Young Learners Lesson Plans Pack - English Courses Online · especially with young children or...

Young Learners Lesson Plans Pack

Contents

Action verbs.....................................................................................................The alphabet....................................................................................................Animals...........................................................................................................Classroom objects........................................................................................Colours...........................................................................................................Days and months.........................................................................................Listening........................................................................................................Numbers........................................................................................................Reading..........................................................................................................Rhyming words.............................................................................................Shapes............................................................................................................Telling the time..............................................................................................Verb – to be...................................................................................................Weather..........................................................................................................Writing............................................................................................................

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Guide to the lesson plans

These lesson plans are in a very different style, using a lot of standard TEFL notation. They

also include guidelines on the interaction of each stage, for example, Teacher to Student (T-

S) or Student- Teacher (S-T). This helps us work out if we have enough student interaction

and student-centred activity in our lessons. For the notation and some of the terminology,

here is a key:

T-S Teacher to student

S-T Student to teacher

T-Ss Teacher to many students

WG Whole group

SG Small groups

CCQ Concept check questions

Sts Students

TL Target language

Mingle Students move round interacting with each other

Clusters Many small groups

HW Homework

© TEFL Org UK 3

TARGET LANGUAGE: Action Verbs

Objective: By the end of the lesson the sts will be able to:

- name daily action verbs, correctly pronounce and spell the TL (see materials)

*Please note that the attached materials are examples of activities only. The

teacher will need to adapt the materials to suit the sts’ needs

- ask/answer questions using action verbs

Assumed knowledge: simple question formation that needs consolidation

Length of lesson: 60 mins

Stage

Contents

Interaction

& timing

Warmer

Recap previous class, e.g. prepare a set of questions

based on the previous class – mingling activity

S-S, mingle

5-10 mins

Lead in

Put Ls into pairs/SG; handout a set of pictures (cut up) to

each pair

Tell Ls to put them into order from first to last and match

the pictures to the times and actions.

Small

Groups,S-

S, 10 mins

Presentation

(meaning,

form &

pronunciation)

Elicit names of action activities /verbs using pictures

and/or mime.

Drill words one by one; Ls to put classroom objects in

alphabetical order on the wall

Small

groups, S-

S, T-Ss

15 mins

© TEFL Org UK 4

Practice (controlled)

1.Handout cut up text to each pair

Tell sts to match chunks of text to pictures

Read story to each other (once each)

Take away the pictures and scramble text; tell sts to

sequence the text again without pictures

2. Set comprehension tasks

Support more or less according to individual ability

S-S, SG

20 mins

Production

(freer)

Provide sts with flashcards of various action verb

activities. Large piece of paper and glue. Sts work in

groups and come up with a character and create a story

based on the pictures (Speaking and Listening). Make

sure they know the story is in the 1st person singular

(same as the reader used in class, unless you have

introduced the 3rd

person sing in your adapted reader) To

keep the activity going you can join the small groups –

they then deliver a mini presentation of their stories.

S-S, pair

work/SG

15mins

Homework

Teacher to photocopy the picture stories created by sts.

At home sts recreate their story in writing (see attached

template)

© TEFL Org UK 5

TEACHERS’ NOTES

Stage

Contents

Interaction

& timing

Warmer

It’s important to start the lesson with a recap and a

lively activity. Depending on the group and pace you

can use a timer or clap to change pairs.

S-S, mingle

5-10 mins

Lead in

Group work is a good way to activate schemata.

Divide class in teams give each team a set cards. Let

the sts work in groups to try and match the action

verbs with their labels and times, they will know

some. Finally elicit topic of today’s class.

Small

Groups,S-S,

10 mins

Presentation

(meaning, form

&

pronunciation)

Elicit and record on board the TL. You can nominate

sts to come up to the board and write /blue tac the TL

so that the meaning is clear. Ask CCQs: Do you get

up in the morning or in the evening?’ What do you eat in the morning; dinner or breakfast?’ ‘What time do you go to college?’Be careful not to make the activity

drag for too long. Be in control so that the group is

interested and focused. Drill pronunciation. You can

vary drilling- whole class, one table, girls, boys,

everybody wearing green etc.

Next have the sts mount the objects on the wall in

alphabetical order using blue tac. Set a time limit. To

make the activities a bit more dynamic you can set

unusual timings e.g. 7mins.

It’s important to have interactive presentations where the learners take the lead and an active part.

Small

groups, S-S,

T-Ss

15 mins


There are various controlled practice activities, it s

important to grade them – start with more controlled.

Use flexi stages- you might not be able to complete all

the activities, all depends on your group, pace, ability,

etc

S-S, SG

20 mins

© TEFL Org UK 6

Production

(freer)

You need to be in control of the group. If you have

some early finishers- swap the children around and

create new groups, or combine existing SG or pairs to

keep the activity going.

S-S, /SG

15mins

Homework

A creative and personalized homework. The sts have

had some scaffolding for the HW in class- production

activity- speaking. Speaking activities should come

before writing activities as writing is the most difficult

productive skill which requires preparation and

guidance.

© TEFL Org UK 7

TARGET LANGUAGE: The alphabet


- Spell their names correctly (all)

- Spell peers/family/high frequency words names (most)

- What is your name?/ Can you spell it please?

Assumed knowledge: some high frequency words (meaning)


Stage

Contents

Interaction

& timing

Warmer

Recap previous class or try an exercise warmer with

music. Play music and give commands demonstrating

the activity: e.g jump on your right leg – pause music-

change command- hands up/hands down-pause music,

etc. etc.

Whole

group T-S

5-10 mins

Lead in

Give out sets of the alphabet on coloured paper folded in

half and pegs- to make a clothesline display. At this

stage the order of the letters is not important.

Small

Groups,

S-S,

5-10 mins

Presentation

(meaning,

form &

pronunciation)

Elicit topic of lesson- the alphabet. You can play an

alphabet song with actions. Next display each letter with

a corresponding picture (a- apple) and say the sound,

have the sts repeat, find the letter on the wall and touch

it. Do this for every letter. Drill pronunciation in various

configurations (WG, SGs, girls, boys)

Ask (CCQ ) questions- Is this ‘p’ or ‘b’? Nominate. Nadia point to the letter ‘c’, etc. Ying’s group- touch the letter ‘y’

Small

groups, S-

S, T-Ss,

WG

15 mins


1. Order the alphabet on the clothesline.

2. Order cards to make own name.

3. Palm tracing game.

4. Alphabet worksheet (flexi-stage)

S-S, SG

15 mins

Production

(freer)

1. What is your name? Can you spell it please?

2. Secret ID cards game.

S-S, pair

work,

mingle

Mingle

15mins

Homework

Make your own picture alphabet, with words of your

choice/ alternatively make your name into a picture

alphabet poster.

© TEFL Org UK 8

TEACHERS’ NOTES

Stage

Contents

Interaction

& timing

Warmer

An exercise activity can be a good start to the lesson,

especially with young children or challenging learners.

WG T-S

5-10 mins

Lead in


Divide class in teams give each team a set of colourful

letters of the alphabet, pegs and a string. The sts

arranged the cards on the string using pegs. At this

stage the order is not important. Mount the strings on

the walls around the classroom.

Small

Groups,

S-S,

5-10 mins

Presentation

(meaning, form

&

pronunciation)

Make sure you record the meaning and form on

display for reference during the lesson- letters with

corresponding pictures. Drill the sounds many times,

recap and drill again, ask concept check questions- use

the clothesline displays from the lead in (point, touch,

take off from the line, pick up, etc.) Depending on the

age of the children you can introduce some of the

alphabet only- e.g. the letters that form your sts’ short names.

Small

groups, S-S,

T-Ss

15 mins


There are various controlled practice activities, it is


Use flexi-stages- you might not be able to complete all


etc.

1. Sts order the letters on the clothesline in their

groups, they say the sound each time they

add/change a letter.

2. Distribute alphabet cards (one per pair/3) and

ask the sts to arrange the letters – their names,

family members’ names, etc. 3. Sts spell their names tracing the letters on each

others’ palms. Sts A –to close their eyes,

student B- trace their name/another word.

Student A say the letters out loud.

4. Time permitting – sts complete an alphabet

worksheet

S-S, SG

15 mins

Production

(freer)

You can grade production activities as well- from less

free to more independent ones. Mingling will help

with keeping the activity going. 1. Pair work- what is

your name? Can you sell it please?

S-S, pair

work

Mingle

© TEFL Org UK 9

2.Secret identity. Sts prepare secret ID cards – provide

simple template, using a different name of their

choice. Next sts mingle and Sts ask questions- What is

your name? Can you spell it please? Provide sts with a

worksheet where they can record their partner’s new names. * Sts don’t show their cards to each other, just spell out the names, student B has to write the name

down.

15mins

Homework

A creative and personalised homework. Learners can

practice the TL and share their L1 with the group.

Remember to mount the work in the following class,

even if it’s only for the class time (if you don’t have your own classroom). It’s very important to promote sts’ pride in their work. You can design an activity around the posters in lessons to come (continuity and

revisiting) e.g. a questionnaire.

© TEFL Org UK 10

TARGET LANGUAGE: Animals


- Talk about different pets (dog, cat, hamster, rabbit, goldfish, mouse, turtle, parrot,

horse, elephant and possessions (using "I have ...")

Assumed knowledge: numbers 1-10/ ‘do you have?’/ ‘ I have a’


Stage

Contents

Interaction &

timing

Warmer

Recap previous class, e.g prepare a set of cards based

on the previous class – on colour coded paper.

Whole Group/

Mingle

10 mins

Lead in

Play ‘cluster’ game. Whole Group,

clusters/mingle

10 mins

Presentation

(meaning,

form &

pronunciation)

Introduce the lexis. Elicit the TL and record on board.

You can nominate sts to come up to the board and

write /blue tac the TL. Drill pronunciation.

S-S, T-Ss, S-T

15 mins


Lexis race game. S-S- teams

20 mins

Production

(freer)

‘Do you have’- guessing game SG

15mins

Homework

Prepare ‘My pet’ (for those who have got a pet) and ‘My dream pet worksheets’(for those who don’t have a pet) The worksheets should contain prompts :

information and names, age, size, colour, favourite

activity, favourite food

TEACHERS’ NOTES

Stage

Contents

Interaction &

timing

Warmer

It’s important to start the lesson with a recap and a lively activity. Use colour coded paper- e.g. number

(2) yellow, ‘two’ white. Distribute cards, sts need to

mingle and find their matching pair. You can then

Whole

Group/Mingle

10 mins

© TEFL Org UK 11

have the sts say the numbers out loud.

Lead in

Play ‘clusters’- e.g. ‘get into groups of 4’- the sts

need form groups as quickly as possible, do

different number configurations

Whole Group,

clusters/mingle

10 mins

Presentation

(meaning, form

&

pronunciation)

Prepare flashcards before class e.g. dog, cat,

hamster, rabbit, goldfish, mouse, turtle, parrot,

horse, elephant. Elicit the animal names by slowly

revealing each card from behind the back of the

other card. Encourage the children to shout the

animal name. Make sure that you then drill the

lexis. Chorus the lexis a few times (give lots of

encouragement and praise) You can have some sts

record the TL on the board, e.g. by mounting the

flashcards, so that the image corresponds to the

word to clarify meaning. Ask CCQs pointing to the

cards: T’ Is this a dog or a cat?’ Sts ‘It’s a cat’. T: ‘Is this a horse?’ Sts; ‘ Yes, it ‘s a horse’/ yes, it is.’ T; ‘Is this a parrot?’ Sts: ‘No, it’s a turtle’

S-S, T-Ss

15 mins


Put the class into teams, so you have 2 to 4 teams in

total. Each team selects one person.

Teacher shouts out the word for one of the animals

on the board and one student from

each team must run up to the board and write the

word (anywhere

on the board is ok). The first person to write the

word, spelt correctly, wins a point for his/her team.

S-S, teams

20 mins

Production

(freer)



create new groups, or combine existing SG or pairs

to keep the activity going.

Distribute animal flashcards; tell the sts not to show

them to each other. Sts then try to guess what

animals they have on their flashcards. In stage 2 of

the activity you can distribute pictures with many

animals and play the same game.

SG

15mins

Homework

Make sure you give feedback in the next class. It is

a good idea to think of an activity around the HW in

the warmer section.

© TEFL Org UK 12

TARGET LANGUAGE: Classroom objects


- name a set of classroom objects, correctly pronounce and spell the names (see

materials)

- request classroom objects politely

Assumed knowledge: asking for personal information, simple question formation


Stage

Contents

Interaction

& timing

Warmer

Recap: asking for and giving personal information-

Getting to know you board game

S-S, mingle

5-10 mins

Lead in

Memory game – classroom objects

Small

Groups,S-

S, 10 mins

Presentation

(meaning,

form &

pronunciation)

In the classroom; identify and label common things

found in the classroom

Sts work in groups and match pictures of classroom

objects with their names

Elicit names of classroom objects using pictures or

realia.

Drill words one by one; Ls to put classroom objects in

alphabetical order on the wall

Elicit ways of asking for things in the classroom

Drill requests (i.e. Can I have a pen please?)

Small

groups, S-

S, T-Ss

15 mins


1.Ls to label classroom objects (stronger write full word;

weaker first letter- or graded activity-1st easier handout,

next the more difficult one)

S-S, SG

15 mins

© TEFL Org UK 13

2. Sts to complete In the classroom crossword*

*Sts may never have seen a crossword before- clear

instructions please!

3. Ls to unscramble requests in small groups

With a partner; request and respond to requests for

specific classroom objects

Production

(freer)

1.Play ‘Asking for things’ board game in small groups

2. Provide learners with bags of various classroom

objects or flashcards if more convenient and a list of

certain objects each e.g. 3 pens. 2 hole punches etc.

Learners mingle and ask for objects from their list to

complete their bag. Time it and make it into a race

against the clock.

S-S, pair

work

Mingle

15mins

Homework

Make a two language poster with classroom objects

using the pictures from lesson (L1 and English names)

© TEFL Org UK 14

TEACHERS’ NOTES

Stage

Contents

Interaction

& timing

Warmer

It’s important to start the lesson with a recap and a lively activity. Depending on the group and pace you

can use a timer or clap to change pairs.

S-S, mingle

5-10 mins

Lead in


Divide class in teams give each team a set of

classroom objects or flashcards. Arrange some

classroom objects on a table, or prepare a set of

pictures with various classroom objects; you can use

an SMART board if you have one. Let the sts look at

the objects for a certain amount of time e.g. 10

seconds, next cover the image/objects. The groups

have to recreate what they saw from memory. If you

do it against the clock- more competitive. Finally elicit

topic of today’s class.

Small

Groups,S-S,

10 mins

Presentation

(meaning, form

&

pronunciation)

Let the sts work in groups to try and match the

classroom objects with their labels, they will know

some. Next check, feedback and drill pronunciation.

You can vary drilling- whole class, one table, girls,

boys, everybody wearing green etc.

Next have the sts mount the objects on the wall in

alphabetical order using blue tac. Set time. To make

the activities a bit more dynamic you can set unusual

timings e.g. 7mins.


Small

groups, S-S,

T-Ss

15 mins






etc

S-S, SG

15 mins

© TEFL Org UK 15

Production

(freer)



with keeping the activity going.

S-S, pair

work

Mingle

15mins

Homework

A creative and personalized homework. Learners can

practice the TL and share their L1 with the group.

Remember to mount the work in the following class,

even if it’s only for the class time (if you don’t have your own classroom). It’s very important to promote sts’ pride in their work. You can design an activity around the posters in lessons to come (continuity and

revisiting) e.g. a questionnaire.

© TEFL Org UK 16

TARGET LANGUAGE: Colours


- name colours (number depends on level of group and age), correctly pronounce

and spell the TL

- ask/answer questions using the TL

Assumed knowledge: simple question formation that needs consolidation, high

frequency non abstract nouns e.g. examples of fruit/veg


Stage

Contents

Interaction

& timing

Warmer

Recap previous class, e.g prepare a set of questions

based on the previous class – throwing soft ball activity

Whole

Group

10 mins

Lead in

Put Sts into SG; distribute different coloured fruit and

veg- real or plastic, if not possible – flashcards. Ask sts

to rank the food from most to least favourite.

Small

Groups,

10 mins

Presentation

(meaning,

form &

pronunciation)

Elicit the TL and record on board. You can nominate sts

to come up to the board and write /blue tac the TL

Small

groups, S-

S, T-Ss

15 mins


1.If your classroom has lots of colorful posters on the

walls, this is a great activity to do if not make sure you

put some up prior to the lesson. Play ‘touch the colour’ game.

2. Colour the circle activity.

S-S, SG

20 mins

Production

(freer)

Provide sts with different coloured objects e.g. fruit/veg,

or flashcards if no access to realia. Sts pick up the

objects in turn and say I am an apple. ‘What colour am I?’ other sts have to answer. ‘You are red’ etc

S-S, pair

work/SG

15mins

Homework

Distribute colouring in sheets e.g. cupcakes- with colour

coding. Sts follow the colour coding instructions to

colour in the picture. Mount the picture in next lesson.

© TEFL Org UK 17

TEACHERS’ NOTES

Stage

Contents

Interaction

& timing

Warmer

It’s important to start the lesson with a recap and a lively activity. Use a soft ball to ask and answer

questions.

Whole

Group

10 mins

Lead in

Group work is a good way to activate schemata. If you

use realia sts will be even more engaged. Finally elicit

topic of today’s class.

Small

Groups, S-S,

10 mins

Presentation

(meaning, form

&

pronunciation)

Elicit the TL and record on board. You can nominate

sts to come up to the board and write /blue tac the TL,

the meaning needs to be clear. The images and

corresponding words will clarify the meaning. Be

careful not to make the activity drag for too long. Be

in control so that the group is interested and focused.

Drill pronunciation. You can vary drilling- whole

class, one table, girls, boys, everybody wearing green,

etc etc . Remember to use CCQs- Is this blue or red?,

what colour is this?,etc


To check understanding, distribute different coloured

paper. Say a colour and ask the sts to raise the relevant

card.

Small

groups, S-S,

T-Ss

15 mins






etc.

Touch the colour game: Demonstrate by shouting out

a color (e.g. "Red"). Run to a poster and touch

anywhere that has a red colour. Do the same for

another color.

Now have the students do the activity – shout out a

color and have them all run around the

classroom touching the colours around the classroom.

You can also nominate sts to lead the activity.

2. Colour the circle activity, mount on the walls

several sheets of paper with big circles. Hand out

crayons to sts. Demonstrate by saying a colour and

colouring in a small section of the circle. Sts follow

the instructions and say the name of the colour as they

S-S, SG

20 mins

© TEFL Org UK 18

do the colouring in. Move from circle to circle, change

colours, and produce colourful circles.

Production

(freer)



create new groups, or combine existing SG or pairs to

keep the activity going.

SG/ pairs

15mins

Homework

Make sure you give feedback and mount the sts’ work in the next class. It is a good idea to think of an

activity around the HW in the warmer section.

© TEFL Org UK 19

TARGET LANGUAGE: Days of the week, months of the year


- Recognise and use days of the week and months of the year

Assumed knowledge: basic question formation that needs consolidation and extension


Stage

Contents

Interaction

& timing

Warmer

Recap previous class, e.g. give out A4 scrap paper, sts

write a number of questions- one per page, next make a

paper ball and have a ball fight. Next sts pick a number

of paper balls each and ask/answer the questions in

small groups to maximize STT

Whole

Group/Small

groups

10 mins

Lead in

Order the dates game. S-S 10 mins

Presentation

(meaning,

form &

pronunciation)


You can nominate sts to come up to the board and write

/blue tac the TL. Drill pronunciation.

S-S, T-Ss,

S-T

15 mins


1. Order the days of the week and months.

2. Mingle to create words

3. Create words using alphabet cards

S-S, S-T,

SG, mingle

20 mins

Production

(freer)

My perfect week poster, using magazine cut outs.

Show what different activities you would like to do

each day and month.

SG

20 mins

Homework

Reinforcement- days of the week and months

worksheets.

TEACHERS’ NOTES

Stage

Contents

Interaction

& timing

Warmer

It’s important to start the lesson with a recap and a lively activity.

Whole

Group/SG

10 mins

Lead in Order dates- distribute a number of cards containing S-S 10 mins

© TEFL Org UK 20

various dates in different format e.g 02/12/10, 08/01/2002,

etc. Sts work in pairs and order the dates, against the clock

SG

Presentation (meaning, form

& pronunciation)

Prepare day flashcards before class. Elicit days and months

starting with today. Make sure you then drill the lexis.

Chorus the lexis a few times (give lots of encouragement

and praise) You can have some sts record the TL on the

board, e.g. by mounting the flashcards.

S-S, T-Ss

15 mins


1. Order the days of the week in pairs/ moths of the

year. Then drill pronunciation again and encourage

the sts to point to the word they say. 2. Hand out

parts of words (big cards, well visible cards) –

make sure they all go together (you might have to

divide some words in three) The children have to

mingle to create words- days of the week /months

and stand next to each other.

2. Give out sets of letters of the alphabet, shout out

words, the children have to race to make the words

in their groups.

S-S, S-T, SG

20 mins

Production

(freer)

You need to be in control of the group. If you have some

early finishers- swap the children around and create new

groups, or combine existing SG or pairs to keep the activity

going.

Sts work in pairs/indiv.- distribute cut out pictures of

various activities and /or magazines with pictures.

Encourage sts to create a poster – my perfect week/ year-

they can do this even if they don’t know the names of the activities. Praise and mount the posters.

SG S-S

20 mins

Homework

Make sure you give feedback in the next class. It is a good

idea to think of an activity around the HW in the warmer

section.

© TEFL Org UK 21

TARGET LANGUAGE: Listening


- Sing a song (Head, shoulders, knees and toes)

- Name parts of the body from the song

- Understand instructions based on the song and produce a relevant

picture/colouring

Assumed knowledge: basic knowledge of colours in English


Stage

Contents

Interaction

& timing

Warmer

Play the board game attached.

Small

Groups

10 mins

Pre teach

vocab

Pre teach vocab – parts of the body from the song.

Small

Groups, 15

mins

Predictive

skills

Sts work in small groups and predict the lexis used in the

song

Small

groups, T-

Ss, S-S

5 mins

Listening

for gist

Listen to find out whether the predictions were true and

also if the song is happy or sad.

T-Ss, S-S,

WG

5 mins

Listening

for detailed

information

------------

Follow on

activity

Go through the song a few times; pick up speed as the

children become more confident.

Follow on activity: Picture dictation- understanding and

following instructions.

S-S WG

15 +15

mins

Homework

The children draw their own monster picture and label it

(could add additional names of body parts if they know

more)

TEACHERS’ NOTES

Stage

Contents

Interaction

& timing

Warmer This activity focuses on speaking. The attached board Small

© TEFL Org UK 22

game is just an example. You can adapt it to your

learners’ needs and recap the previous lesson.

groups

10 mins

Pre teach

vocab

Pre teach vocab and concept check meaning in

feedback. E.g. point to your head and say ‘head’, encourage the children to repeat and point to their

heads. Do the same with the other lexis from the song.

Then point without saying the word- the sts have to

say it, alternate chorus responses and nominating.

Concept check meaning- e.g. point to your nose and

say ‘head?’. Distribute flashcards and names of parts of the body. Sts match the cards in pairs/small groups.

Feedback- nominate to come up to the front of the

class and mount the picture and the corresponding

word. Drill pronunciation again.

Small

Groups, 15

mins

Predictive

skills

Tell the sts they are going to listen to the song.

Distribute A 4 sketches of a person/ monster, etc. One

per group- ask the sts to tick the parts of the body they

think the song is about.

Small

groups, T-

Ss, S-S

5 mins

Listening for

gist

Sts listen to find out whether the song is happy or sad.

You may also check some of their predictions. Show

the actions for the song. Place both hands on parts of

the body as they are mentioned.

S-S,WG

5 mins

Listening for

detailed

information

---------

Follow on

activity

Model the song movements slowly, and then pick up

speed as the children become more confident.

The children follow instructions and do a picture

dictation. The teacher says: We are drawing a

monster. It has got three heads and five eyes, etc. You

can add colours as well. As you give the instructions

you can also elicit and drill the lexis again.

S- S WG

15mins

15 mins

Homework

A creative and personalised homework that is an

extension to learning.

© TEFL Org UK 23

TARGET LANGUAGE: Numbers


- Count from 1-10 (number depends on level of group and age), correctly

pronounce and spell the TL

- Follow and give instructions using the TL

Assumed knowledge: simple question formation that needs consolidation, high

frequency non abstract nouns e.g. classroom objects


Stage

Contents

Interaction

& timing

Warmer

Recap previous class, e.g prepare a set of questions

based on the previous class – on colour coded strips of

paper.

Whole

Group/

Mingle

10 mins

Lead in

Play number song – do all the actions with the children. Whole

group, S-

T,10 mins

Presentation

(meaning,

form &

pronunciation)


to come up to the board and write /blue tac the TL. Drill

pronunciation.

S-S, T-Ss

15 mins


1. Sts practise numbers 1-10

2. Put objects in the box

S-S, SG

20 mins

Production

(freer)

Organising a party- cue cards, budget. Making a poster S-S, pair

work/SG

15mins

Homework

Suitable number worksheets for your group.

TEACHERS’ NOTES

Stage

Contents

Interaction

& timing

© TEFL Org UK 24

Warmer

It’s important to start the lesson with a recap and a

lively activity. Use colour coded strips of paper- e.g.

question yellow, answer white. Distribute strips of

paper, sts need to mingle and find their question or

answer. You can then have the sts read the questions

and answers out.

Whole

Group/Mingle

10 mins

Lead in

Find a relevant number song with actions – e.g. The

Numbers Song. Pre teach the action words- jump,

kick, wiggle, etc. Play the song and do the actions

with the children. Make sure you have got enough

space.

Whole

Group,S-T,

10 mins

Presentation

(meaning, form

&

pronunciation)

Use some familiar objects to teach the

numbers (e.g. classroom objects, plastic fruit, veg

etc.). First, elicit each of the objects and put each one

on the floor / table in front of you

in a line. Then touch each object and slowly count

(T: "1 ... 2 ... 3"). Do this two or three times.

Then have the class all repeat as you count. Finally,

model this with a

couple of students – ask one or two kids to touch and

count the fruit as the rest of the class

watches (give lots of encouragement and praise) You

can have some sts record the TL on the board, e.g. by

mounting flashcards. Drill pronunciation. More

CCQs- How many pens? (raise hand with pens) Are

there 5 balls or 3 balls in the picture?

S-S, T-Ss

15 mins


There are various controlled practice activities, it’s important to grade them – start with more controlled.

Use flexi stages- you might not be able to complete

all the activities, all depends on your group, pace,

ability, etc.

1.Put the students in pairs/SG and give each pair a

number of objects (e.g. 3 plastic fruit, 3 cars, 3

pencils, etc.). Have the students practise counting

and touching the objects.

2. Distribute big boxes and objects. Sts work in small

groups. Throw the objects

all around the classroom. Demonstrate. Nominate a

student and ask them to put e.g. 5 pens into their box.

Make sure everyone counts along (1… 2 … 3). Then have the student count the objects as they put

them in the box. Next sts practise the activity in their

groups, taking turns.

S-S, SG

20 mins

Production

(freer)



SG/ pairs

© TEFL Org UK 25



Organising a party- prepare different scenarios on

cards and give each pair/group a budget and price

list. They need to agree on how many objects and

what kind of objects they need to buy for a party.

You can distribute flashcards, paper and glue; the sts

can then make a poster with their chosen objects and

talk about their poster to another group.

15mins

Homework

Make sure you give feedback in the next class. It is a

good idea to think of an activity around the HW in

the warmer section.

© TEFL Org UK 26

TARGET LANGUAGE: Reading

Objective: By the end of the lesson the sts will be able to

- Read a text about a family for gist and detail

- Name family members mentioned in the reader

Assumed knowledge: basic reading skills


Stage

Contents

Interaction

& timing

Warmer

Play the board game attached.

Small

Groups

10 mins

Pre teach

vocab

Pre teach vocab: e.g father-in – law, work part time.

You can make an ‘abc’ worksheet to do this. Sts circle the correct answer. Feedback. Drill pronunciation, check

meaning: CCQs : Is a father in law your father or your

wife’s father? * Please note the attached worksheets and readers are an example only- you might have to adapt

them to your learners’ needs.

Small

Groups, 5-

10 mins

Predictive

skills

Sts work in small groups and discuss answers to the

questions set by the teacher.

Reading out loud practice.

Small

groups, S-

S, T-Ss

10 mins

Skimming

reading for

gist

Sts read reader to answer the questions from the

predictive part of the lesson. 1st reading- individual, read

silently and follow the words with pen/finger. Next

feedback and have some group reading in small groups

out loud. Monitor and support. You can then nominate sts

to read out loud (whole group) individually or in

pairs/small groups sections of the reader. Make sure the

sts respect punctuation and use correct intonation. You

can vary the reading out loud tasks- read in a happy,

excited voice, sad voice, shout,etc

T-Ss, S-S,

indiv WG

15 mins

Scanning

for detailed

information

Follow on

activity

Sts engage in post reading activities. Examples attached,

to be adapted to learners’ needs.

Follow on activity: Sts make posters using pictures of

their family members- flip lesson- previous homework-

bring in pictures of family members. Present posters to

other class members.

S-S, pair

work/small

groups

15mins

15 mins

© TEFL Org UK 27

Homework

Prepare a ‘How many...? questionnaire’ on families. You

can provide learners with a template. They will use their

questionnaire in the next lesson How many uncles have

you got?etc

© TEFL Org UK 28

TEACHERS’ NOTES

Stage

Contents

Interaction

& timing

Warmer

This activity speaking. The attached board game is

just an example. You can adapt it to your learners’ needs.

Small

groups

10 mins

Pre teach

vocab


feedback.

Small

Groups, 5-

10 mins

Predictive

skills

Show the picture of the family. Give the sts questions

to think about and discuss in their groups to increase

STT, eg Do you think they are a happy family? How

old are the children? etc

Small

groups, S-S,

T-Ss

10 mins

Skimming

Sts read reader to answer the questions from the

predictive part of the lesson. 1st reading- individual,

read silently and follow the words with pen/finger.

Next feedback and have some group reading in small

groups out loud. Monitor and support. You can then

nominate sts to read out loud (whole group)

individually or in pairs/small groups sections of the

reader. Make sure the sts respect punctuation and use

correct intonation. You can vary the reading out loud

tasks- read in a happy, excited voice, sad voice,

shout,etc

S-S, SG,

WG, idiv

15 mins

Scanning for

detailed

information

---------

Follow on

activity

Read text for detail and engage in text based activities.

See above.

Making family posters, presenting to class members.

S-S, pair

work/small

groups

15mins

15 mins

Homework

A creative and personalized homework.

© TEFL Org UK 29

TARGET LANGUAGE: Rhyming


- Produce rhyming sounds of most the lexis used in the lesson accurately

Assumed knowledge: some high frequency words


Stage

Contents

Interaction

& timing

Warmer

Recap previous class, e.g. prepare a set of questions

based on the previous class – on colour-coded strips of

paper.

Whole

Group/

Mingle

10 mins

Lead in

Categorise flashcards. Whole

group, S-

T,10 mins

Presentation

(meaning,

form &

pronunciation)


to come up to the board and write /blue tac the TL. Drill

pronunciation.

S-S, T-Ss

15 mins


1. Read, colour in worksheets.

2. Running dictation

S-S, SG,

WG

20 mins

Production

(freer)

Rhyming poster S-S, pair

work/SG

15mins

Homework

Consolidation and extension. Prepare a short reading text

containing the rhyming words from the lesson. Sts have

to read the text out loud at home, underline the rhyming

words and write them under the text in the spaces

provided.

TEACHERS’ NOTES

Stage

Contents

Interaction

& timing

© TEFL Org UK 30

Warmer

It’s important to start the lesson with a recap and a lively activity. Use colour-coded strips of paper- e.g. question

yellow, answer white. Distribute strips of paper, sts need

to mingle and find their question or answer. You can

then have the sts read the questions and answers out.

Whole

Group/Mingl

e

10 mins

Lead in

Distribute flashcards or pictures of rhyming

words- number depending on the age. These are

my examples: hen, pen, duck, truck, car, star,

mouse, house, pail, whale, cat, hat, balloon,

spoon, chair, bear, frog, log, bone, cone, tree, bee,

block, and clock.

Sts divide the images into categories- animals and

things. They can then mount the pictures on the

wall.

SG, S-S 10

mins

Presentation

(meaning,

form &

pronunciatio

n)

Elicit names of the TL, do it in their rhyming pairs, have

the sts repeat, blue tac to the board. After a few

examples ask if the sts noticed anything- while eliciting

rhyming pairs point to your ear- ‘listen’. Continue drilling the words. Next nominate sts to come up to the

board and arrange the pictures and words into rhyming

pairs. Every time they find a pair they have to say the

words.

Ask concept check questions: ‘Is this a hat or a rat?’ (point to the image), ‘Hassan, point to the tree’, ‘Where is the bee?’

S-S, T-Ss

15 mins


There are various controlled practice activities, it’s important to grade them – start with more controlled.



etc.

1.Here are examples of rhyming worksheets, you can

make your own or download existing ones. These are

from www.enchantedlearning.com

http://www.enchantedlearning.com/books/abc/rhymingw

ords/

Sts colour in and label rhyming words.

Do a lot of chorus reading; mumble drills (where sts read

quietly mumbling the words to themselves), group and

individual reading.

2.Running dictation- place the rhyming words and

pictures on a wall, outside the classroom. Sts work in

small groups and take turns to run outside, look and a

word, remember , run back and ‘dictate’ to their group. You can differentiate the activity depending on the

ability of your sts- you could have a picture ‘dictation’

S-S, SG

20 mins

© TEFL Org UK 31

http://www.enchantedlearning.com/

http://www.enchantedlearning.com/books/abc/rhymingwords/

http://www.enchantedlearning.com/books/abc/rhymingwords/

for lower level sts- arrange a number of pictures outside

on the wall, and have the runners ‘dictate’ the name of the object- the other members of the group arrange their

set of pictures in order. For more able sts – you could

prepare simple sentences to dictate.

Production

(freer)

You need to be in control of the group. If you have some

early finishers- swap the children around and create new

groups, or combine existing SG or pairs to keep the

activity going.

Produce a rhyming word/image poster- use scissors,

glue, magazines, pictures/ flashcards. Pairs/small groups

to present their work to the class.

SG/ pairs, S-

S

15mins

Homework


good idea to think of an activity around the HW in the

warmer section.

© TEFL Org UK 32

TARGET LANGUAGE: Shapes


- Recognise and name each shape with 100 accuracy

- Name at least one defining characteristic of each shape

Assumed knowledge: some everyday object names, basic colours


Stage

Contents

Interaction

& timing

Warmer

Divide sts in small groups, distribute feely bags.

Set time limit. Feedback

Small

Groups

10 mins

Lead in

Colour the shapes using key provided.

Small

Groups, 5-

10 mins

Presentation

(meaning,

form &

pronunciation)

Sts work in groups and match different coloured shapes

to their names. Next check, feedback and drill

pronunciation. You can vary drilling- whole class, one

table, girls, boys, everybody wearing green, etc.

Ask differentiated questions: What color is the square?",

"Is the circle pink?" etc.

Record form on board.

Small

groups, S-

S, T-Ss

15 mins


Once you're sure your students understand the basic

vocabulary, split them into groups and explain you'll be

playing "Spin the Bottle".

T-Ss, S-S,

SG

mingle

15 mins

Production

(freer)

Producing abstract art. Distribute paper and coloured

pens/pencils.

S-S, pair

work/small

groups

15mins

Homework

What shapes and colours have you got at home? Name

(5) square objects, (5) rectangle objects, etc.

TEACHERS’ NOTES

Stage

Contents

Interaction

& timing

Warmer

This activity encourages group work and speaking.

Prior to the lesson fill in bags with different objects.

Small

groups

© TEFL Org UK 33

Distribute the bags- small groups and encourage the

sts to guess the contents. Set time limit. Ask the sts to

write down the names of as many objects as possible.

Reveal the winners.

10 mins

Lead in


Divide class in teams give each team a set of pictures

with different shapes, a colour key and colours to

colour in the shapes. Set time limit to make the

activity dynamic. Choose the winners- neat work and

the biggest number of coloured shapes.

Small

Groups, 5-

10 mins

Presentation

(meaning, form

&

pronunciation)

Let the sts work in groups to match the cards using the

TL . Next check, feedback and drill pronunciation.

You can vary drilling- whole class, one table, girls,

boys, everybody wearing green, etc.

To make the activities a bit more dynamic you can set



CCQs : Is this a square or a rectangle? Point to the

triangle. Draw a circle.

Small

groups, S-S,

T-Ss

15 mins


Place index cards on the floor in a circle with one half

of the circle having index cards with 'shapes' on them

and the other half with 'colours' ( don't write down the

vocabulary just either draw the shape or put on a block

of colour, so the students have to remember the

vocabulary themselves).

Put the glass bottle in the middle of the circle and tell

students when it is their groups turn, they must spin

the bottle and make a sentence from the two cards

they land on. When the bottle is spun, one end of the

bottle will be pointing to a colour and one to a square

card. So if a group spins the bottle and ends up with it

pointing to "red" and "rectangle", they can make a

sentence like "The rectangle is red" or "Is that

rectangle red?"

Every time a team creates a correct sentence, they win

a point. After 10 minutes, the team with the most

points wins.

**** To make the game even more interesting though,

make sure you have a couple of cards in the circle that

read "Double points" or "Miss a Turn" (adapted from

an activity used in class by a colleague)

S-S, SG

15 mins

Mingle

Production

(freer)

Producing abstract art. Sts work in pairs/small groups.

Distribute handouts with a list of sentences – different

shapes and colours. Group leaders don’t show the handouts to their groups. They give instructions –

‘The circle is black’, etc. the group members draw their shapes and colours. Next the work is displayed.

S-S, pair

work/small

groups

15mins

© TEFL Org UK 34

To keep the activity going, swap the group leaders

often.

Homework

A creative and personalised homework.

© TEFL Org UK 35

TARGET LANGUAGE: Telling the time

Objective: By the end of the lesson the sts will be able to

- Talk about daily routine using time expressions (revision and extension) *

Please note the materials provided are examples only, they can be adapted to the

age group of your learners

- Tell the time

Assumed knowledge: some daily routine expressions, numbers 1-100


Stage

Contents

Interaction

& timing

Warmer

Sts arrange cut out cards- daily routine in order, next

mount on wall using blue tac- give time limit (race?)

Feedback asking differentiated questions.

Small

Groups

10 mins

Lead in

Number game- to revise numbers. Sts work in small

groups- they get a set of maths/number questions. Give a

time limit e.g. 5 mins- how many questions are you able

to answer correctly in 5 mins?

Small

Groups, 10

mins

Presentation

(meaning,

form &

pronunciation)

This can be a very practical activity; make use of the

mini clock faces, clocks in the classroom and learners

watches etc

Use clock face to elicit numbers and language o’clock, quarter past/to, half past

Ls can label blank clock face in groups (within

materials) or draw their own. Make sure you also record

the TL on the board (with the help of the sts- nominate to

come up to the board) Drill questions and answers- What time is it? It’s…

Small

groups, S-

S, T-Ss

15 mins

Practice

Use pictures as prompts to elicit target language from Ls; write on

T-Ss, S-S,

© TEFL Org UK 36

(controlled)

the board

Write questions on the board; drill each question as a whole group

and then nominate one or two Ls to drill the question on their own

Model mingling activity by asking 3 learners a question each- elicit

answers to questions (I get up at 7 o’clock; show Ls how to record the information on their sheet.

Facilitate mingling activity

Take feedback; correct errors as a group

SG

mingle

15 mins

Production

(freer)

Groups come up with daily routines using time for

imaginary characters.

Next groups present their characters- each member o the

group needs to say something (team work and

presentation skills)

S-S, pair

work

15mins

Homework

Time Yourself

How long does it take you to do different things? Brush

your teeth/eat breakfast/get to school/have a

shower/clean your room/do 10 star jumps/ hop around

the garden etc. What can you do in two minutes?

Try lots of different things!

OR

TV Times

If you watch TV, when are your favourite programmes

on? What time do they finish? How long are they on for?

Who spends the most time watching TV in your house?

On which day do you watch TV the most/least?

TEACHERS’ NOTES

Stage

Contents

Interaction

& timing

Warmer

This activity encourages group work and speaking.

There are no good/bad answers. It is also a kinesthetic

activity- ordering cards +mounting them on the wall

as a team. In feedback differentiate nominated

questions based on the daily routine order provided by

each group. e.g. less able sts- Anna What do you do

before you have breakfast- brush your teeth or have a

Small

groups

10 mins

© TEFL Org UK 37

shower? More able sts – Saima ask Ben a question

about having lunch.

Lead in


Divide class in teams give each team a set of

maths/number questions, preferably a long list, the

aim is not to answer all the questions but to try to do

as many as possible correctly. You can mix digits with

written number words e.g. Fifteen + fifty=/ three x 8=,

etc. To ensure fast feedback swap handouts around

(each group gives their work to the group on their

right clockwise) and provide sts with answers. Sts

mark each other’s work in groups. Sts will need to

know numbers in order to tell the time (tricky words

e.g. 15/50)

Small

Groups, 10

mins

Presentation

(meaning, form

&

pronunciation)

Let the sts work in groups to try to label the clock

using the TL they will know some. Next check,

feedback and drill pronunciation. You can vary

drilling- whole class, one table, girls, boys, everybody

wearing green etc. Depending on age you can

encourage using colours, colouring the clocks in, etc.

To make the activities a bit more dynamic you can set



Small

groups, S-S,

T-Ss

15 mins






etc

S-S, SG

15 mins

Mingle

Production

(freer)


free to more independent ones. Provide groups with

pictures and names of the imaginary characters and a

short description that will prompt the choice of timing

and daily routine for the character. E.g. Rupert is a

very lazy boy. He likes sleeping and watching TV. He

S-S, pair

work

15mins

© TEFL Org UK 38

eats a lot of sweets, etc.

Homework

A creative and personalized homework that offers the

sts a choice. Sts decide which activity they want to do-

very important for learner autonomy and taking

responsibility for own learning.

© TEFL Org UK 39

TARGET LANGUAGE: I am/you are/he is/ she is/ we are and corresponding

questions.


- Recognise and use the TL in positive/negative and interrogative forms.

- Assumed knowledge: simple greetings, how are you, pronoun ‘I’


Stage

Contents

Interaction

& timing

Warmer

Recap previous class or try an exercise warmer with

music. Play music and give commands demonstrating

the activity: e.g. jump on your right leg – pause music-

change command- hands up/hands down-pause music,

etc.

Whole

group T-S

5-10 mins

Lead in

Sts work in groups, distribute pictures/flashcards of

various food and drink items. Sts have to categorise the

food and drink under a tick (like) and cross (don’t like) that you have put up on the walls around the room.

Small

groups S-S,

5-10 mins

Presentation

(meaning,

form &

pronunciation)

Use a flashcard or sketch a picture on the board of a

person thinking of food. Make a sad face and pat your

stomach to gesture ‘ I am hungry’- encourage the sts to

repeat and gesture at the same time. Put hungry on the

board and ‘I am hungry’ next to the picture. Do the same for thirsty. Introduce the negative form by moving

your head (make sure you use the relevant cultural

gesture for ‘yes/no’) and say ‘ I am not hungry. I am

thirsty’ Have the sts repeat. To introduce the interrogative form, ask ‘ Am I hungry?’ and show the action.

All the time engage the sts and have them perform the

actions and repeat.

Do the same for ‘you’, ‘he’, ‘she’,’ we’- using gestures

and pointing going through the sequence of positive,

negative and questions. Use images and gestures to

enhance meaning. Record on board and drill

pronunciation.

S-S, T-Ss,

WG

15 mins


https://www.youtube.com/watch?v=1Q2jOnkNf-M

Sing the first line of the song using actions, the sts

repeat, you can.

Now play the pronoun Genki English song. Sing along

and do the actions.

You can sing the song a few times.

WG

15 mins

© TEFL Org UK 40

https://www.youtube.com/watch?v=1Q2jOnkNf-M

Production

(freer)

Here is a nice activity adapted from

www.genkienglish.net

1. Sts work in pairs

2. The first person in the pair says "I am ..." e.g. I am

cold.

3. The other person in the pair makes it into a "you"

sentence, e.g. "You are cold"

4. Repeat from step 2.

5. If the first person says "I am a dinosaur" then both

players have to race and touch the nearest wall.

6. The fastest person to the wall gets a point!

7. They repeat with the other person asking questions.

8. After a while get them to make groups of 3 and

mingle

9. Now one person says "I am..." and the other two say

"He is ..." or "She is...". The game can be adapted to

‘we’ and ‘they’ as well.

S-S, pair

work

Mingle

15mins

Homework

Reinforce TL – various worksheets- pronouns + BE

TEACHERS’ NOTES

Stage

Contents

Interaction

& timing

Warmer

An exercise activity can be a good start to the lesson,

especially with young children or challenging learners.

WG T-S

5-10 mins

Lead in

Group work is a good way to activate schemata. For

this activity the sts don’t need to know the English words for the food and drink, make sure the pictures

are explicit so that they can understand the meaning

straight away. The lead in is to activate schemata.

Small

Groups, S-S,

5-10 mins

© TEFL Org UK 41

Presentation

(meaning, form

&

pronunciation)

Make sure you record the meaning and form on

display for reference during the lesson- letters with

corresponding pictures. Drill the sounds many times,

recap and drill again, ask concept check questions- use

closed yes/no questions and images- Are you hungry?

Is he thirsty?

Make sure you engage the sts instead of lecturing.

You can nominate sts to lead the drill, and prompt

them with pictures and gestures etc.

S-S, T-Ss

15 mins


1. Play the song and perform the actions.

SG, S-S

song

15 mins

Production

(freer)



with keeping the activity going.

You can suggest some high frequency words your sts

know and put them on the board for inspiration.

S-S, pair

work

Mingle

15mins

Homework

We can’t over rely on worksheets, however it can be a good reinforcement of the TL, which many sts and

their parents will appreciate.

© TEFL Org UK 42

TARGET LANGUAGE: Weather


- recognize and use weather expressions e.g. It’s sunny, it’s rainy, it’s windy, it’s

cloudy, it’s snowy, it’s foggy, it’s hot, it’s cold.

Assumed knowledge: it’s /it isn’t


Stage

Contents

Interaction

& timing

Warmer

Recap previous class, e.g. prepare a set of cards based on

the previous class – on colour coded paper.

Whole

Group/

Mingle

10 mins

Lead in

Play ‘what can you see outside game’. Whole

Group,/S-S

10 mins

Presentation

(meaning,

form &

pronunciation)


You can nominate sts to come up to the board and write

/blue tac the TL. Drill pronunciation.

S-S, T-Ss,

S-T

15 mins


1. Touch the picture.

2. Memory card game.

S-S, S-T,

SG

20 mins

Production

(freer)

Weather posters and mini presentations. SG

15mins

Homework

Record the weather for a week- prepare table on

worksheet- time of the day, date, weather pattern, etc.

TEACHERS’ NOTES

Stage

Contents

Interaction

& timing

Warmer It’s important to start the lesson with a recap and a Whole

© TEFL Org UK 43

lively activity. Use colour coded paper- e.g. number

(2) yellow, ‘two’ white. Distribute cards, sts need to

mingle and find their matching pair. You can then

have the sts say the numbers out loud.

Group/Mingle

10 mins

Lead in

Play ‘what can you see outside’ motion sts to the window. Give time to look and take in as many

details as they can. They go back to their seats and in

pairs make a list of as many things they can

remember. Compare answers, elicit/tell the group the

topic of the lesson.

Whole

Group,/S-S

10 mins

Presentation

(meaning, form

&

pronunciation)

Prepare weather flashcards before class. Elicit the

weather words by slowly revealing each card from

behind the back of the other card. Encourage the

children to shout the weather words. Make sure you

then drill the lexis. Chorus the lexis a few times

(give lots of encouragement and praise) You can

have some sts record the TL on the board, e.g. by

mounting the flashcards, so that the image

corresponds to the word. Ask CCQs- pointing to an

image: T‘Is it sunny?’ Sts, ‘No, it’s rainy’. For less able sts- T ‘ is it sunny or rainy’.

S-S, T-Ss

15 mins


1.Play the game. Teacher shouts a weather word, the

sts have to run to the picture and touch it. It is a good

idea to have multiple pictures of the same word

around the class. Have the sts repeat the word every

time.

2. Card memory game- sts work in groups. Each

group gets 2 sets of weather cards. Shuffle the cards

and lay them face down. Turn over two cards, if they

are different turn them, if they are the same remove

them from the game. Say the words out loud.

S-S, S-T, SG

20 mins

Production

(freer)





Distribute weather words and pictures, glue. Sts

make weather posters for different seasons in their

city. They then present the posters to the other

groups (mini presentations)

SG S-S

15mins

Homework


good idea to think of an activity around the HW in

the warmer section.

© TEFL Org UK 44

TARGET LANGUAGE: Writing


- Describe a picture of a bedroom in speaking and writing

- Create a personalized booklet describing a bedroom

Assumed knowledge: basic reading skills, some names of furniture


Stage

Contents

Interaction

& timing

Warmer

Draw a picture of your bedroom

Small

Groups/Indiv.

10 mins

Pre teach

/consolidate

and expand

vocab

Pre teach/expand and consolidate vocab- match

flashcards – with lexis – bedroom furniture, arrange in

alphabetical order. Check meaning.

Small

Groups, S-S

5-10 mins

Describe the

picture

(speaking)

Sts work in small groups and describe their pictures

(warmer stage)- speaking.

Small groups,

S-S,

15 mins

Describe the

Picture

(writing)

Sts work on their pictures and describe them in writing.

Next they read out their descriptions to each other.

T-Ss, S-S,

indiv.

15 mins

Create

booklets

Sts create their booklets about their bedrooms; add

adjectives, words/sentences, and descriptions. Share

work with peers.

S-S, pair

work/small

groups/ indiv.

15mins

Homework

Enrich the booklets to describe the rest of the house/flat.

Add pictures and descriptions.

TEACHERS’ NOTES

Stage

Contents

Interaction

& timing

Warmer

Draw a picture of your bedroom. Provide sts with

paper and coloured drawing stationary. At early stages

Small

groups/

© TEFL Org UK 45

of teaching writing it is a good idea to focus on

something personal to the learners- e.g. family, house,

school, town.

Indiv.

10 mins

Pre teach/

consolidate

and expand

vocab


feedback. Match flashcards with the lexis, arrange in

alphabetical order. Feedback to check meaning- hold

up a flashcard and ask e.g. flashcard of bed ‘Is this a wardrobe?’ sts- No, it’s not. It’s a bed? ‘ etc.

Small

Groups, 5-10

mins

Describe the

picture

(speaking)

Be sure to provide plenty of chances for your students

to talk about and share pictures. Children enjoy

talking about people, places and events that are

important to them. Let them share their pictures and

thoughts about these pictures with each other. This

also gives them a great opportunity to review and

practise the TL. It helps them remember what they

already know and builds confidence.

Small

groups, S-S,

T-Ss

15 mins

Describe the

picture

(writing)

Sts write their descriptions; depending on the level

they can either write single words, whole sentences or

short paragraphs. The teacher can elicit and put some

model sentences on the board, e.g. ‘There is/ there

isn’t’, Next the sts read out their words/sentences to each other,

S-S, SG,

indiv.

15 mins

Create

booklets

Sts work on their booklets, they add pictures,

adjectives, some more sentences / longer sentences,

connectives. Next they share their work in pairs, then

small groups.

S-S, pair

work/small

groups/indiv.

15mins

Homework

A creative and personalized homework. Children

should be provided with realistic reasons to write.

Activities should be interesting and linked to the sts’ interests.

© TEFL Org UK 46

Young Learners Lesson Plans Pack - English Courses Online · especially with young children or...

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Transcript of Young Learners Lesson Plans Pack - English Courses Online · especially with young children or...