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

CCQ

Concept check questions

Sts

Students

Target language

Mingle

Clusters

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 (materials in Word)

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

S-S, mingle

the previous class - mingling activity

5-10 mins

Lead in

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

Small Groups,S-S,

pair

10 mins

Tell Sts to put them into order from first to last and match the

pictures to the times and actions .

Presentation

Small groups, S-S,

Elicit names of action activities /verbs using pictures and/or

(meaning,

T-Ss

mime.

form &

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

pronunciation)

15 mins

alphabetical order on the wall.

Practice

1.Handout cut up text to each pair

(controlled)

Tell sts to match chunks of text to pictures

S-S, SG

Read story to each other (once each)

Take away the pictures and scramble text; tell sts to sequence

20 mins

the text again without pictures

2. Set comprehension tasks

Support more or less according to individual ability

Production

Provide sts with flashcards of various action verb activities.

S-S, pair work/SG

(freer)

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

15mins

the 1^st person singular (same as the reader used in class, unless

you have introduced the 3^rd 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.

Homework

Teacher to photocopy the picture stories created by sts. At

home sts recreate their story in writing (see attached template)

Action Verbs

TEACHERS’ NOTES

Stage

Contents

Interaction

& timing

Warmer

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

S-S, mingle

lively activity. Depending on the group and pace you

5-10 mins

can use a timer or clap to change pairs.

Lead in

Group work is a good way to activate schemata.

Small

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

Groups,S-S,

the sts work in groups to try and match the action

10 mins

verbs with their labels and times, they will know

some. Finally elicit topic of today’s class.

Presentation

Elicit and record on board the TL. You can nominate

Small

(meaning, form

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

groups, S-S,

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

T-Ss

pronunciation)

in the morning or in the evening?’ What do you eat in

the morning; dinner or breakfast?’ ‘What time do you

15 mins

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.

Practice

There are various controlled practice activities, it’s

(controlled)

important to grade them - start with more

S-S, SG

controlled. Use flexi-stages- you might not be able to

complete all the activities, all depends on your group,

20 mins

pace, ability, etc

Production

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

S-S, /SG

(freer)

some early finishers- swap the children around and

create new groups, or combine existing SG or pairs to

keep the activity going.

15mins

A creative and personalized homework. The sts have

Homework

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.

Complete the sentences (verbs)

I _ _ _

_ _ at 7:30 in the morning. I _ _ _

breakfast. After that I _ _ _ _ a shower and _

_ _

_ _ _ _ _ _ _.

I _ _ to my English class at 9 o’clock. I _ _

home at 12 o’clock and I _ _ _ lunch. After

lunch I _ _ shopping at the supermarket.

Then I _ _ _ _ _ my house.

I _ _ _ _ dinner at 7 o’clock. I _ _ _ dinner

at 7:30. I _ _ _ _ _ TV. Then I

_ _ to bed at 10 o’clock.

Complete the sentences (nouns)

I get up at 7:30 in the _ _ _ _ _ _ _. I eat _ _ _

_ _ _ _ _ _. After that I have a _ _ _ _ _ _ and

get dressed.

I go to my English _ _ _ _ _ at 9 o’clock. I

go _ _ _ _ at 12 o’clock and I eat _ _ _ _ _.

After _ _ _ _ _ I go shopping at the

supermarket. Then I clean my _ _ _ _ _.

I cook _ _ _ _ _ _ at 7 o’clock. I eat _ _ _ _

_ _ at 7:30. I watch _ _. Then I go to _ _ _ at

10 o’clock.