Where do you live/to be born1 (LPO)
Teaching targets (varies based on levels)
Present simple: to live
Past simple: to be
Question: Where do you live? Where were you born?
Sentence: I live in …, I was born…;
Vocabulary: Numbers, town, city, countryside, village,
*vocabulary in italics is for lesson 2
1. Hello Song / 5 minutes (recommended for younger groups)
2. Recap last session's target language / 5 minutes
Take out the flashcards from the last session and see who remembers the words or phrases
3. Story: (Where do you live) / 10 minutes
With these two lessons, we are focusing on teaching the vocabulary related to where the students live. Ask them if they understand the difference between for eg: a village and a countryside. Focus on having them answer using present simple in this lesson. I live in a city, but during holidays I go to the countryside.
Read through the book, concentrate on encouraging repetition of your target words and or phrases. Give time for the STs to see all the details in the pictures.
4. Game / 15 minutes
Introduce the flashcards one by one, displaying each one on the wall. Encourage the group to repeat the words several times as they are introduced. This can be done before or after the story.
Play some vocabulary integration games to make it fun and enhance word retention.
Example FC game: Where do I live? Ask STs not to name the place they live, but try and explain by giving hints like I live near a lake, I live near a hospital etc.
For older groups, now drill down to aim at the target language listed next to Extra Traction and, according to the level, Extra Prep. above.
5. Song / 10 minutes (recommended for younger groups)
Recommended for groups under 8 years. Older groups can move straight onto the individual activity time.
6. Individual activity/ 10 - 20 minutes
The aim of this section in the session is to spend time with each ST individually. Encourage each ST to either repeat vocabulary and sentences or to produce them independently, depending on their level.
Initiation HO: can be used for colouring as you interact with each ST individually or, for olders, explain and request that they follow the instructions for the exercise.
7. Recap / 5 minutes
Briefly, have STs recall the vocabulary they just learned.
8. Goodbye Song / 5 minutes (recommended for younger groups)
Remember to consult our level guideline regularly to ensure the best progression for your groups.
Carnet de Voyage
The parents have access to the Carnet de Voyage from the beginning of term so that they can accompany their children to discover, progress and enjoy English. Teachers are advised to check the Carnet de Voyage each time to ensure the content reflects the session content you are planning to use.