Greet the student and ask how they are, what time it is, and how the weather is in where they live. Either check the ss completion of homework in TLC time and review incorrect answers, and/or present ss with last class quiz from Dropbox lesson plan.

Show student the map of class objectives and ask CCQs to make sure they understand what certain facets are.

Go to the slide with the title SHORT O and phoneme /ɒ/. Solicit the sound from the student. If they don't know, board the word DOG with photo and solicit word. Ss repeats, holding out vowel sound: do-o-og. Ss reads the words on the short o list and T checks for pronunciation. T solicits short i sound in isolation: what sound do all these vowels share? HFW: T boards 6 sentences with the following sight words highlighted: want, because, was, what, once, and one. T explains that these words share the same short o sound and solicits the sound. Ss reads the words, holding out the short o sound, and circles the grapheme that represents the sound.

Board 2 sentences with pictures: Clara has some books. She read them yesterday. Give ss various sticky notes: subject pronoun, object pronoun, adverb of time, proper noun, quantifier, verb (x2). T gives ss 1 minute to match the sticky notes with the correct parts of speech. Tell ss that x are wrong, or remove wrong answers and let ss try again.

Board concept tree: determiners --> articles, demonstratives, poss. adjectives, quantifiers. T quickly solicits examples of articles and demonstratives and boards T highlights quantifiers category and solicits the quantifier from DGP. T boards sentences: Sara has some books. Brandon doesn't have any books. Do you have any books? Can I have some books? Meaning: T asks CCQs: Do we know how many books? In which sentence? Is some a big number? A small number? Draw cline to ensure meaning. Form: Solicit when to use some (aff. or interrogative asking for something) and any (neg., interrogative.) Quickly review pronunciation. What if I change books to singular? What if it's an uncountable noun? Controlled practice: cloze text: ss takes the quiz. T and S review any incorrect answers. Controlled practice 2: T boards 5 sentences in the affirmative present (simple x2, continuous, perfect, modal) with some, a, an; Ss transforms them to the - or ?. T and ss correct mistakes and review the concepts. Freer Practice: T boards sticky notes with common and impossible things found in a house. Ss and T take turns asking each other if they have a/an/any of the things in their house using quantifiers and articles.

T boards the sentence from the worksheet: Carmen went to the grocery store. Then, Carmen walked to the bank. Solicit: how can we improve this sentence? If necessary, highlight double use of name. What can we replace? (she) What if Carmen was Jose? (he) Solicit subject and object pronouns for all 6 categories thru expo, t and ss make a list to refer to in future classes.

T presents previously unkown vocab from lessons 1-3 using the 5 steps to vocabulary introduction: present flashcards; listen, repeat and circle. T dictates the words and ss spells them on board next to the corresponding picture. Then, ss recalls the words based on written definitions. Ss plays baamboozle: occupation & location, pronouns. T marks incorrect answers for revision in next class.

Remind ss that there are 4 parts to the KET (A2) exam, and each is worth 25% of the grade. Solicit what is expected in parts 1 and 2 of the listening exam. Write numbers 1 - 5 below and highlight 3, 4, and 5. Show ss examples of KET from Mock 1 and solicit what they are expected to do.

Present ss with irregular verbs list 7 and 8 and ask them to say the verbs (isolated) in French and conjugate them in the past simple (English.) If they cannot say the verb in French, put it in context (try to recycle vocabulary and structures from the lesson) and ask again. Mark the verbs on the list as green (w/o context) yellow (in context) or red (unknown) for further practice.

Read page 3 of The White Oryx for decoding. ID pronouns, articles... T changes sentences and ss edits. Or, teach irregular plural nouns and play a quiz game.

T congratulates ss on their performance and assures ss knows what to do for homework.