Teacher
John Smith
Level
Junior beginner
Lesson Number
13
Date
21/9/10
Aims and Objectives: Grammar, vocabulary and spelling
Grammar point: Can you…?  Yes I can/No I can’t
Materials Needed: Pen, paper, board, flashcards
Time Activity (page/book/description) Interaction Purpose
10 mins Roll call and homework check Teacher- students Admin
10 mins A-Z vocabulary game: go around the class and each student says a word beginning with a given letter. If students fail to say a unique word or if they copy another student’s word they are eliminated. Student-student

 

Individual/as a class

Warm up

Speaking

10 mins
  • Introduce ‘Can You?’
  • Elicit verbs from the class
  • Present flashcards: Run, Swim, Jump, Sing.
Teacher-student

Student-teacher

 

As a class

Present Grammar

Speaking

 

Vocabulary

5 mins TPR: Do an action and have the class repeat it whilst saying the relevant word for the action. Teacher-student

Student-teacher

 

As  a class

 

Production of vocabulary

 

Drilling

10 mins Hide the flashcard: have a student stand out of the room and another hide the flashcard. Bring student back in to find the card. To guide the finder, other students chant the word; loudly when closer, quieter when further away. Student-student

 

As a class

Speaking

 

Drilling vocabulary

15 mins Card collection game: give each student a blank sheet of A4 paper. Divide it into 4 squares. Write a lesson vocabulary in each square. Tear the paper, each student has 4 word cards. Write on the board: A: ‘Look!’ B: ‘What?’ A: ‘Can you…?’ B:’Yes I can.’/’No I can’t’. If student has the word it gives away the card. Students race to become person A in the dialogue. The student with most cards after 10 mins wins. Student-student

 

As a class

 

 

Speaking

Writing

 

Drilling

10 mins Dodge ball: 2 teams. Divide room into halves, a team standing in each section. Team without ball ask ‘can you..?’ student on opposite team with the ball answers. If they give a correct response they throw the ball and attempt to eliminate a member of the opposite team. Student-student

 

2 teams

Speaking

 

Drilling

10 mins Board races: 2 teams lined up facing the board. Say a word, 1 student writes 1 letter then passes the pen back to the next in line. Student-student

 

2 teams

Spelling practice
10 mins Give homework and mark off student progress diaries Teacher-student

 

Individual

Admin
Class Notes & Homework: Activity Book page 17

Why is it a good lesson plan?

No lesson plan is perfect and every teacher has a different way of doing them. There are some general reasons why most ESL teachers would consider this a fairly good example of how a lesson plan should be done. Above all else, this plan is well organised. It is logically structured in terms of dealing with administrative duties and warm ups first then closely following the 4 Ps principle (P-prepare, P-present, P-practice, P-play) thereafter. The aims and objectives are laid out and it clearly shows the timings of each aspect, the different interactions and the purpose of each activity. Each game and activity is written out in detail which is incredibly useful during the lesson and for anyone else needing to look at the plan.