.

3. Model the game by taking a card and asking the class a question that requires the

answer on the card. When students have provided the correct answer, show them the

card.

4. Divide the class into groups of 4-6. Hand out one set of cards to each group.

5. Instruct a player in each group to shuffle the cards and to deal them out evenly around

the group.

6. The first plays picks up one of their cards and thinks of a question to encourage the

answer on the card. S/he tries to guess which classmate in the group will provide the

answer on the card and asks that person the question.

7. If the answer provided corresponds with the one on the card, the player discards it; if

not, s/he keeps the card. The first student to discard all his or her cards is the winner.

Activity 5: Who said what? (Slide 6)

Objectives To review and extend job-related vocabulary

Activity Type Listening and vocabulary

Interaction T-S (Whole-class)

Preparation None

Assumptions Students will recognise verbs in order to name jobs

Anticipated problems Listening comprehension

Solution Review

Time

5 minutes

Target Language

1. I like working with colours (florist) 2. Everything must be correct (accountant) 3. People get angry sometimes if I can’t repair it immediately (mechanic) 4. Some customers want their food to arrive after only 5 minutes! (waiter) 5. Landing can be stressful (pilot) 6. I like my students (teacher) 7. Sometimes the animals try to bite me (vet) 8. I don’t like looking in mouths all day (dentist) 9. I don’t like giving people bad news (doctor) 10. Most women don’t want it cut (hairdresser)

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Procedure 1. Click on the slide. Elicit how the words are connected i.e. jobs. 2. Tell the students to listen carefully as you are going to say a phrase that each person on

the slide might say. Instruct the students to decide who says what. 3. Read the phrases from the target language box out loud for the class. Say each phrase

twice. 4. Check the answers at the end of the dictation. 5. Have students work in pairs to think of two additional jobs and phrases that the person

who does the job might say. Monitor output. 6. Invite students to form groups of four to guess the jobs based on the other pairs

phrases. 7. Go around the class to elicit jobs. Activity 6: Jobs and family (Slide 7)

Objectives To review courseware content To practice asking and answering questions

Activity Type Review

Interaction T-S (Whole class) / S-S (Group-work)

Preparation None

Assumptions Students will be able to answer questions

Anticipated problems Memorisation

Solution Review

Time

5-10 minutes

Target Language

Richard Chin His first name is Richard. His family name is Chin. He is 30 years old. He teaches science and math. He likes his job. His salary is low, he doesn’t have much money. Richard is married. He has a son who is 5 years old. Richard and his family live on the 4th floor of a large apartment building. Sara Scott Her first name is Sara. Her last name is Scott. She’s 28 years old. She is a doctor and work in a large hospital. She’s a good doctor and works hard. She has a high salary. Sara isn’t married but she has a boyfriend who is a pilot. She lives in an expensive apartment. It’s very large and comfortable. Sara lives with her sister Chris who is a 24 year old ballet dancer. Henry Thornton His first name is Henry. His family name is Thornton. He’s 35 years old and is a business man. He doesn’t work hard but he has lots of money. His parents are rich. Henry lives in a

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big house. He isn’t married but likes Chris. Unfortunately, Chris doesn’t like him. Henry is single. Procedure 1. Click on the slide. Ask the class some quick-fire questions about the characters from the

courseware e.g. what’s his first name? Is he rich? Does she live in a large apartment? Is

he a teacher? Does Henry have children?

2. Divide the class into groups of three. Instruct each student in each group to take on the

role of Sara, Richard or Henry. Tell students to ask and answer questions about their jobs

and situations. Students should answer using the first person singular i.e. as one of the

courseware characters. Model an example with a confident student e.g. Sara, do you live

in a large apartment? Yes, I do.

3. Monitor output. Conduct a short feedback session to review the use of target language.

Activity 7: Home sweet home (Slide 8)

Objectives To review and extend housing-related vocabulary

Activity Type Review

Interaction S-S (Pair-work)

Preparation Copies of crossword – 1 per student

Assumptions Students will recall target vocabulary

Anticipated problems Memorisation

Solution Review

Time

5 minutes

Target Language

See slide for answers

Procedure

1. Do not click on the slide at this stage.

2. Tell the students that they are going to do a crossword puzzle connected with things in

the home. Check comprehension. Write the words ‘across’ and ‘down’ on the board and

elicit meanings.

3. Distribute copies of the worksheet. Give the class one minute to complete the crossword

then have students compare their answers in pairs.

4. Click on the slide. Allow students to check their answers.

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5. Have students work in pairs to write down five more words of their choice connected

with ‘home’.

6. Ask random students about various rooms, furniture and housing in their

neighbourhoods using the target language e.g. do you live in a house? Is there an attic in

your house?

Activity 8: Talking numbers (Slide 9)

Objectives To consolidate the use of numbers during fluency

Activity Type Exchanging information

Interaction S-S (Pair-work)

Preparation None

Assumptions Students will use numbers in discussion

Anticipated problems Use of structures and numbers

Solution Feedback

Time

10 minutes

Target Language

Student-generated language

Procedure 1. Click on the slide. Read through the instructions for the class. Check task

comprehension. Model a few examples as necessary by describing your own week, using

numbers in your teacher-talk.

2. Set a time for task completion.

3. Monitor output. Ask questions to encourage fluency where necessary.

4. Have students swap partner to give a summary of their previous partner’s information.

Monitor for the use of reported speech.

5. Conduct a feedback session by asking students to report to the class with another

student’s information.

6. Review grammatical and number errors as required.

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Activity 9: Exchanging Ideas (Slide 10)

Objectives To review use of tenses To practice listening and speaking skills

Activity Type Exchanging information

Interaction S-S (Group-work)

Preparation None

Assumptions Students will use target language and extend fluency

Anticipated problems Lack of active listening skills

Solution Encourage questions

Time

15 minutes

Target Language

Student-generated language

Procedure 1. Do not click on the slide at this stage. 2. Have the students work in groups of 4-6. 3. Click on the slide. Tell the class that they are going to discuss the questions in their

groups. Read through the information for the class. Check comprehension. 4. Remind the students to ask follow-up questions in order to find out as much as possible

about their classmates. 5. Monitor and encourage follow-up questions as necessary. 6. Review the use of structures and vocabulary with the class as necessary.

NDEM1 Review 1: Questions

Write questions for the answers.

1. She goes to the park twice a week. 2. Bangkok is the capital of Thailand.

3. She wants a necklace for her birthday.

4. No, my brother doesn’t play football.

5. It costs $2.50. 6. Class starts this week.

7. Roberto is 170 centimetres tall.

8. I’m nineteen years old.

9. They live in Shanghai.

10. My dad always watches TV when he gets home.

………………………………………………………………………………………………………………………………………....

Write questions for the answers.

1. She goes to the park twice a week.

2. Bangkok is the capital of Thailand.

3. She wants a necklace for her birthday.

4. No, my brother doesn’t play football.

5. It costs $2.50.

6. Class starts this week.

7. Roberto is 170 centimetres tall.

8. I’m nineteen years old. 9. They live in Shanghai.

10. My dad always watches TV when he gets home.

………………………………………………………………………………………………………………………………………....

Write questions for the answers.

1. She goes to the park twice a week.

2. Bangkok is the capital of Thailand. 3. She wants a necklace for her birthday.

4. No, my brother doesn’t play football.

5. It costs $2.50.

6. Class starts this week. 7. Roberto is 170 centimetres tall.

8. I’m nineteen years old.

9. They live in Shanghai.

10. My dad always watches TV when he gets home.

NDEM1 Review 1 Crossword

Home sweet home

Across 2. a room for cooking 4. to put clothes in 5. where people live in the city 6. you can walk on it 7. opposite the floor 9. sit on it to watch TV 10. on the bathroom walls Down 1. there is a shower in this room 3. sit on it to eat 4. made of glass 5. room in the top of a house 8. you can park your car here

NDEM1 Review 1 Cards

Yes, I am.

Yes, he is.

Yes, she is.

Yes, it is.

Yes, we are.

Yes, they are.

Yes, I do.

Yes, he does.

Yes, she does.

Yes, it does.

Yes, they do.

No, I’m not.

No, he isn’t.

No, she isn’t.

No, we aren’t.

No, they aren’t.

No, I don’t.

No, he doesn’t.

No, she doesn’t.

No, it doesn’t.

No, they don’t.

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NEW DYNAMIC ENGLISH MODULE 1: Review 2 Lesson Plan

Objectives

1. Students will be able recognise and use vocabulary from the module.

2. Students will practice saying and using numbers 1-100, review time-telling, prepositions

and comparatives.

3. Students will be able to talk about themselves and their classmates in complete

sentences using the appropriate structures.

4. Students will be given the opportunity to practice and develop fluency skills.

5. Pronunciation will be dealt with as the need arises during the lesson.

Activity 1: Questions Review (Slide 2)

Objectives To review courseware content To exchange information

Activity Type Q&A

Interaction T-S (Whole class) / S-S (Group-work)

Preparation None

Assumptions Students will answer questions accurately

Anticipated problems Uneven participation

Solution Drill

Time

10 minutes

Target Language

Where is Poland? It’s in Europe

Is France in Europe? Yes, it is / Is the US in Europe? No, it isn’t.

Where is (Max) from? Where are you from? He’s from…/ I’m from…

Where is Asia?

Where did you last go on vacation?

Where do people speak English/ Chinese / French?

Can Kathy speak French? Can you speak French? Can Pierre speak Spanish? Yes, s/he can / No, s/he can’t / doesn’t

Is Kathy married? No, she isn’t / She’s single

Procedure 1. Click on the slide. 2. Ask students questions about the countries on the map. Point to a range of countries

and ask ‘Where is Poland?’ Is it in Europe?’ 3. Drill responses as necessary e.g. It’s in…, Yes, it is / No, it isn’t. Have students come to the

slide to point to a number of places as you ask questions e.g. where is Max from? Where

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are you from? Where is Asia? Where did you last go on vacation? etc. Drill responses as necessary.

4. Now ask the students some questions about languages and abilities e.g. where do people

speak English?

5. Have students work in groups of 4 to create a quiz using the world map. Instruct them to

think of three questions for their classmates. Remind them to make sure they know the

answers! Model an example question to get them started e.g. where is the highest

mountain in the world?

6. Have a spokesperson from each group direct their questions to the class.

Activity 2: Dictation (Slide 3)

Objectives To develop listening and saying numbers and figures

Activity Type Dictation

Interaction T-S (Whole class)

Preparation None

Assumptions Students will be able to understand and pronounce figures

Anticipated problems Comprehension

Solution Drill

Time

10 minutes

Target Language

1. 367 Swiss francs 2. 250 Euro 3. The meeting is at 2.15 on 25th June 4. The flight number is AF157. You arrive in Hanoi at 7:40 5. Room 409 6. He was born in 1908 7. My number is 0044-30-699-7310 8. a Boeing 757 9. a Peugeot 607 10. She went to school in the ‘60s Procedure 1. Do not click on the slide at this stage. 2. Tell the class that they will need a piece of paper and a pen to take down the

information you are going to give them. 3. Read out the dictation in the Target Language box, repeating each phrase twice.

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4. Go around the class asking each student for some information containing numbers e.g. how much money do you have in your pocket at the moment? How much is a bus ticket to the school? etc.

Activity 3: Time Problems (Slide 4)

Objectives To practice telling the time by problem solving

Activity Type Time problems

Interaction S-S (Pair-work)

Preparation None

Assumptions Students will answer questions accurately

Anticipated problems Comprehension

Solution Extend practice

Time

10-15 minutes

Target Language

See slide Procedure 1. Click on the slide.

2. Instruct the students to work in pairs to find the answers. Set a time for task completion.

3. Monitor and assist as necessary.

4. Check the answers with the class.

5. To reinforce the language and practice fluency, have students work in pairs to think of

two problems to ask another pair.

Activity 4: Play or pass? (Slide 5)

Objectives To review unit vocabulary

To practice spelling

Activity Type Vocabulary game

Interaction S-S (Group-work)

Preparation List vocabulary items to be included

Assumptions Students will recognise target vocabulary

Anticipated problems Comprehension

Solution Drill

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Time

5 minutes

Target Language

Prepare vocabulary for revision in advance

Procedure 1. Make a list of words for the students to revise from Module 1. 2. Divide the students into teams. Explain that they are going to play a spelling game. 3. The first team is asked to spell a word. They can choose to try to spell the word or pass it

to another team. If the team spells the word correctly themselves, they are awarded a point. If the word is spelt incorrectly there are no points. If the word is passed to another team and they spell it correctly, they are awarded the point. If it is incorrect then the team that passed on the word is given the point.

4. Continue until all the words have been spelt and announce the winning teams. 5. Optional: have the students work in their teams to think of 10 more words for their

classmates to spell.

Activity 5: What’s in the room? (Slide 6)

Objectives To review prepositions of place To develop listening comprehension

Activity Type Dictation race

Interaction S-S (Group-work)

Preparation Picture of bedroom - one per group Sticky tape or blu tac to fix the photos Marker pens – 1 per group

Assumptions Students will use and understand target language

Anticipated problems Comprehension

Solution Review

Time

5-10 minutes

Target Language

Prepositions of place and room-related vocabulary

Procedure 1. Make two copies of each photograph. In larger classes, increase the number of photos in

relation to the number of groups. 2. Stick the pictures of the hotel room on the board. 3. Divide the class into two groups. Have students in each group form a line and give the

first students in each group a marker pen.

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4. Explain that you will give a sentence and the students holding the pen needs to run to the picture to find the object you name and circle it or draw it.

5. Provide some sentences about items that are in the room for students to circle e.g. there is a plant and other sentences about items that are not in the room for students to draw e.g. there’s a clock on the wall next to the window.

6. The fastest person in each round earns a point for their team. 7. Continue until all the students have had a turn. Activity 6: 20 Questions (Slide 7)

Objectives To review ‘Yes’ / ‘No’ questions and short answers

Activity Type Q&A

Interaction S-S (Whole-class)

Preparation None

Assumptions Students will ask and answer questions

Anticipated problems Comprehension

Solution Peer input

Time

5-10 minutes

Target Language

Student-generated language

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Procedure

1. Instruct the students to write 10 to 15 Yes/No questions. Explain that they will ask these

questions to one another. Set a time for task completion.

2. Write the words, ‘Yes’, ‘No’, and ‘laugh’ on the board then cross them out.

3. Seat the students in a horseshoe shape and put a chair in the middle facing the

horseshoe.

4. Explain that you are going to sit in the chair for one minute. During that time, the

students will ask you questions going from one end of the horseshoe to the other.

5. Model the rules of the game. Instruct the class to ask questions to make you use the

words Yes or No or to make you laugh. Answer the questions without using the

forbidden words. Smile but don’t laugh e.g. S1: Are you happy? T: I am. S2: Do you have

a car? T: I don't.

6. Have students take turns to sit in the chair to try to survive for one minute without

saying the forbidden words or laughing.

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Activity 7: Exchanging Ideas (Slide 8)

Objectives To practice listening and speaking

Activity Type Discussion

Interaction S-S (Group-work)

Preparation None

Assumptions Students will exchange information and ask each other follow-up questions

Anticipated problems Uneven participation

Solution Encourage follow-up questions

Time

15-20 minutes

Target Language

Student-generated language

Procedure 1. Click on the slide.

2. Read through the questions and check comprehension.

3. Divide the class into small groups.

4. Instruct the students to discuss the questions in their groups and to ask each other

follow-up questions to practice making conversation.

5. Monitor output.

6. Have each group report back with their answers to one or two of the questions.

Compare their answers with the rest of the class.

7. Conduct a brief feedback session to highlight both inaccuracies and good use of

language.

NDEM1 Review 2 picture