This presentation is a culmination of the work and research I did as a primary school teacher.

1. Implementing
tasks and projects
in Japanese
primary schools

2. A sample lesson:
Monsters!

3. Greetings
Let’s begin!
Who has super-memory?

4. What did we do?

5. What did we do?
What language did we use?

6. What did we do?
What language did we use?
Was it familiar?

7. What did we do?
What language did we use?
Was it familiar?
Did the teacher introduce body part
vocabulary?

8. What did we do?
What language did we use?
Was it familiar?
Did the teacher introduce body part
vocabulary?
Was there a time limit?

9. What did we do?
What language did we use?
Was it familiar?
Did the teacher introduce body part
vocabulary?
Was there a time limit?
Who was in charge of the game?

10. What did we do?
What language did we use?
Was it familiar?
Did the teacher introduce body part
vocabulary?
Was there a time limit?
Who was in charge of the game?
Were gestures incorporated?

11. Why did we do it?

12. Why did we do it?
Greetings prepare students to study English.

13. Why did we do it?
Greetings prepare students to study English.
Re-activate knowledge of English.

14. Why did we do it?
Greetings prepare students to study English.
Re-activate knowledge of English.
Working in pairs makes this a student-
centered activity.

15. Why did we do it?
Greetings prepare students to study English.
Re-activate knowledge of English.
Working in pairs makes this a student-
centered activity.
Gestures can aid memorisation of vocabulary.

16. Priming
4 monsters!
Which one is the teacher talking about?

17. What did we do?

18. What did we do?
Who led this activity?

19. What did we do?
Who led this activity?
Were students involved?

20. What did we do?
Who led this activity?
Were students involved?
Did students get the chance to try?

21. Why did we do it?

22. Why did we do it?
New information, therefore teacher-led.

23. Why did we do it?
New information, therefore teacher-led.
If students not involved, they have no
reason to listen.

24. Why did we do it?
New information, therefore teacher-led.
If students not involved, they have no
reason to listen.
A chance to compare student and
teacher language.

25. Why did we do it?
New information, therefore teacher-led.
If students not involved, they have no
reason to listen.
A chance to compare student and
teacher language.
It is a demonstration of the lessons
main task.

26. Task
preparation
What are we doing today?

27. What did we do?

28. What did we do?
What language was used to explain the
task?

29. What did we do?
What language was used to explain the
task?
Who translated?

30. What did we do?
What language was used to explain the
task?
Who translated?
Is there an outcome to this task?

31. Why did we do it?

32. Why did we do it?
Using English gives students a reason to
listen.

33. Why did we do it?
Using English gives students a reason to
listen.
Informs students that there is a real
outcome to the task.

34. Task time
How many legs?

35. What did we do?

36. What did we do?
What did students do?

37. What did we do?
What did students do?
Was there a predetermined way of asking
for info?

38. What did we do?
What did students do?
Was there a predetermined way of asking
for info?
Was there a time limit?

39. What did we do?
What did students do?
Was there a predetermined way of asking
for info?
Was there a time limit?
Did students focus on accuracy (sentence
structure) or fluency (meaning/
communication)?

40. Why did we do it?

41. Why did we do it?
Students use existing knowledge and new
language from priming activities.

42. Why did we do it?
Students use existing knowledge and new
language from priming activities.
Students come up with their own theories about
how to ask for info.

43. Why did we do it?
Students use existing knowledge and new
language from priming activities.
Students come up with their own theories about
how to ask for info.
Time limit makes sure the task doesn’t take too
long.

44. Why did we do it?
Students use existing knowledge and new
language from priming activities.
Students come up with their own theories about
how to ask for info.
Time limit makes sure the task doesn’t take too
long.
Students are trying to find out information, not
use sentence structure. Thus focusing on fluency.

45. Planning and
Reporting
This is our monster.

46. What did we do?

47. What did we do?
Did the teacher stop the planning
process?

48. What did we do?
Did the teacher stop the planning
process?
Is there a focus on accuracy or fluency?

49. What did we do?
Did the teacher stop the planning
process?
Is there a focus on accuracy or fluency?
Is there a reason for other groups to
listen?

50. Why did we do it?

51. Why did we do it?
Presenting provides a chance to focus on
accuracy.

52. Why did we do it?
Presenting provides a chance to focus on
accuracy.
Doing a language focus task during
planning stage increases the focus on
accuracy.

53. Why did we do it?
Presenting provides a chance to focus on
accuracy.
Doing a language focus task during
planning stage increases the focus on
accuracy.
If there is no reason to listen motivation
drops.

54. Why did we do it?
Presenting provides a chance to focus on
accuracy.
Doing a language focus task during
planning stage increases the focus on
accuracy.
If there is no reason to listen motivation
drops.
Check that all students have the same
information.

55. Confirmation
Who’s who?
Check monsters around the room.

56. What did we do?

57. What did we do?
Was it fun?

58. What did we do?
Was it fun?
Was it related to the information gap
activity?

59. Why did we do it?

60. Why did we do it?
Proves that there was a reason for
completing the task.

61. Why did we do it?
Proves that there was a reason for
completing the task.
Mystery is revealed.

62. Why did we do it?
Proves that there was a reason for
completing the task.
Mystery is revealed.
Students realise that they can use
English to solve real-world problems.

63. Focus on form

64. Focus on form
How many ______ have you got?

65. What did we do?

66. What did we do?
Is there a focus on accuracy or fluency?

67. What did we do?
Is there a focus on accuracy or fluency?
Who asks the questions?

68. What did we do?
Is there a focus on accuracy or fluency?
Who asks the questions?
Does it relate to the task?

69. Why did we do it?

70. Why did we do it?
To expand students knowledge of the
target grammar.

71. Why did we do it?
To expand students knowledge of the
target grammar.
Focus on accuracy.

72. Why did we do it?
To expand students knowledge of the
target grammar.
Focus on accuracy.
Bring the real world and English closer.

73. Lesson
framework

74. Lesson framework

75. Lesson framework
Priming

76. Lesson framework
Priming
Opportunity to see grammar/vocabulary.

77. Lesson framework
Priming
Opportunity to see grammar/vocabulary.
Teacher-led tasks.

78. Lesson framework
Priming
Opportunity to see grammar/vocabulary.
Teacher-led tasks.
Task

79. Lesson framework
Priming
Opportunity to see grammar/vocabulary.
Teacher-led tasks.
Task
Accomplish some sort of common goal.

80. Lesson framework
Priming
Opportunity to see grammar/vocabulary.
Teacher-led tasks.
Task
Accomplish some sort of common goal.
Focus on fluency.

81. Lesson framework
Priming
Opportunity to see grammar/vocabulary.
Teacher-led tasks.
Task
Accomplish some sort of common goal.
Focus on fluency.
(Planning and) Reporting

82. Lesson framework
Priming
Opportunity to see grammar/vocabulary.
Teacher-led tasks.
Task
Accomplish some sort of common goal.
Focus on fluency.
(Planning and) Reporting
Report findings/results. Focus on accuracy.

83. Lesson framework
Priming
Opportunity to see grammar/vocabulary.
Teacher-led tasks.
Task
Accomplish some sort of common goal.
Focus on fluency.
(Planning and) Reporting
Report findings/results. Focus on accuracy.
Focus on form

84. Lesson framework
Priming
Opportunity to see grammar/vocabulary.
Teacher-led tasks.
Task
Accomplish some sort of common goal.
Focus on fluency.
(Planning and) Reporting
Report findings/results. Focus on accuracy.
Focus on form
Double check understanding. Focus on accuracy.

85. Lesson framework
Priming
Opportunity to see grammar/vocabulary.
Teacher-led tasks.
Task
Accomplish some sort of common goal.
Focus on fluency.
(Planning and) Reporting
Report findings/results. Focus on accuracy.
Focus on form
Double check understanding. Focus on accuracy.
Students experiment with the language.

86. TBL and PPP comparison

87. TBL and PPP comparison

88. TBL and PPP comparison

89. TBL and PPP comparison

90. TBL and PPP comparison

91. TBL and PPP comparison

92. TBL and PPP comparison

93. Lesson over view

94. Lesson over view
Greetings: Re-activate prior knowledge.

95. Lesson over view
Greetings: Re-activate prior knowledge.
Priming: Introduce target language.

96. Lesson over view
Greetings: Re-activate prior knowledge.
Priming: Introduce target language.
Task: Information gap activity.

97. Lesson over view
Greetings: Re-activate prior knowledge.
Priming: Introduce target language.
Task: Information gap activity.
Planning: Prepare to introduce monsters.

98. Lesson over view
Greetings: Re-activate prior knowledge.
Priming: Introduce target language.
Task: Information gap activity.
Planning: Prepare to introduce monsters.
Language Focus: Teacher gives model presentation.

99. Lesson over view
Greetings: Re-activate prior knowledge.
Priming: Introduce target language.
Task: Information gap activity.
Planning: Prepare to introduce monsters.
Language Focus: Teacher gives model presentation.
Report: Groups introduce their monster.

100. Lesson over view
Greetings: Re-activate prior knowledge.
Priming: Introduce target language.
Task: Information gap activity.
Planning: Prepare to introduce monsters.
Language Focus: Teacher gives model presentation.
Report: Groups introduce their monster.
Reveal: Students reveal which monster they have.

101. Lesson over view
Greetings: Re-activate prior knowledge.
Priming: Introduce target language.
Task: Information gap activity.
Planning: Prepare to introduce monsters.
Language Focus: Teacher gives model presentation.
Report: Groups introduce their monster.
Reveal: Students reveal which monster they have.
Focus on Form: Students form new questions using the
target language.

102. Definition of a “task”

103. Definition of a “task”
Focus on meaning.

104. Definition of a “task”
Focus on meaning.
There is some sort of relationship to
comparable real world activities.

105. Definition of a “task”
Focus on meaning.
There is some sort of relationship to
comparable real world activities.
Task completion has some sort of
priority.

106. Definition of a “task”
Focus on meaning.
There is some sort of relationship to
comparable real world activities.
Task completion has some sort of
priority.
The assessment of the task is in terms
of outcome.

107. Types of tasks

108. Speaking tasks

109. Speaking tasks
Find a friend

110. Speaking tasks
Find a friend
Information gap

111. Speaking tasks
Find a friend
Information gap
Categorising or organising

112. Speaking tasks
Find a friend
Information gap
Categorising or organising
Quiz-making

113. Speaking tasks
Find a friend
Information gap
Categorising or organising
Quiz-making
Listing

114. Listening tasks

115. Listening tasks
Listen and respond

116. Listening tasks
Listen and respond
Memory games

117. Listening tasks
Listen and respond
Memory games
Listen and identify

118. Listening tasks
Listen and respond
Memory games
Listen and identify
Quiz-making

120. ? ?
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Any questions?

121. Focus on Form

122. Focus on Form
What is it?

123. Priming
Task
Reporting
Focus on Form

124. Priming
Task
Fluency
Reporting
Focus on Form

125. Priming
Task
Reporting
Fluency
Focus on Form

126. Priming
Task
Reporting
Focus on Form
Accuracy

127. Priming
Task
Reporting
Focus on Form

128. Collaborative Learning

129. Collaborative Learning

130. Collaborative Learning
Student-centered focus on grammar

131. Topic outline

132. Topic outline

133. Topic outline
Subjects

134. Topic outline

135. Topic outline
Days of the week

136. Expressions used

137. Expressions used
“On Monday, we have
science!”

138. Monday Tuesday Wednesday Thursday Friday
Science Maths Art Maths PE
English PE Art Japanese Maths
Social
Japanese Science Music Japanese
Studies
Social Social
Japanese Art Science
Studies Studies
“On Monday, we have
science!”

139. Expressions used
“I like science. It’s
easy!”

143. ×

144. ×

145. ×

146. ×

147. × × ×

148. Dictogloss

149. Dictogloss

150. Dictogloss
Introduce topic

151. Dictogloss
Introduce topic
Read a story

152. Dictogloss
Introduce topic
Read a story
Read it again (students take
notes)

153. Dictogloss
Introduce topic
Read a story
Read it again (students take
notes)
Remake the story in groups

155. On... I have...

156. I don’t like... It’s...

160. A video of students undertaking the task
can be seen here:
http://bit.ly/YorkTBL

162. ? ?
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Any questions?

163. What is a
project?

164. The dictionary
definition of project

165. The dictionary
definition of project
An individual or collaborative
enterprise that is carefully planned and
designed to achieve a particular aim.

166. The dictionary
definition of project
An individual or collaborative
enterprise that is carefully planned and
designed to achieve a particular aim.
A school assignment undertaken by a
student or group of students, typically
as a long-term task that requires
independent research.

167. My definition of
project

168. My definition of
project
A collaborative, long-term series of
varied tasks which introduce multiple
elements of English, resulting in a piece of
student-created work.

169. A sample project:

170. A sample project:
SPACE

171. Language covered in
this project

172. Language covered in
this project

173. Language covered in
this project
Space-related words.

174. Language covered in
this project
Space-related words.
Questions using “How”.

175. Language covered in
this project
Space-related words.
Questions using “How”.
Large numbers.

176. Language covered in
this project
Space-related words.
Questions using “How”.
Large numbers.
Comparatives.

177. Language covered in
this project
Space-related words.
Questions using “How”.
Large numbers.
Comparatives.
Making requests (via shopping).

178. Language covered in
this project
Space-related words.
Questions using “How”.
Large numbers.
Comparatives.
Making requests (via shopping).
Body parts.

179. Language covered in
this project
Space-related words.
Questions using “How”.
Large numbers.
Comparatives.
Making requests (via shopping).
Body parts.
Weather.

180. Project outline

181. Project outline
1. Introduce the solar system and basic properties of planets.

182. Project outline
1. Introduce the solar system and basic properties of planets.
2. Using planets, students learn about comparatives.

183. Project outline
1. Introduce the solar system and basic properties of planets.
2. Using planets, students learn about comparatives.
3. Students are given £1000 to build a planet of their own.
Planets are presented and quizzes are made.

184. Project outline
1. Introduce the solar system and basic properties of planets.
2. Using planets, students learn about comparatives.
3. Students are given £1000 to build a planet of their own.
Planets are presented and quizzes are made.
4. Students buy body parts to design their own unique creatures
to live on their planets.

185. Project outline
1. Introduce the solar system and basic properties of planets.
2. Using planets, students learn about comparatives.
3. Students are given £1000 to build a planet of their own.
Planets are presented and quizzes are made.
4. Students buy body parts to design their own unique creatures
to live on their planets.
5. Finally, a class solar system is created and the language used
during its creation is reviewed and used in a final, inter-class
presentation.

186. Lesson 1
Introduction to the planets

187. Lesson 2
Introduction to the planets 2

188. Lesson 3
Comparatives

189. Lesson 4 & 5
Purchasing items to make their planets

190. Lesson 4 & 5
Purchasing items to make their planets
£7 50
£9
00
£1250

191. Lesson 6
Presenting their planets to the rest of the class

192. Lesson 7
Planet quiz

193. Lesson 8-11
Creature making

194. Creature examples

196. ? ?
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Any questions?

197. Hints and tips

198. Time management

199. Time management
You quite often can't do all four stages in one
class.

200. Time management
You quite often can't do all four stages in one
class.
So, split it over t wo:

201. Time management
You quite often can't do all four stages in one
class.
So, split it over t wo:
1. Priming, and teacher-led tasks.

202. Time management
You quite often can't do all four stages in one
class.
So, split it over t wo:
1. Priming, and teacher-led tasks.
2. Re-activate previous language, followed by
student-centered tasks, a report, and a focus
on form.

203. Time management

204. Time management
Set and enforce time limits. Examples:

205. Time management
Set and enforce time limits. Examples:
10 minutes to make a quiz.

206. Time management
Set and enforce time limits. Examples:
10 minutes to make a quiz.
15 minutes to draw a group monster/planet.

207. Time management
Set and enforce time limits. Examples:
10 minutes to make a quiz.
15 minutes to draw a group monster/planet.
3 minutes to list colours in pairs.

208. Time management
Set and enforce time limits. Examples:
10 minutes to make a quiz.
15 minutes to draw a group monster/planet.
3 minutes to list colours in pairs.
If students go over the time limit, get them to
finish for homework. Examples:

209. Time management
Set and enforce time limits. Examples:
10 minutes to make a quiz.
15 minutes to draw a group monster/planet.
3 minutes to list colours in pairs.
If students go over the time limit, get them to
finish for homework. Examples:
Colouring, drawing.

210. Time management
Set and enforce time limits. Examples:
10 minutes to make a quiz.
15 minutes to draw a group monster/planet.
3 minutes to list colours in pairs.
If students go over the time limit, get them to
finish for homework. Examples:
Colouring, drawing.
Quiz-making, presentation practice.

211. Japanese usage

212. Japanese usage
Don't be afraid of Japanese.

213. Japanese usage
Don't be afraid of Japanese.
Try a task in Japanese first.

214. Japanese usage
Don't be afraid of Japanese.
Try a task in Japanese first.
Students translate explanations.

215. Japanese usage
Don't be afraid of Japanese.
Try a task in Japanese first.
Students translate explanations.
Make it clear that students are
expected to give a presentation in
English.

216. Motivation

217. Motivation
Point cards Stamp cards Stickers

218. Display student work

219. Display student work

220. Further information

221. Further information
Personal email: yorksensei@gmail.com
Further advice or questions.
Feedback.
Modified lesson plans.
lessons that worked for you.

223. ? ?
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Any questions?

225. Thank you for your time

226. Lesson 1
Introduction to the planets

227. Lesson 1
Introduction to the planets

228. Lesson 1
Introduction to the planets
Priming:

229. Lesson 1
Introduction to the planets
Priming:
Introduce the Sun and the eight
planets.

230. Lesson 1
Introduction to the planets
Priming:
Introduce the Sun and the eight
planets.
Task 1:

231. Lesson 1
Introduction to the planets
Priming:
Introduce the Sun and the eight
planets.
Task 1:
Teacher-led quiz. “How big is Mercury”
etc.

232. Lesson 1
Introduction to the planets
Priming:
Introduce the Sun and the eight
planets.
Task 1:
Teacher-led quiz. “How big is Mercury”
etc.
Task 2:

233. Lesson 1
Introduction to the planets
Priming:
Introduce the Sun and the eight
planets.
Task 1:
Teacher-led quiz. “How big is Mercury”
etc.
Task 2:
Student-centered memory quiz.

234. Lesson 1
Introduction to the planets
Priming:
Introduce the Sun and the eight
planets.
Task 1:
Teacher-led quiz. “How big is Mercury”
etc.
Task 2:
Student-centered memory quiz.
Focus on Form:

235. Lesson 1
Introduction to the planets
Priming:
Introduce the Sun and the eight
planets.
Task 1:
Teacher-led quiz. “How big is Mercury”
etc.
Task 2:
Student-centered memory quiz.
Focus on Form:
Question formation relating to size,
temperature etc.

236. Lesson 2
Introduction to the planets 2

237. Lesson 2
Introduction to the planets 2

238. Lesson 2
Introduction to the planets 2
Priming:

239. Lesson 2
Introduction to the planets 2
Priming:
Review question formation
from previous lesson.

240. Lesson 2
Introduction to the planets 2
Priming:
Review question formation
from previous lesson.
Task:

241. Lesson 2
Introduction to the planets 2
Priming:
Review question formation
from previous lesson.
Task:
Information gap exercise.

242. Lesson 2
Introduction to the planets 2
Priming:
Review question formation
from previous lesson.
Task:
Information gap exercise.
Planning and Reporting:

243. Lesson 2
Introduction to the planets 2
Priming:
Review question formation
from previous lesson.
Task:
Information gap exercise.
Planning and Reporting:
Students describe a planet.

244. Lesson 2
Introduction to the planets 2
Priming:
Review question formation
from previous lesson.
Task:
Information gap exercise.
Planning and Reporting:
Students describe a planet.
Other groups have to guess.

245. Lesson 2
Introduction to the planets 2
Priming:
Review question formation
from previous lesson.
Task:
Information gap exercise.
Planning and Reporting:
Students describe a planet.
Other groups have to guess.
Focus on form:

246. Lesson 2
Introduction to the planets 2
Priming:
Review question formation
from previous lesson.
Task:
Information gap exercise.
Planning and Reporting:
Students describe a planet.
Other groups have to guess.
Focus on form:
Focus on the difference bet ween
describing (is) and possessive
(has) statements.

247. Lesson 3
Comparatives

248. Lesson 3
Comparatives

249. Lesson 3
Comparatives
Priming: Introduce comparatives
using classroom objects.

250. Lesson 3
Comparatives
Priming: Introduce comparatives
using classroom objects.
Task: In groups practice using
comparatives.

251. Lesson 3
Comparatives
Priming: Introduce comparatives
using classroom objects.
Task: In groups practice using
comparatives.
Language Focus: Translate to
Japanese.

252. Lesson 3
Comparatives
Priming: Introduce comparatives
using classroom objects.
Planning and Reporting: True-
Task: In groups practice using false quiz based on planets.
comparatives.
Language Focus: Translate to
Japanese.

253. Lesson 3
Comparatives
Priming: Introduce comparatives
using classroom objects.
Planning and Reporting: True-
Task: In groups practice using false quiz based on planets.
comparatives.
Focus on Form: Cloze test.
Language Focus: Translate to
Japanese.

254. Lesson 4
Purchasing items to make their planets

255. Lesson 4
Purchasing items to make their planets

256. Lesson 4
Purchasing items to make their planets
Priming:

257. Lesson 4
Purchasing items to make their planets
Priming:
Introduce planet variables (Size, colour, moons, and weather).

258. Lesson 4
Purchasing items to make their planets
Priming:
Introduce planet variables (Size, colour, moons, and weather).
Explain that the budget is £1000.

259. Lesson 4
Purchasing items to make their planets
Priming:
Introduce planet variables (Size, colour, moons, and weather).
Explain that the budget is £1000.
Explain price of planet size, and moons.

260. Lesson 4
Purchasing items to make their planets
Priming:
Introduce planet variables (Size, colour, moons, and weather).
Explain that the budget is £1000.
Explain price of planet size, and moons.
Task 1: Listing in groups

261. Lesson 4
Purchasing items to make their planets
Priming:
Introduce planet variables (Size, colour, moons, and weather).
Explain that the budget is £1000.
Explain price of planet size, and moons.
Task 1: Listing in groups
In groups list colours and weather.

262. Lesson 4
Purchasing items to make their planets
Priming:
Introduce planet variables (Size, colour, moons, and weather).
Explain that the budget is £1000.
Explain price of planet size, and moons.
Task 1: Listing in groups
In groups list colours and weather.
Ask groups what they came up with and decide price.

263. Lesson 4
Purchasing items to make their planets
Priming:
Introduce planet variables (Size, colour, moons, and weather).
Explain that the budget is £1000.
Explain price of planet size, and moons.
Task 1: Listing in groups
In groups list colours and weather.
Ask groups what they came up with and decide price.
Task 2: listening

264. Lesson 4
Purchasing items to make their planets
Priming:
Introduce planet variables (Size, colour, moons, and weather).
Explain that the budget is £1000.
Explain price of planet size, and moons.
Task 1: Listing in groups
In groups list colours and weather.
Ask groups what they came up with and decide price.
Task 2: listening
Introduce sample planets.

265. Lesson 4
Purchasing items to make their planets
Priming:
Introduce planet variables (Size, colour, moons, and weather).
Explain that the budget is £1000.
Explain price of planet size, and moons.
Task 1: Listing in groups
In groups list colours and weather.
Ask groups what they came up with and decide price.
Task 2: listening
Introduce sample planets.
Students calculate price of planets.

266. Lesson 4
Purchasing items to make their planets
Priming:
Introduce planet variables (Size, colour, moons, and weather).
Explain that the budget is £1000.
Explain price of planet size, and moons.
Task 1: Listing in groups
In groups list colours and weather.
Ask groups what they came up with and decide price.
Task 2: listening
Introduce sample planets.
Students calculate price of planets.
Task 3:

267. Lesson 4
Purchasing items to make their planets
Priming:
Introduce planet variables (Size, colour, moons, and weather).
Explain that the budget is £1000.
Explain price of planet size, and moons.
Task 1: Listing in groups
In groups list colours and weather.
Ask groups what they came up with and decide price.
Task 2: listening
Introduce sample planets.
Students calculate price of planets.
Task 3:
Students plan how to spend their budget

268. Lesson 4
Purchasing items to make their planets
Priming:
Introduce planet variables (Size, colour, moons, and weather).
Explain that the budget is £1000.
Explain price of planet size, and moons.
Task 1: Listing in groups
In groups list colours and weather.
Ask groups what they came up with and decide price.
Task 2: listening
Introduce sample planets.
Students calculate price of planets.
Task 3:
Students plan how to spend their budget
Planning and Reporting:

269. Lesson 4
Purchasing items to make their planets
Priming:
Introduce planet variables (Size, colour, moons, and weather).
Explain that the budget is £1000.
Explain price of planet size, and moons.
Task 1: Listing in groups
In groups list colours and weather.
Ask groups what they came up with and decide price.
Task 2: listening
Introduce sample planets.
Students calculate price of planets.
Task 3:
Students plan how to spend their budget
Planning and Reporting:
Groups report on what they plan to buy.

270. Lesson 4
Purchasing items to make their planets
Priming:
Introduce planet variables (Size, colour, moons, and weather).
Explain that the budget is £1000.
Explain price of planet size, and moons.
Task 1: Listing in groups
In groups list colours and weather.
Ask groups what they came up with and decide price.
Task 2: listening
Introduce sample planets.
Students calculate price of planets.
Task 3:
Students plan how to spend their budget
Planning and Reporting:
Groups report on what they plan to buy.
Other groups make sure they are not over-budget.

271. Lesson 5
Presenting their planets to the rest of the class

272. Lesson 5
Presenting their planets to the rest of the class
PRIMING:

273. Lesson 5
Presenting their planets to the rest of the class
PRIMING:
Quiz introducing the key phrase.

274. Lesson 5
Presenting their planets to the rest of the class
PRIMING:
Quiz introducing the key phrase.
TASK 1: (Speaking Task)

275. Lesson 5
Presenting their planets to the rest of the class
PRIMING:
Quiz introducing the key phrase.
TASK 1: (Speaking Task)
Groups present their planet to the group next to them.

276. Lesson 5
Presenting their planets to the rest of the class
PRIMING:
Quiz introducing the key phrase.
TASK 1: (Speaking Task)
Groups present their planet to the group next to them.
TASK 2: (Language Focus task)

277. Lesson 5
Presenting their planets to the rest of the class
PRIMING:
Quiz introducing the key phrase.
TASK 1: (Speaking Task)
Groups present their planet to the group next to them.
TASK 2: (Language Focus task)
Listen to the teacher introduce planets again and note
differences.

278. Lesson 5
Presenting their planets to the rest of the class
PRIMING:
Quiz introducing the key phrase.
TASK 1: (Speaking Task)
Groups present their planet to the group next to them.
TASK 2: (Language Focus task)
Listen to the teacher introduce planets again and note
differences.
REPORTING:

279. Lesson 5
Presenting their planets to the rest of the class
PRIMING:
Quiz introducing the key phrase.
TASK 1: (Speaking Task)
Groups present their planet to the group next to them.
TASK 2: (Language Focus task)
Listen to the teacher introduce planets again and note
differences.
REPORTING:
Students present to the whole class.

280. Lesson 5
Presenting their planets to the rest of the class
PRIMING:
Quiz introducing the key phrase.
TASK 1: (Speaking Task)
Groups present their planet to the group next to them.
TASK 2: (Language Focus task)
Listen to the teacher introduce planets again and note
differences.
REPORTING:
Students present to the whole class.
Other groups listen and fill in their worksheet (next slide).

281. Lesson 5
Presenting their planets to the rest of the class
PRIMING:
Quiz introducing the key phrase.
TASK 1: (Speaking Task)
Groups present their planet to the group next to them.
TASK 2: (Language Focus task)
Listen to the teacher introduce planets again and note
differences.
REPORTING:
Students present to the whole class.
Other groups listen and fill in their worksheet (next slide).
FOCUS ON FORM:

282. Lesson 5
Presenting their planets to the rest of the class
PRIMING:
Quiz introducing the key phrase.
TASK 1: (Speaking Task)
Groups present their planet to the group next to them.
TASK 2: (Language Focus task)
Listen to the teacher introduce planets again and note
differences.
REPORTING:
Students present to the whole class.
Other groups listen and fill in their worksheet (next slide).
FOCUS ON FORM:
A focus on the form: “My planet is/has...” statements.

284. 1 2 3
4 5 6

288. Lesson 6
True or False Quiz

289. Lesson 6
True or False Quiz
PRIMING 1:
Review comparatives with classroom objects (whole class).
Comparatives review in groups.

290. Lesson 6
True or False Quiz
PRIMING 1:
Review comparatives with classroom objects (whole class).
Comparatives review in groups.
PRIMING 2:
Teacher led true-false test with students’ planets.

291. Lesson 6
True or False Quiz
PRIMING 1:
Review comparatives with classroom objects (whole class).
Comparatives review in groups.
PRIMING 2:
Teacher led true-false test with students’ planets.
TASK 1:
Students quiz each other in pairs.

292. Lesson 6
True or False Quiz
PRIMING 1:
Review comparatives with classroom objects (whole class).
Comparatives review in groups.
PRIMING 2:
Teacher led true-false test with students’ planets.
TASK 1:
Students quiz each other in pairs.
PLANNING & REPORTING:
Students create T/F statements about their planet. One of the
statements is false.
Other groups listen and pick out the false statement.

293. Lesson 6
True or False Quiz
PRIMING 1:
Review comparatives with classroom objects (whole class).
Comparatives review in groups.
PRIMING 2:
Teacher led true-false test with students’ planets.
TASK 1:
Students quiz each other in pairs.
PLANNING & REPORTING:
Students create T/F statements about their planet. One of the
statements is false.
Other groups listen and pick out the false statement.
FOCUS ON FORM:
“A is bigger/smaller than B” comparative statements.

294. Example lesson 1
Animals and adjectives

295. Example lesson 1
Animals and adjectives

296. Example lesson 1
Animals and adjectives
PRIMING: Show some pictures to elicit the
target vocabulary.

297. Example lesson 1
Animals and adjectives
PRIMING: Show some pictures to elicit the
target vocabulary.
PRIMING 2: Ask questions about certain
animals, introducing the target grammar.

298. Example lesson 1
Animals and adjectives
PRIMING: Show some pictures to elicit the
target vocabulary.
PRIMING 2: Ask questions about certain
animals, introducing the target grammar.
TASK: Give out and complete information
gap worksheets.

299. Example lesson 1
Animals and adjectives
PRIMING: Show some pictures to elicit the
target vocabulary.
PRIMING 2: Ask questions about certain
animals, introducing the target grammar.
TASK: Give out and complete information
gap worksheets.
REPORT: The teacher asks questions and
the students report on their findings.

300. Example lesson 1
Animals and adjectives
PRIMING: Show some pictures to elicit the
target vocabulary.
PRIMING 2: Ask questions about certain
animals, introducing the target grammar.
TASK: Give out and complete information
gap worksheets.
REPORT: The teacher asks questions and
the students report on their findings.
FOCUS ON FORM: Students make their
own questions.

301. Example lesson 2
Describing Animals

302. Example lesson 2
Describing Animals

303. Example lesson 2
Describing Animals
PRIMING:
Introduce different animals and ask students to
name characteristics about them.
Characteristics are added to a list on the board.

304. Example lesson 2
Describing Animals
PRIMING:
Introduce different animals and ask students to
name characteristics about them.
Characteristics are added to a list on the board.
TASK: Groups work together at how they can use
English to describe an animal for the rest of the
class.

305. Example lesson 2
Describing Animals
PRIMING:
Introduce different animals and ask students to
name characteristics about them.
Characteristics are added to a list on the board.
TASK: Groups work together at how they can use
English to describe an animal for the rest of the
class.
REPORT: Students give their description of an animal
and the rest of the class have to guess what they are
describing.

306. Example lesson 2
Describing Animals
PRIMING:
Introduce different animals and ask students to
name characteristics about them.
Characteristics are added to a list on the board.
TASK: Groups work together at how they can use
English to describe an animal for the rest of the
class.
REPORT: Students give their description of an animal
and the rest of the class have to guess what they are
describing.
FOCUS ON FORM: Divide the “characteristics” of the
animals up into different sections based on verb/
noun/adjective groups and give a small test/quiz.

307. Example lesson 3
Describing Animals

308. Example lesson 3
Describing Animals

309. Example lesson 3
Describing Animals
PRIMING: Following on from the previous
lesson, get students to describe some animals
for you and pin these animals on the board.

310. Example lesson 3
Describing Animals
PRIMING: Following on from the previous
lesson, get students to describe some animals
for you and pin these animals on the board.
Show students a set of animals and see if they
can see what the common characteristic is.

311. Example lesson 3
Describing Animals
PRIMING: Following on from the previous
lesson, get students to describe some animals
for you and pin these animals on the board.
Show students a set of animals and see if they
can see what the common characteristic is.
Closed TASK: Give students a collection of
different animals and ask them to categorise
them.

312. Example lesson 3
Describing Animals
PRIMING: Following on from the previous
lesson, get students to describe some animals
for you and pin these animals on the board.
Show students a set of animals and see if they
can see what the common characteristic is.
Closed TASK: Give students a collection of
different animals and ask them to categorise
them.
REPORT: Groups present their categories. Other
groups take it in turn to guess the common
characteristic.

313. Example lesson 3
Describing Animals
PRIMING: Following on from the previous
lesson, get students to describe some animals
for you and pin these animals on the board.
Show students a set of animals and see if they
can see what the common characteristic is.
Closed TASK: Give students a collection of
different animals and ask them to categorise
them.
REPORT: Groups present their categories. Other
groups take it in turn to guess the common
characteristic.
FOCUS ON FORM (Open TASK): Students make
their own questions. E.g. “It’s big, grey,
*vegetarian, has a long nose”.

318. Example lesson 4
Monster making

319. Example lesson 4
Monster making

320. Example lesson 4
Monster making
PRIMING: After playing Head, Shoulders, Knees and Toes,
introduce the words “
arms and legs”.

321. Example lesson 4
Monster making
PRIMING: After playing Head, Shoulders, Knees and Toes,
introduce the words “
arms and legs”.
TASK 1: Students work in groups to make original
monsters. The teacher decides the body part, and one
person in each group rolls a die to decide how many of that
body part they all draw.

322. Example lesson 4
Monster making
PRIMING: After playing Head, Shoulders, Knees and Toes,
introduce the words “
arms and legs”.
TASK 1: Students work in groups to make original
monsters. The teacher decides the body part, and one
person in each group rolls a die to decide how many of that
body part they all draw.
TASK 2: Once finished, the students decide which is the best
monster, and this monster is presented to other groups
next lesson.

323. Example lesson 4
Monster making
PRIMING: After playing Head, Shoulders, Knees and Toes,
introduce the words “
arms and legs”.
TASK 1: Students work in groups to make original
monsters. The teacher decides the body part, and one
person in each group rolls a die to decide how many of that
body part they all draw.
TASK 2: Once finished, the students decide which is the best
monster, and this monster is presented to other groups
next lesson.
TASK 3: Listening task. Students listen to the teacher and
complete their worksheet (see next slide).

324. Example lesson 4
Monster making
PRIMING: After playing Head, Shoulders, Knees and Toes,
introduce the words “
arms and legs”.
TASK 1: Students work in groups to make original
monsters. The teacher decides the body part, and one
person in each group rolls a die to decide how many of that
body part they all draw.
TASK 2: Once finished, the students decide which is the best
monster, and this monster is presented to other groups
next lesson.
TASK 3: Listening task. Students listen to the teacher and
complete their worksheet (see next slide).
TASK 4: Quiz making. Students volunteer to demonstrate a
sample question, and then students try in groups.