InterExchange Working Abroad Beginner Lessons · ©2015&InterExchange,&Inc.! 1!...

©2015 InterExchange, Inc.

1

Lesson Pack for Beginners This lesson pack is a guide for teaching young learners/lower-‐grade elementary students who are beginners. With young learners, songs, chants, and lots of movement are important. As their attention spans are short, you’ll want to change up activities often. Don’t introduce too much vocabulary in one lesson for little ones. You can easily modify these lessons for older learners by taking out some of the chants, songs, and activities that older learners would perhaps find silly and boring (for example, coloring activities). Many of these lesson topics will need to be taught over the course of several days or weeks. These lessons are intended to give you a model of how to introduce content and different activities to engage students. Lesson Plan Key: S = student T = teacher S-‐S = students interact T-‐S = teacher and students interact PPT = PowerPoint Presentation Drill chorally = teacher says the term/expression and the entire class repeats it Drill individually = teacher says the term/expression and one student repeats it Pics = pictures N/A = not applicable Vocab = vocabulary


2

Lesson Topics for Beginners: Intro/Icebreaker: Getting to Know Each Other

Family + Friends

Intro/Icebreaker: Class Rules/Getting to Know Each Other

Days of the Week

Greetings + Farewells

Months

Classroom Vocabulary

Seasons + Weather

Classroom Commands

Holidays – Halloween

Emotions

Holidays – Thanksgiving

Alphabet

Holidays – Valentine’s Day

Basic Numbers

Routine Activities

Colors + Shapes

My Home

Parts of the Body

Sports/Activities

Aches and Pains

About Town

Describing People (Physical + Personality Traits)

Transportation

Food + Meals (+ Expressing Likes/Dislikes)

Animals

Clothes


3

Sample Intro/Icebreaker Lesson 1: Getting to Know Each Other Grade (Level): Young learners/lower-‐elementary Objectives: -‐ Students will introduce themselves and learn their classmates’ names -‐ Students will learn basic vocabulary for family members and friends (mom, dad, brother, sister, friend) Key Expressions: “I am…” / “He is…” / “She is…” Time Stage Procedure Interaction Materials

5 min Warm-‐up 1. Welcome Ss and introduce yourself (write your name on the board) 2. Show PPT of key expression “I am [insert name]” and point to yourself as you say it (might be good to have expression written in Ss’ native language)

T-‐S PPT

5 min Guided Practice / Activity 1

Name Game Practice 1. Arrange class in a circle and holding a ball say, “I am [name]”, then pass the ball to the S next to you and encourage S to say “I am [and their name]. Pass the ball around until everyone has said their name 2. When ball comes back to you say, “She is [name of S who passed you the ball] and I am [name]” as you pass the ball. 3. Encourage the next S to say your name and their name in the manner you just did

T-‐S Ball

10 min Production / Activity 2

Name Game Divide Ss into two circles and give each circle a ball; explain that the first circle in which each member successfully says the correct name of the S who passed them the ball wins a point (play three rounds until you declare a winner) Alternative: can introduce other info if this is too easy (Ex: “She is Min and she has a cat. I am Buyoung and I have a dog…”]

S-‐S Balls

10 min Activity 3 1. Hold up a blank piece of paper and fold it slowly in front of the class and write your name on the front w/ marker 2. Distribute paper and markers and instruct Ss to create name tags (and show them how to prop it on their desks)

T-‐S Paper & markers

10 min Wrap-‐up About Me 1. So Ss can get to know you better -‐ show pics of you and family/friends. Try to elicit Ss to guess who the people are in the photos (mom, dad, brother/sister, friend). Write the words on the board as you say them (might be good to translate in Ss’ native language) 2. If time remains, ask Ss to draw their family and label each member (keep vocab on board)

T-‐S, S PPT/paper & markers


4

Sample Intro/Icebreaker Lesson 2: Class Rules/Getting to Know Each Other Grade (Level): Young learners/lower-‐elementary Objectives: -‐ Students will learn their classmates’ names -‐ Students will be able to associate the colors green, yellow, and red with “go/slow down/stop” Key Expressions: “Go/slow down/stop” and “green light, yellow light, red light” Time Stage Procedure Interaction Materials

5 min Warm-‐up Welcome Ss and instruct them to stand and tell them you’re going to teach them a song (might want to write “song” in their native language on the board). Teach Ss “Head & Shoulders, Knees & Toes” and mime the actions, encouraging Ss to follow along.

T-‐S N/A

5-‐8 min Intro Class Rules Show a PPT of pictures illustrating class rules (Ex: picture of S raising their hand to talk, a giant “x” on a picture of a S attempting to hurt another S, etc.) – might be helpful to translate “class rules” in Ss’ native language.

T-‐S PPT


Duck-‐Duck-‐Goose with Names (practice) To help Ss remember everyone’s name, arrange class in a circle and have each S say their name. Then walk around the outside of the circle, gently touching the top of Ss’ heads as you say their name. Select one to be “it” and encourage that S to chase you around the circle and tag you. Let him/her catch you and instruct the S to do the same thing you did on the outside of the circle.

T-‐S, S-‐S N/A


Duck-‐Duck-‐Goose with Names Play several rounds so that each S has a turn walking around the circle saying names.

S-‐Ss N/A


Red Light! Green Light! (practice) 1. Hold up one of the color circles at a time and introduce the vocabulary, ask Ss to repeat after you. Then call on individual Ss to answer when you hold up a circle. 2. Show illustration of cars moving when traffic light is green, slowing down when yellow, and stopping when red (or show short video clip). 3. Then ask Ss to stand in a line facing you and to run/walk quickly forward when you display the green circle (and say “green light!”) etc.

T-‐S Color Circles / PPT or video clip


Red Light! Green Light! Invite individual Ss to come to the front and control the traffic lights.

S-‐S Color Circles

5 min Wrap-‐up Review the class rules again. If you have your own classroom, it might be a good idea to post them on the wall.

T-‐S PPT w/ rules


5

Sample Lesson: Greetings and Farewells Level (Level): Young learners/lower elementary Objectives: -‐ Students will be able to greet each other, ask someone his/her name, where they are from, and wish each other farewell Key Vocabulary/Expressions: -‐ Hello / Hi / Good Morning / Good Afternoon / Good Evening / Goodbye / Bye / Goodnight -‐ What is your name? / My name is… / Where are you from? / I’m from… Time Stage Procedure Interaction Materials

5 min Warm-‐up Welcome Ss and instruct them to stand and tell them you’re going to teach them a song (might want to write “song” in their native language on the board). Teach Ss “Ring Around the Rosie.” Form a circle with Ss and move around as you sing.

T-‐S N/A

10 min Intro Greetings and Farewells 1. Introduce the new vocabulary with PPT pictures or flashcards. 2. Drill chorally and individually 3. Do a Greeting and Farewell Chant with Ss (have them stand as they chant)

T-‐S PPT or Flashcards

7 min Guided Practice

Greetings and Farewells Practice 1. Perform a short dialogue (using a greeting and other key expressions) with sock puppets 2. Do the same dialogue a couple times and then elicit Ss to answer for the puppet, by holding up a flashcard of the term/expression.

T-‐S Sock Puppets & Flashcards


Greeting & Farewell Line 1. Divide Ss into two equal lines, facing each other. Student A will greet Student B, student B greets back, A asks “What is your name?”, B answers, then A asks “Where are you from?” and B answers. If you have a co-‐teacher, model the dialogue with him/her. 2. Help Ss by holding the respective flashcard up that contains the expression they should use (do one pair at a time so Ss can hear) 3. Flip the dialogue, so Student B now leads in asking the questions.

T-‐S, S-‐S Flashcards


Tracing Pass out worksheets and crayons with the key terms and expressions along with dashed letters that spell them out for Ss to trace. Show Ss what to do and then walk around and help them.

S-‐S Worksheets & Crayons

5 min Wrap-‐up Have Ss stand and do the Greeting Chant again. T-‐S N/A


6

Sample Lesson: Classroom Vocabulary + Essential Communication Level: Young learners/lower elementary Objectives: -‐ Students will be able to name and identify classroom items Key Vocabulary/Expressions: -‐ Window, door, book(s), bookcase, notebook, paper, pencil, pen, desk, chair, bookcase, teacher, student, classroom -‐ May I go to the nurse? / May I go to the bathroom? / I don’t understand Time Stage Procedure Interaction Materials

5 min Warm-‐up Do the Greeting and Farewell Chant or sing a song with Ss T-‐S N/A

8 min Intro Classroom items 1. Introduce the new vocabulary with PPT or flashcards 2. Drill chorally and then individually as you show/touch the classroom items



Go to the Correct Spot (arrange in advance) 1. Label different objects around the room and instruct Ss to run to the object or point to it when you shout out its name. Then instruct individual Ss to go to specific objects [5 min] 2. Pass out worksheet w/ pictures of various items and instruct Ss to write the correct term next to it. Then ask Ss to orally give answers.

T-‐S, S-‐S Item/area labels & Classroom Worksheet

5-‐8 min Guided Practice / Activity 2

Essential Communication Pass out Essential Communication Vocabulary Sheet and show a PPT with illustrations of the various essential requests – drill chorally and individually

T-‐S PPT / Vocabulary Sheet


Essential Communication Worksheet Tell Ss to put their vocab sheet away and pass out worksheet with various pictures. Ss can work in pairs to come up with the appropriate request. Go over as a class.

T-‐S, S-‐S Worksheet

5 min Wrap-‐up Ask Ss if they have any questions and if time remains, hold up different objects and elicit Ss to identify them

T-‐S N/A


7

Sample Lesson: Classroom Commands Level: Young learners/lower elementary Objectives: -‐ Students will be able to identify and follow classroom commands Key Vocabulary/Expressions: -‐ Listen, be quite, sit down, stand up, come here, read, write, open your book, close your book, open the door, close the door -‐ Walk, run

Time Stage Procedure Interaction Materials

5 min Warm-‐up Do the Greeting and Farewell Chant or sing a song with Ss T-‐S N/A

10 min Intro Classroom items 1. Introduce the new vocabulary with PPT or flashcards 2. Drill chorally and then individually as you mime/do the actions of the terms (when possible and have Ss follow along so that they are moving)



Follow My Commands 1. Have the Ss stand up, then command them to sit down (show PPT visual of the action you want them to take). Then ask them to stand up again. Do this a couple of times with visuals, and then without. 2. Do the process in #1 with all the key terms

T-‐S PPT


Match It Pass out a worksheet with images of the commands in one column and the commands in another. Instruct Ss to draw a line between the image and the command. Walk around and help Ss.

T-‐S, S Worksheet & Crayons


Simon Says Play Simon Says, incorporating the new vocabulary when you can.

T-‐S N/A

5 min Wrap-‐up Review classroom objects by shouting the term and running with Ss to the object T-‐S N/A


8

Sample Lesson: Emotions Level: Young learners/lower elementary Objectives: -‐ Students will be able to identify basic emotions and identify how they feel when asked, “How are you?” Key Vocabulary/Expressions: -‐ Happy, sad, mad, tired, hungry, scared, sick, thirsty, hurt, hot, cold -‐ How are you? / I’m [insert emotion]


5 min Warm-‐up Sing a song or do a chant T-‐S N/A

10 min Intro Emotions 1. Introduce the new vocabulary with PPT or flashcards 2. Drill chorally and then individually, holding up a flashcard/showing PPT slide as you the same term/expression



Emotions Memory 1. Set up memory cards, then hold one up with an image and elicit S to say the emotion. Then look for it’s match, showing each card you hold up and saying, “That’s not a match” to all cards that don’t match. When you find the match, excitedly exclaim it and hold up both cards together 2. Place Ss in pairs and give each pair a set of memory cards and instruct them to play, looking for matches

T-‐S, S-‐S Memory Cards

10 min Production Draw it 1. Bring paper plates with faces drawn on them, each plate exhibiting a different emotion. Hold up each plate and elicit Ss to tell you the emotion 2. Give each S a paper plate and a specific emotion and ask them to draw that on the plate

T-‐S, S Paper Plates & Crayons

5 min Wrap-‐up Have Ss stand and teach the song “If you’re happy and you know it” (incorporate other emotions, Ex: “If you’re sad and you know it, cry boo-‐hoo!”)

T-‐S N/A


9

Sample Lesson: Alphabet Level: Young learners/lower elementary Objectives: -‐ Students will be able to cite the alphabet in order and correctly pronounce the sound of each letter Key Vocabulary/Expressions: Letters of alphabet Time Stage Procedure Interaction Materials

5 min Warm-‐up Have Ss stand and sing “If you’re happy and you know it”

T-‐S N/A

5 min Intro Introducing the Alphabet Tell Ss that today they will learn the alphabet. Hold up an alphabet letter flashcard (with upper-‐case and lower-‐case letters) and chorus (you say it and Ss repeat) the letter 3-‐5 times, then ask Ss to individually say the letter. Go through each letter (might want to just do half of the alphabet if Ss are very young)

T-‐S Letter flashcards


Practicing the Alphabet 1. Then show the letter again and elicit Ss to tell you what it is 2. Sing the alphabet song, changing flashcards as a new letter is introduced, and/or find an animation or video to show Ss. Encourage Ss to sing along.

T-‐S Letter flashcards/ PPT

10 min Production Alphabet Line-‐Up Give each S an alphabet flashcard. Play the ABC song and have Ss skip around in a circle singing along. Stop the music at random points and have Ss line up in the correct alphabetical order (for the first round keep the entire alphabet up on the board/on a PPT slide). Play a few rounds. (For older kids, play a popular song)

T-‐S, S-‐S Letter flashcards

10 min Assessment

Alphabet Memory 1. Divide Ss into groups of 3-‐4 and give one group a deck of alphabet cards w/ 2 cards of each letter. Tell other groups to watch as you place them all face down, pick up one, say the letter, and look for it’s match by picking up one other card (which you also say). If it’s a match, pick it up and put it to the side. Then next S goes. Object is to win the most pairs. 2. Once Ss understand, give the other groups a deck of Alphabet cards 3. Walk around to listen and correct pronunciation (kindly)

T-‐S, S-‐S Alphabet cards

5 min Wrap-‐up Review the alphabet flashcards again, doing choral singing and calling on individual Ss T-‐S Letter flashcards


10

Sample Lesson: Basic Numbers Level: Young learners/lower elementary Objectives: Students will be able to identify basic numbers (1-‐10) [Can introduce more if Ss master 1-‐10 easily or just introduce 1-‐5 if Ss are really young] Key Vocabulary/Expressions: One…ten / How many? Time Stage Procedure Interaction Materials

5 min Warm-‐up Sing alphabet song T-‐S N/A

5 min Intro Numbers 1. Introduce #s 1-‐10 with a PPT slide. Drill chorally and individually 2. Hold up random fingers and call on different Ss to tell you “how many” fingers

T-‐S PPT


Numbers -‐ Practice 1. Pile blocks or plastic fruit in front of the class, touching each one as you count aloud 2. Place a different # of blocks (or fruit) in front of a S and ask, “how many?” (do this a few times with different Ss)

T-‐S Blocks or plastic fruit


How Many? 1. Write a letter on the board (and spell it out), elicit Ss to tell you the #. Then draw objects next to the # (the # of objects drawn should correspond with the # you wrote). 2. Give each S a worksheet with a list of #s and instruct them to draw objects next to the number (the # of objects should correspond with the number. Some of the #s will have objects next to them). Walk around to help Ss.

T-‐S, S Worksheet & Crayons


Numbers Song Have Ss stand and sing a numbers song – can just sing a few numbers and then shout out an action, such as “jump!” and “spin!” Hold up fingers as you sing the #s (* Purpose is to get Ss familiar with the #s.)

T-‐S N/A


Count & Trace 1. Hold up a worksheet with numbers for tracing. Say the # and then take a crayon and trace over the #. 2. Pass out a tracing worksheet and crayons to Ss and have them do the same.

T-‐S, S Number Trace Worksheet& Crayons


Hopscotch 1. Create large number cards (laminate if you can) and make a hopscotch pattern. Teach Ss how to play, tossing a ball of paper or small pebble on a square, skipping that square, and saying all the numbers in the squares you do hop on 2. Let the Ss play (create two hopscotch patterns, if possible, so Ss get many turns)

T-‐S, S Hopscotch Pattern

5 min Wrap-‐up Sing the numbers song again T-‐S N/A


11

Sample Lesson: Colors & Shapes Level: Young learners/lower elementary Objectives: -‐ Students will be able to identify and name basic colors and shapes Key Vocabulary/Expressions: -‐ Red, orange, yellow, green, blue, purple, brown, black, white, square, circle, triangle, rectangle, heart Time Stage Procedure Interaction Materials

5 min Warm-‐up Sing a song or do a chant previously taught T-‐S N/A

5 min Intro / Guided Practice

Colors 1. Tell Ss that today we’ll learn colors and shapes. Show PPT or use flashcards as you go over each term. Drill chorally and individually. 2. Point to an item in the room that is one of the colors you’re teaching and cite the color. Then point to another object and ask Ss to tell you the color.

T-‐S, S PPT or Flashcards


Color Run 1. Place a variety of colorful objects around the room. Shout out a color and run to the object that is that color. Do this again, eliciting Ss to follow 2. Start calling out colors and let Ss run by themselves (* For young learners, place colorful objects just in the corners of the room)

T-‐S Colorful Objects


Shapes 1. Go over shape vocabulary by showing an object in that shape. 2. Drill chorally and individually. Then, point to an item in the room that is one of the shapes you’re teaching and cite the shape. Point to another object and ask Ss to tell you the shape.

T-‐S, S PPT or Flashcards


Shape Run 1. Place a variety of objects around the room. Shout out a shape and run to the object in that shape. Do this again and elicit Ss to follow. 2. Start calling out shapes and let Ss run by themselves (* For young learners, place objects just in the corners of the room)

T-‐S, S Shape Objects


Draw It Give Ss a worksheet with the names of shapes to draw

S Worksheet

5 min Assessment

Shape Shifters Place Ss in groups and instruct Ss that you will call out a shape; the first group to form the shape gets a point

T-‐S, S-‐S N/A

5 min Wrap-‐Up Play “Red Light! Green Light!” T-‐S N/A


12

Sample Lesson: Parts of the Body Level: Young learners/lower elementary Objectives: -‐ Students will be able to identify basic body parts Key Vocabulary/Expressions: -‐ Head / eyes / nose / mouth / ears / shoulders / arms / hands / stomach / legs / knees / feet / toes / touch your [insert body part] Time Stage Procedure Interaction Materials

5 min Warm-‐up Find out how much your Ss know about body parts. Tell Ss to stand and ask them to do the following: Touch your nose; touch your head, etc.

T-‐S N/A

5 min Intro Parts of the Body 1. Show picture of a body with the parts labeled in PPT. 2. Drill Ss chorally and individually

T-‐S PPT


Label It 1. Draw a person on the board and label the body parts. Then hold up a worksheet of another person and tell Ss they will label the body parts. 2. Place Ss in groups and give each group the worksheet. (T should walk around and help Ss if needed) * For Kindergarteners, pass out dolls or Mr. Potato Head and elicit Ss to identify parts

T-‐S, S-‐Ss Worksheet or Dolls/Mr. Potato Head


Simon Says Have Ss stand up and play Simon Says. If Ss are in elementary school and have the hang of the game, have one of the Ss be “Simon.”

T-‐S, S-‐S N/A


Story Time Gather Ss in a circle on a rug and read a story. Pause several times to point to a character’s body part and elicit S’s to identify the correct term.

T-‐S Book

5 min Wrap-‐up Play Simon Says again T-‐S N/A


13

Sample Lesson: Aches and Pains Level: Young learners/lower elementary Objectives: -‐ Students will be able to identify and express common aches/illnesses Key Vocabulary/Expressions: -‐ Headache / toothache / fever / sore throat / flu / stomachache / cut / sick / I feel sick / what’s wrong? / I have a [insert ailment]


5 min Warm-‐up Sing a song or do a chant

T-‐S N/A

10 min Intro Aches and Pains 1. Show pictures of different ailments as you go over each term 2. Drill Ss chorally and individually 3. Have Ss stand and teach them a chant in which you say the ailment several times while making gestures (Ex: touching the forehead for “headache”)

T-‐S PPT


What’s Wrong? (practice) 1. Place a set of cards (with pictures of people with different ailments) facedown. Have Ss gather around you as you model the activity. Pick-‐up a card, then elicit a S to ask, “What’s wrong?” (maybe hold up a paper with the expression) and answer according to the ailment on the card. 2. Have two Ss try the game. Make sure the S picking up the card doesn’t show it to his/her partner. The other S should ask, “What’s wrong?” After the card-‐holding S answers, the other S now draws a card.

T-‐S, S-‐S Cards

10 min Production What’s Wrong? Place Ss in groups and assign partners in the groups to play. * T should walk around and help when needed

S-‐S Cards

10 min Wrap-‐up Story Time Read a story that covers the theme in today’s lesson. Pause in places with key vocabulary and elicit Ss to use the correct expressions.

T-‐S Book


14

Sample Lesson: Describing People (physical characteristics and personality traits) Level: Young learners/lower elementary Objectives: -‐ Students will be able to describe people’s basic physical characteristics and personality traits Key Vocabulary/Expressions: -‐ Girl, boy, short, tall, hair, straight, curly, short, long, pretty, handsome, kind, mean, funny, serious, shy, smart -‐ Does s/he have [insert attribute]? / S/he has… / Is s/he [adjective]? / S/he is [adjective] Time Stage Procedure Interaction Materials

5 min Warm-‐up Play a game that reviews previous lesson material (example: Red Light, Green Light for colors and actions)

T-‐S N/A

10 min Intro Describing People: Physical Characteristics & Personality Traits 1. Show PPT pictures/illustrations as you introduce the topic and each term. 2. Drill chorally and individually. 3. Do a chant that incorporates the vocab and has Ss standing and clapping or stomping their feet

T-‐S PPT


Describe Him/Her (practice) 1. Show a card with a person and use the key expressions (“Does s/he have…?” / “S/he has…”) modeling for Ss the questions you want them to ask about each card they draw and how to answer. 2. Draw another card and ask the class, “Does s/he have [insert attribute]?” or “Is s/he…?” Elicit Ss to answer in complete sentences. 3. Then select two volunteers, have one draw a card that s/he doesn’t show. Ask a question about the person on the card and encourage the other S to ask a question also. Then encourage the card-‐drawing S to describe the person.

T-‐S, S-‐S Description Cards

5 min Production Describe Him/Her Place Ss in pairs and give each S a set of picture cards. Tell Ss to play the game just as you demonstrated. * T should walk around and observe how Ss are doing, and help when needed.

S-‐S Description Cards

10 min Assessment Draw it 1. Instruct Ss to draw several people, stating the physical attribute to draw (Ex: “Draw a short girl and a tall boy”) and write the instruction on the board 2. Then ask Ss to draw a person however they’d like and describe the person to a partner

T-‐S, S-‐S Paper & Crayons

5 min Wrap-‐Up Do the chant from the intro to reinforce vocabulary T-‐S N/A


15

Sample Lesson: Food + Meals (and Expressing Likes/Dislikes) Level: Young learners/lower elementary Objective: Students will be able to identify basic foods and meals and express what they like to eat Key Vocabulary/Expressions: -‐ Food, eat, drink, water, meat, vegetable(s), fruit(s), cookie [introduce as many specific food items as you think Ss can handle] -‐ Breakfast / lunch / dinner / dessert / Do you eat [insert food]? / I eat [insert food / Do you like [insert food]? / I like/don’t like [insert food] Time Stage Procedure Interaction Materials

5 min Warm-‐up Give each S a piece of fruit (cut up banana or apple), saying the name of the fruit as you hand it to Ss and eliciting Ss to repeat * Check beforehand to make sure none of the children have a food allergy

T-‐S Fruit (or other food)

10 min Intro Foods + Meals 1. Show pictures of food items and meals as you introduce the key terms/expressions 2. Pass out a vocabulary sheet with food pics and their name. Drill Ss chorally and individually. 3. Show a smiling kid eating something when introducing “I like” and a frowning kid eating something when introducing “ I don’t like” 4. Have Ss stand and do a fun chant incorporating the vocabulary

T-‐S PPT & Vocabulary Sheet


Do you like…? 1. Show a food item without it’s name and ask Ss in they like it. If Ss are hesitant, answer first to show them a model. 2. Once Ss get the hang of this, pass out a worksheet with 3-‐4 food items (that you taught) and a sample sentence, such as “I like lemons” or “ I don’t like lemons” that Ss can trace. There should be spaces for Ss to write sentences indicating if they like or dislike the food items on the sheet. * T should walk around and observe, helping when needed

T-‐S, S-‐S PPT & Worksheet

5 min Production Swat It! 1. Tape pictures of food on the board, divide Ss into two teams, and instruct them to stand in a line facing the board. Shout out the name of a food and swat its picture with a flyswatter to model the game for Ss. 2. Then, give the first S in each line a flyswatter and shout out a food item. The first S to race to the board and swat the correct picture wins a point for his/her team.

T-‐S Pics & Flyswatters

10 min Wrap-‐Up Story Time 1. Read a story that has a food theme, pausing at intervals to point out food items to Ss 2. If time remains, sing a song or do a fun chant that incorporates the vocabulary

T-‐S Book


16

Sample Lesson: Clothes Level: Young learners/lower elementary Objectives: -‐ Students will be able to identify clothes items and their color -‐ Students will correctly use the verb “wear”: “She wears” / “He is wearing…” Key Vocabulary/Expressions: -‐ Shirt, sweater, suit, tie, pants, jeans, shorts, skirt, dress, hat, coat, socks, shoes, boots, high heels, slippers, pajamas -‐ S/he wears… / S/he is wearing… / Are you wearing a [insert item]? Assumptions: Ss already know colors Time Stage Procedure Interaction Materials

5 min Warm-‐up Have a pile of adult-‐size clothes in the front of the room, greet Ss and don’t tell them what the clothes are for until the bell has sounded.

T-‐S Clothes

10 min Intro Clothes Overview 1. Ask a volunteer to come to front of the room and instruct him/her to put one article of clothing on at a time (over their clothes) as you show the vocabulary on a PPT/write on the board. 2. Once S is dressed point to each item and drill class chorally and individually

T-‐S Clothes / PPT or chalkboard


Clothes – Practice Show new pics of cartoon characters and/or regular people wearing a variety of clothes and call on individual Ss to tell you the correct clothing item and color of the item

T-‐S PPT

10 min Production Fashion Designers 1. Place Ss in pairs, pass out vocab sheet (of clothing terms), paper and markers, and instruct each pair to draw a person and to label their clothes 2. Once done, Ss should share what they drew with a partner, describing the person’s outfit using the expression: “S/he is wearing…”

S-‐S Vocabulary Sheet, Paper & Crayons

10 min Assessment Fast Dresser Divide class into two team lines and add another set of clothes to the pile in the front of the class. When you shout out an article of clothing, the first S from each line must race to the front, find the item and put it on over his/her clothes. The first S to do this sits down; the loser must go to the end of his/her team line. Object is to get all of your team members sitting before the other team. (Ss should put item of clothing back in the pile when their turn is over)

T-‐S, S 2 sets of clothing (socks, pants, etc.)


17

Sample Lesson: Family & Friends Level: Young learners/lower elementary Objectives: Students will be able to name family members and friends and state basic characteristics about them Key Vocabulary/Expressions: -‐ Family, mom, dad, sister, brother, son, daughter, grandma, grandpa, friend, family tree -‐ My [insert family member or friend] is…. / My [insert family member or friend] has… / I have [insert number] brother(s) Assumptions: Ss already know basic descriptions (physical and personality), numbers 1-‐10, and the term “teacher” Time Stage Procedure Interaction Materials

5 min Warm-‐up Do a song or chant that you’ve previously taught T-‐S N/A

10 min Intro Family & Friends 1. Bring in photos of your family or use magazine photos. Draw squares on the board like a family tree, hold up a pic of yourself and ask Ss, “Who is this?” If they don’t answer, you can. Then tape your pic into a square and write “Teacher” underneath the square. Go through each person, eliciting Ss to tell you, then naming the person and writing the family member term underneath their photo. (If you don’t have a sister and/or brother, just pretend you do for sake of introducing the vocab). 2. Review each term, drilling chorally and individually.

T-‐S Pics, Tape, and Chalkboard


Family 1. Pass out worksheet with pictures of a family tree and each family member labeled 2. Ask Ss to tell you who the mom is, the dad, etc. 3. Point out the sample sentence that reads something like, “Lisa has one sister.” 4. Then ask them to complete the next sentence 5. Instruct Ss to complete the rest of the sentences on their own (walk around to help) * If Ss grasp this easily, encourage them to include physical description

T-‐S, S Worksheet


Run to the Family Member Arrange family member labels (mom, dad, etc.) around the room with pics. Shout out a family member and instruct Ss to run to the label that matches what you shout (run with them the first time so they understand what to do)

T-‐S, S Labels


My Family Draw a family tree (draw an actual tree) on the board, then pass out paper and crayons and instruct Ss to draw their own families. Ss should share their pic w/ a classmate.

T-‐S, S, S-‐S Paper & Crayons

2 min Wrap-‐Up Sing a song or chant that incorporates today’s vocab T-‐S N/A


18

Sample Lesson: Days of the Week Level: Young learners/lower elementary Objectives: Students will be able to name the days of the week and cite which day was/is yesterday/today/tomorrow Key Vocabulary/Expressions: -‐ Calendar / Monday-‐Sunday / day / week / today / yesterday / tomorrow -‐ What day is today? / What day was yesterday? / What day is tomorrow? / Today is… / Yesterday was… / Today is… Time Stage Procedure Interaction Materials

5 min Warm-‐up Hand each S a slip of paper with a number between 1 and 10. Ask all “1s” to stand together, all “2s” etc. Then tell class to line up in the correct order, with “1s” closest to the board.

T-‐S, S-‐S Slips of paper

10 min

Intro / Guided Practice

Days of the Week 1. Hold up a calendar and elicit Ss to tell you what it is. Introduce term “calendar” and write it on the board. 2. Introduce each day of the week, writing each term on the board as you say it. 3. Drill chorally and individually. 4. Introduce terms “today,” “yesterday,” and “tomorrow.” Drill chorally and individually. 5. Then ask individual Ss “What day is today/yesterday/tomorrow?” point at the day on the calendar to help. Then, try not pointing to see if Ss get it.

T-‐S Calendar & Chalkboard


Put Them in Order Place Ss in pairs and give each pair a set of paper squares with the name of a day. Instruct Ss to place the squares in order. Encourage Ss to look at the calendar if they need help.

S-‐S Day Squares


Run to the Day 1. Collect all the day squares and tape them around the room (or have extra sets to do this while Ss are working on the previous activity) 2. Shout out a day and instruct Ss to run to a square with that day on it. Then shout out full sentences (Ex: “Today is Wednesday”)

T-‐S Day Squares and Tape

10 min

Production / Activity 3

Today is…/Yesterday was…/Tomorrow is… 1. Pass out a worksheet in which Ss must answer the question pertaining to the days of the week. Provide a sample on the sheet so Ss have a model. Ss can work with a partner. 2. Encourage Ss to write complete sentences, but let lower-‐level Ss write one-‐word answers 3. Go over as a class

S-‐S, T-‐S Days of Week Worksheet

5 min Wrap-‐Up Sing a song or chant that uses the vocabulary of today’s lesson T-‐S N/A


19

Sample Lesson: Months Level: Young learners/lower elementary Objectives: Students will be able to name the months and cite when their birthday is Key Vocabulary/Expressions: -‐ Month, January, February, March, April, May, June, July, August, September, October, November, December, birthday -‐ What month is it? / When is your birthday? / It’s… / My birthday is in… Assumptions: Ss already know days of the week and the term “calendar” Time Stage Procedure Interaction Materials

5 min Warm-‐up Hand each S a slip of paper with a day of the week written on it. Ask all “Mondays” to stand together, all “Tuesdays” to stand together, etc. Then tell class to line up in the correct order, with “Sundays” closest to the board.

S-‐S Slips of paper


Months 1. Hold up a calendar and elicit Ss to tell you what it is. 2. Introduce each month, writing each term on the board as you say it. 3. Drill chorally and individually. 4. Then ask individual Ss, “What month is it?” and flip to different months. Drill chorally and individually. 5. Introduce the term “birthday” (write it in English and in Ss’ native tongue). Say, “My birthday is in [insert month]” and flip to that month. Then ask individual Ss.

T-‐S Calendar & Chalkboard


Put Them In Order Place Ss in pairs and give each pair a calendar and a set of paper squares or cards with month names. Instruct Ss to place their cards in the correct order, referring to the calendar when they need help.

S-‐S Month Cards & Calendars


Run to the Month 1. Collect all the month cards and tape them around the room (or have extra sets to do this while Ss are working on the previous activity) 2. Shout out a month and instruct Ss to run to a square with that month on it.

T-‐S Month Cards & Tape


The Months of the Year 1. Pass out a worksheet with a list of the months and two spaces next to each month for the Ss to practice writing the month. (Include a sample so Ss know what to do). (* T should walk around to observe and help Ss when needed) 2. Ask Ss their birthday month

S-‐S, T-‐S Worksheet

5 min Wrap-‐Up Sing a song or chant that uses the vocabulary of today’s lesson T-‐S N/A


20

Sample Lesson: Seasons & Weather Level: Young learners/lower elementary Objectives: -‐ Students will be able to name the seasons and identify different types of weather associated with the seasons Key Vocabulary/Expressions: -‐ Season, winter, spring, summer, fall, weather, sunny, cloudy, rain/raining, snow/snowing, cold, hot, warm, cool -‐ What season is it? / It is… / How is the weather? / The weather is… Assumptions: Ss already know months and the term “calendar” Time Stage Procedure Interaction Materials

5 min Warm-‐up Sing a song or a chant that you’ve previously taught T-‐S N/A


Seasons & Weather 1. Introduce the topic (maybe have “season” written in Ss native language too) 2. Introduce each term with a picture. Drill chorally and individually. 3. Do steps #1 and 2 for weather terms. Drill chorally and individually. 4. Show different pics of weather and elicit Ss to tell you the season and the weather

T-‐S PPT


Practice the Seasons 1. Pass out the vocab sheet with a list of the seasons and a picture depicting typical weather, as well as spaces next to each season for Ss to practice writing the term. 2. Next, pass out a worksheet with pictures of different weather. Ss need to write the appropriate season. (Let Ss work together) 3. Go over as a class.

S-‐S, T-‐S Vocabulary Sheet & Worksheet


Collages 1. Show Ss a collage you made of a season and its weather. Elicit Ss to name the season and weather pictures. 2. Place Ss in pairs and give each pair a different season and instruct them to make a collage, taking pics from magazines. 3. Have Ss present their work

S-‐S Magazines, glue sticks, scissors, and paper

5 min Wrap-‐Up Swat It! 1. Tape cards with the name of seasons and weather terms printed on them to the board 2. Divide Ss into two teams and model how to play the game 3. Give the first S in each team a flyswatter and shout out a term. The first S to correctly swat the term gets a point for his/her team.

T-‐S Cards, Tape, & Flyswatters


21

Sample Lesson: Holidays – Halloween Level: Young learners/lower elementary Objective: Students will be able to name activities associated with Halloween and state what month it falls. Key Vocabulary/Expressions: -‐ Holiday / Halloween / dress up / costumes / candy / pumpkins / jack-‐o-‐lantern / trick-‐or-‐treating / trick-‐or-‐treat! / Happy Halloween! -‐ October 31st / Witch / ghost / monster / vampire / werewolf / boo! / What will you be for Halloween? / I’m dressing as… Assumptions: Ss already know months Time Stage Procedure Interaction Materials


5 min Intro Halloween 1. Introduce each term with a picture. 2. Drill chorally and individually. 3. Pass out vocab sheet with pictures for Ss to reference (might need to provide translations in Ss’ native language)



Show new pictures of the same vocabulary you just introduced and elicit Ss to identify the term.

T-‐S PPT


Trick-‐or-‐Treat! Have Ss stand and teach them the Trick-‐o-‐Treat chant – “Trick-‐or-‐treat, smell my feet, give me something good to eat…” (can substitute with tamer words)

T-‐S N/A


Match It 1. Give each S a worksheet with Halloween terms in one column and pictures in a separate column. Ss must match the picture with the correct term. Have a sample done so Ss have a model. 2. Go over as a class.

S, T-‐S Halloween Match Worksheet


Costume Survey 1. Pass out a worksheet with costumes. Instruct Ss to ask classmates “What will you be for Halloween?” If possible, Ss should respond in complete sentences (I’m dressing as…”) Provide a sample on the worksheet so Ss have a model. 2. Place Ss in pairs and instruct Ss to record their partner’s name and costume 3. Then rotate so Ss have new partners 4. Call out different costumes and ask Ss to raise their hand if they chose this costume

S-‐S, T-‐S Costume Survey Worksheet

5 min Wrap-‐up Do the Trick-‐or-‐Treat chant or teach Ss the Monster Mash or Ghostbusters song T-‐S N/A


22

Sample Lesson: Holidays – Thanksgiving Level: Young learners/lower elementary Objectives: -‐ Students will be able to explain the purpose of Thanksgiving, identify activities associated with the holiday, and state what month it falls Key Vocabulary/Expressions: -‐ Thanksgiving / Happy Thanksgiving! / to give thanks / I’m thankful for… / pilgrims / Native Americans / family -‐ Feast / turkey / corn / mashed potatoes / apple pie Assumptions: Ss already know months and the terms: holiday, eat, and family Time Stage Procedure Interaction Materials

5 min Warm-‐up Sing a song or chant that you’ve previously taught Ss T-‐S N/A

5 min Intro Introduction to Thanksgiving 1. Introduce each term with a picture 2. Drill chorally and individually 3. Pass out vocab sheet with pictures for Ss to reference (might need to provide translation in Ss’ native language)



Show more pics of vocabulary and elicit Ss to tell you the term (let them reference the vocabulary sheet if needed)

T-‐S PPT


Trace It Pass out worksheet with pics of vocab, the term, and space for Ss to practice writing the term

S Tracing Worksheet


Finger Turkeys 1. Show a picture of a finger turkey (tracing hand and fingers and making a turkey) with 5 things you’re thankful for written in each finger. 2. Pass out a piece of scrap paper to each S and instruct them to write 5 things they’re grateful for (walk around and help struggling Ss) 3. Then pass out paper and crayons and show Ss how to first trace their hand with a pencil and then color in the turkey. Instruct Ss to write the 5 things they’re grateful for in the fingers/feathers of the bird 4. Place Ss in groups to share with classmates what they’re thankful for (encourage them to use the expression, “I’m thankful for…”)

T-‐S, S, S-‐S Paper & Crayons

2 min Wrap-‐Up Play “Red Light, Green Light” or sing a song or chant T-‐S N/A


23

Sample Lesson: Holidays – Valentine’s Day Level: Young learners/lower elementary Objective: Students will be able to explain the purpose of Valentine’s Day, identify activities associated with the holiday, and state what month it falls. Key Vocabulary/Expressions: -‐ Valentine’s Day / love / friendship / I love you / heart(s) / Happy Valentine’s Day! / Teddy bear / chocolates / flowers / roses -‐ February 14th / cupid / / Valentine’s Day card Assumptions: Ss already know months, seasons, and the terms: holiday and eat Time Stage Procedure Interaction Materials

5 min Warm-‐up Match It Up Give Ss a worksheet with pictures and terms and instruct Ss to match each pic with the correct term (good way to gauge what Ss already know). Then, go over as a class.

T-‐S Worksheet

5 min Intro Introduction to Valentine’s Day 1. Introduce each term with a picture 2. Drill chorally and individually 3. Pass out vocab sheet with pictures for Ss to reference (might need to provide translation in Ss’ native language)



Show more pics of vocab and elicit Ss to tell you the term (let them reference the vocab sheet if needed)

T-‐S PPT


Race to It 1. Place pictures of roses, chocolate, hearts, etc. around the room. Instruct Ss to run to the correct picture when you call out the term. 2. After a couple times, call on individual Ss to do this alone

T-‐S, S Pictures


Valentine’s Day Cards 1. Show Ss a Valentine’s Day Card (one you made or a picture of one). 2. Pass out paper and crayons and instruct Ss to make their own Valentine’s Day Card and encourage them to write as much as they can on the inside of the card. (*T should walk around to observe and help when needed) 3. Ask for volunteers to present their card to the class

T-‐S, S Valentine’s Day Card, Paper & Crayons

5 min Wrap-‐Up Valentine Memory Place Ss in groups and give each group a deck cards. There should be two cards of each pic. Instruct Ss to place the cards facedown and for one S at a time to pick up one card and try to find the match, by flipping over one other card. If it’s a match, s/he keeps the cards and plays again. If not, s/he turns both back over and a new S goes. The S with the most cards end wins. (Instruct Ss to say the term on the cards as they flip them)

S-‐S Memory Cards


24

Sample Lesson: Routine Activities Level: Young learners/lower elementary Objectives: -‐ Students will be able to identify common activities and state if they do these activities Key Vocabulary/Expressions: -‐ Wake up, make your bed, brush your teeth, take a shower/bath, comb your hair, go to school, go to bed -‐ Do you brush your teeth? / Comb your hair? / Take a bath? / Go to school? / Go to bed? / Yes, I… / No, I don’t… Time Stage Procedure Interaction Materials



Common Activities 1. Introduce each phrase/expression with a picture. 2. Drill chorally and individually. 3. Pass out a vocab sheet with pics of routine activities and the activity name written beneath the pic. Show the same pics on a PPT and elicit Ss to identify the activity by referencing their vocab sheet.



Swat It! 1. Tape cards with pics of routine activities to a wall 2. Divide Ss into two teams and model how to play the game 3. Give the first S in each team a flyswatter and shout out an activity. The first S to correctly swat the term gets a point for his/her team.

T-‐S Pics & Flyswatters


Do You…? 1. Give each S a worksheet with pics of routine activities and place them in pairs. Ss must ask their partner if they do each activity (“Do you brush your teeth?”) Point to the question and say it so Ss know to ask it. Ss should record their partner’s answers (Ex: “Min brushes her teeth”) 2. Ask each S to read one of the sentences they wrote about their partner.



Story Time Find a short story that incorporates routine activities. Pause at the places a character is doing these activities and elicit Ss to identify it.

T-‐S Story

2 min Wrap-‐Up Sing a song or chant that incorporates the vocabulary in today’s lesson T-‐S N/A


25

Sample Lesson: My Home Level: Young learners/lower elementary Objective: Students will be able to identify rooms in a home, common furnishings, and activities in the rooms. Key Vocabulary/Expressions: -‐ House, apartment, bedroom, sleep, kitchen, stove, cook, dining room, table, eat, living room, sofa, watch TV, bathroom, bathtub -‐ Live / where do you live? / I live in a/an…/ Where do you sleep/cook/eat? Assumptions: Ss already some routine activities, such as “brush teeth” and “take a bath” Time Stage Procedure Interaction Materials

2 min Warm-‐up Bring in a dollhouse/model house or show pictures of houses. Elicit Ss to say “house” T-‐S N/A


Home 1. Introduce each term with a picture 2. Drill chorally and individually 3. Pass out the vocab sheet with rooms, furnishings, and activities labeled 4. Go over each item, eliciting Ss to look at their sheet and tell you the answer



Label It 1. Place Ss in pairs and give each pair a worksheet with a house and its rooms 2. Instruct Ss to label each room and as many items as they can and to practice writing the room names (* T should walk around and observe, helping when needed)

S-‐S Label Worksheet


Where is s/he? Show a PPT of a cartoon character (that Ss would know) and place him/her in different parts of a house. With each new slide, the character will be in a different room, doing something different. Call on Ss to name the room and activity.

T-‐S PPT


Where do you…? 1. Place Ss in pairs and pass out a worksheet with pics of different activities in the home. The top of the sheet should have a sample for Ss to follow (Ex: “Where do you eat?” / “I eat in the kitchen.”) There will be pic prompts so Ss know what to ask partner. 2. Go around to each pair and have them share one of their sentences.

S-‐S, T-‐S Where Do You…? Worksheet


Home Drill Place labels of different rooms in a house around the classroom. Divide Ss into two teams. Shout out a room and a S from team one must run to the correct label. Team members can’t talk. If player runs to correct label, they win a point for their team. Shout out another room for a player on team two. Team with the most points wins.

T-‐S Labels

5 min Wrap-‐Up Sing a song or do a chant that incorporates today’s vocabulary T-‐S N/A


26

Sample Lesson: Sports/Activities Level: Young learners/lower elementary Objective: Students will be able to identify different sports and activities (infinitive and –ing forms) and state what they like to do/don’t like to do. Key Vocabulary/Expressions: -‐ Soccer, baseball, basketball, ice-‐skate/-‐ing, dance/-‐ing, sing/-‐ing, swim/-‐ing, to play, to read Assumptions: Ss already know how to express likes/dislikes Time Stage Procedure Interaction Materials

5 min Warm-‐up Show pictures of different activities (perhaps use cartoon characters to engage Ss) and see if any Ss can name the activity

T-‐S PPT


Activities & Expressing Likes and Dislikes 1. Tell Ss today’s topic, pass out vocab sheet, and show PPT w/ pics for terms as you go over them. 2. Drill chorally and individually 3. Ask Ss “Do you like [activity]?” and elicit Ss to answer “Yes, I like…/No, I don’t like…” Then ask, “What do you like to do?”



Who likes it? 1. Place a “Like” label in one corner of the room and a “Don’t like” in another corner. Shout out an activity and instruct Ss to run to the corner that matches their feelings (run with them the first time to model the instruction). 2. After a couple rounds, start calling on individual Ss to ensure they understand and aren’t just following the crowd.

T-‐S Labels


Likes/Dislikes 1. Place Ss in pairs and give each S a worksheet with a list of different activities. Ss should ask their partner, “Do you like to [activity]?” and the partner should answer in a full sentence: “Yes, I like…/No, I don’t like...” (Provide an example at the top of the sheet so Ss have a model). Ss should record their partners’ answers. 2. Ask each S to share something they learned about their partner. (* T should walk around to observe and help when needed).



Charades Divide Ss into groups and give each S a slip of paper with an activity. One at a time, Ss will mime the activity and their group has to guess. Once they correctly guess, the next S can go.

S-‐S Paper Slips

5 min Wrap-‐Up Review lesson content by showing activities (new pictures) and asking “Do you like to…?” to different Ss and eliciting them to answer in complete sentences.

T-‐S PPT


27

Sample Lesson: About Town Level: Young learners/lower elementary Objectives: -‐ Students will be able to identify common buildings/institutions in a community and associated professions Key Vocabulary/Expressions: -‐ Town, school, library, librarian, hospital, doctor, police station, police officer, fire station, fireman, grocery store, park Assumptions: Ss already know the terms: teacher, student, books, play, eat Time Stage Procedure Interaction Materials

5 min Warm-‐up Sing a song or chant that incorporates vocabulary from the previous lesson T-‐S N/A

10 min Intro About Town 1. Show a cartoon town and elicit Ss to try and tell you what the picture represents 2. Introduce each term with a picture 3. Drill chorally and individually

T-‐S PPT


Using the same map from the Intro, place a cartoon character at a location and ask a S to tell you where the character is (similar to “Where’s Waldo?” – except you want Ss to clearly see where the character is).

T-‐S PPT


Build Your Own Town 1. Pass out a vocab sheet with pictures to accompany each term for Ss to reference 2. Place Ss in pairs and give them a set of LEGOs or blocks, miniature figures, and post-‐its. Instruct them to build their own town and place figures at various locations. They should use the post-‐it notes to label each building and figure. (* T should walk around to observe and help when needed)

S-‐S Vocabulary Sheet, LEGOs or Blocks, Miniature Figures, & post-‐its


Run to the Building/Person 1. Place pictures around the room depicting the various buildings and figures you introduced in this lesson. Shout out a term and instruct Ss to run to that picture. 2. After a couple rounds, call on individual S to run alone

T-‐S Pictures

3 min Wrap-‐Up Sing a song or chant incorporating today’s vocabulary T-‐S N/A


28

Sample Lesson: Transportation Level: Young learners/lower elementary Objectives: -‐ Students will be able to identify various modes of transportation and express which ones they use Key Vocabulary/Expressions: -‐ Bus, bus station, wheels, car, train, train station, airplane, airport, bicycle, boat, ride, take, where -‐ “Do you ride….” / “I ride…” / “How do you come to school?”/ “I take…” / “S/he takes… / “S/he rides…” / “Where is…” Assumptions: Ss already know term “school”


5 min Warm-‐up Show a PPT of different modes of transportation and elicit Ss to name each mode (good way to check what Ss already know)

T-‐S PPT


Transportation 1. Tell Ss today’s topic, pass out vocab sheet, and show PPT w/ pics for terms as you go over them 2. Drill chorally and individually 3. Ask Ss: “How do you come to school?” Elicit full-‐sentence answers.



How Does [cartoon character] Get To School? 1. Place Ss in pairs and give each S a worksheet with pictures of a cartoon character (they know) taking different forms of transportation. Ss can work together to write a complete sentence next to each pic, stating the type of transportation the character is using (Ex: “Homer rides a boat”). Provide a sample at the top of the sheet for Ss to reference. 2. Go over the sheet as a class



Wheels on the Bus 1. Show Ss a YouTube video of the song, “Wheels on the Bus.” 2. Then, have Ss stand and teach them the song.

T-‐S YouTube Video

5 min Wrap-‐up Story Time Read a transport-‐related story, such as “Thomas the Train,” and pause at various spots, eliciting Ss to name different objects

T-‐S Story


29

Sample Lesson: Animals Level: Young learners/lower elementary Objective: Students will be able to identify animals, some animal sounds and movements, express whether or not they have a pet and ask if someone has a pet Key Vocabulary/Expressions: -‐ Animal(s), pet, cat, dog, bear, tiger, lion, bird, mouse, fish, frog, monkey, meow, bark, roar, hop, fly, climb, crawl, swim -‐ Do you have a pet? / Yes, I have a [animal name] / No, I don’t have a pet Assumptions: Ss already know how to express likes/dislikes Time Stage Procedure Interaction Materials

5 min Warm-‐up Show a PPT of a variety of animals OR show a short clip from The Lion King (in which several animals are shown). Elicit Ss to identify the animals.

T-‐S PPT or Video Clip


Animals 1. Introduce each term with PPT 2. Elicit Ss to tell you the sounds different animals make (perhaps show a video w/ audio of different animals) 3. Ask Ss if they have any animals/pets. Then ask Ss how each animal moves (use gestures to show movement type and/or show video clip)

T-‐S PPT & Vocabulary Sheet (optional: video clip)


Animal Mode 1. Divide Ss into two or three lines at the back of the classroom, facing the board. When you show a pic of an animal and shout out its name, the S at the front of each line must move like that animal across the classroom and make the sound that animal makes 2. After a couple of rounds, just shout out the animal name without showing its picture to see if Ss are learning the vocabulary

T-‐S PPT


Pet Survey Place Ss in pairs and instruct Ss to ask their partner if they have a pet, record their answer, and then ask if they like or dislike each of the animals on their vocabulary sheet (* T should walk around to observe and help when needed)

S-‐S Paper


Animal Charades Divide Ss into groups of four. Give each S an animal on a slip of paper with a picture. Instruct them not to show their group. Each S will act out their animal. The group members must guess the animal.

S-‐S Paper Slips

5 min Wrap-‐Up Sing a song about animals, such as “Five Little Monkeys Jumping on the Bed” T-‐S N/A

Date post:	16-Apr-2020
Category:	Documents
Upload:	others
View:	10 times
Download:	0 times

InterExchange Working Abroad Beginner Lessons · ©2015&InterExchange,&Inc.! 1!...

Documents