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| Page | TESOL120 - Lesson Plans 4 | null | null | 2025-04-16T21:23:50.462Z | 2025-04-17 06:23 | 2025-04-18 08:04 | null |
Lesson Planning: Assignment 4
Prepare a lesson plan that outlines 1 hour of teaching for a beginner-level, monolingual class of 30 children aged 5 to 7. Prepare activities that are suitable for young children.
The lesson plan must include:
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a lesson theme
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a list of all vocabulary that will be taught (8-10 words and a few short phrases)
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one grammar point that will be highlighted
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at least 4 different teaching methods (click on "catalogue" tab for ideas)
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links to any texts, images, songs, videos or other materials used (or include them on page 2 of the lesson plan)
LESSON THEME
ANIMALS
Why? Even native English speaking 5-7 year old kids couldn't care less about learning verb tenses and sequence words. But who they do care about? Animals and Dinosaurs. Dinosaurs aren't particularly practical, but animals are. This would pair very well if there was a local zoo around, and you could show them pictures of things that they might be familiar with.
Lesson Goals:
This being a beginner class of children, a good end goal is for them to start building their vocabulary of things they are likely already familiar with, which in this case, is animals.
Be able to form very basic, but functional sentences using the learned animal nouns with simple action verbs, and potentially adverbs.
VOCABULARY
This being a monolingual class, it would be highly beneficial to also learn the way to say these nouns in their native tongue, along with the pictures, so they can associate them with what they already know.
Nouns
Verbs
Adverbs
For these, it's probably better to just act them out, as expressing them in a still image is rather difficult.
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Quickly
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Slowly
Note: I might of gone overboard on the vocab, probably focus on the first ~4-6 nouns, you can add more if time allows. Or better yet, return to this lesson the next week, and build on it.
GRAMMAR POINT
Forming very simple sentences about the students favorite things, in the form of "Noun + Verb", and expand to "Noun + Adverb + Verb"
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The snake sleeps
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The monkey jumps
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The dog runs
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The lion quickly eats
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The fish slowly swims
We can also inject humor about trying to make sentences like "The snake flies", but that might be a bit to advanced for this class. Depends on their comprehension level.
LESSON PLAN
With such a large class, giving each student the attention and time to talk in front of the class would be difficult, while keeping the attention of the rest of the class, especially at this age. Focusing on community, collaborative teaching would be the best option here. Also breaking the class up into several, varied sections will help keep the attention span of the students.
1st 15mins:
A combination of the Audio-Lingual Method to go over the nouns, and also using the Community Language Learning to pull in some extra animals that are favorites of the class. This will result in a lot of nouns, and I don't expect the class to be able to memorize them all, but it will help in engagement, and allow callbacks later in class to those who offered up words, further promoting engagement.
Possible issue: Finding images for animals they suggest. Might just try drawing them, but I'm a terrible artist.
2nd 15mins:
We finally get to use the Balloon method. Since this is a large glass, a brief demonstration with a student in front, and then have the class break into groups of 2, run through the list, and then switch partners. Ideally, I'd include myself in the groups, so as to make sure the words are pronounced correctly. 30 kids, 15 groups, assuming 1min per list rotation, puts us at ~15mins. Might be a bit tight schedule wise, but we can adjust if need be.
3rd 10mins:
Students return to their seats. We can then use a variation of the Total Physical Response in introducing the verbs. We start by defining the verbs through images and acting, then bring up a few students (3-5) to help in acting out, and then move on to the entire class acting out the verbs I say/point to. Also works in reverse, me acting them out, and the students telling me what I'm doing. This could also be categorized under the "Massive Muscle Memory" method.
4th 15mins:
A continuation of above, but this time focus on sentence structure. Instead of just getting students to act out "Swim", we have them listen to, understand, and then act out "The fish swims", or "The lion runs". Having a classroom full of children running around roaring like a lion will certainly be something, but its a lesson they, nor I, will ever forget. If time allows, we can add in the adverbs "quickly" and "slowly" to the mix, resulting in the full coverage of the aforementioned grammar point, and its respective sentences.
5th 5mins:
Bring students back to their seats/settled down, and encourage them to write down the words in their Personal Phrase Book, and to tell their parents and friends about them. If they can't write, encourage picture drawing next to the word.