139 lines
6.9 KiB
Markdown
139 lines
6.9 KiB
Markdown
---
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type: Page
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title: TESOL120 - Lesson Plans 5
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description: null
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icon: null
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createdAt: '2025-04-17T23:06:04.784Z'
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creationDate: 2025-04-18 08:06
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modificationDate: 2025-04-19 05:45
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tags: []
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coverImage: null
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---
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**Lesson Planning: Assignment 5**
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Prepare a lesson plan that outlines 1 hour of teaching for an online English lesson with one beginner-level student aged 8-10. Keep in mind the limitations of the online learning environment when preparing activities and select activities suitable for children.
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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)
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# LESSON THEME
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This being a single student, the ideal lesson theme would be tailored to something they are interested in. This being a made up student, such things don't exist, so picking something average that most 10 year old boys will be interested in:
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**Sports**
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# VOCAB
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I think sticking to more generic sports words, instead of a specific sport's vocabulary is a wise choice here (unless the student is interested in a specific sport).
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**Nouns**
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- [Game](https://i.ytimg.com/vi/i2yhyaNb4ac/maxresdefault.jpg) (A very vague term, probably better to tie in the students native language word for this)
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- [Team](https://source.washu.edu/app/uploads/2019/03/Teamsportsnew.jpg)
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- [Ball](https://static.vecteezy.com/system/resources/thumbnails/001/226/227/small_2x/sport-balls-collection.jpg)
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- [Goal](https://soccergoals.com/wp-content/uploads/2021/11/ultimate-wheeled-soccer-goal-2.jpg)
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- [Player](https://media.wired.com/photos/5d152ca6c4e1580009f9fe22/master/pass/SCIENCE_SOCCER-TA-GettyImages-1157239959.jpg)(again, vague term, maybe use a few images to illustrate, like [this](https://media.newyorker.com/photos/59095186019dfc3494e9dab5/master/pass/457771195-290.jpg)and [this](https://cdn.britannica.com/82/212182-050-50D9F3CE/basketball-LeBron-James-Cleveland-Cavaliers-2018.jpg)and [this](https://www.snexplores.org/wp-content/uploads/2020/05/1030_sports_science_numbers.jpg))
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**Verbs**
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- To Play
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- To Run
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- To Kick
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- To Throw
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- To Catch
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- To Win
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- To Lose
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# GRAMMAR POINT
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As this is a beginner student, and we're dealing with action words, teaching the simple "Subject + Verb" structure is a great place to start, and then add the object in later. Assuming they already know basic subjects:
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- I run
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- You run
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The introducing the third person "-s" to the verb, but not on plural third person
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- She wins
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- He loses
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- They run
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- They play
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Then Finally the object
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- I play the game
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- She throws the ball
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- The Player runs to the goal
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There a a few exceptions here (like the verb -s not applying with the plural third person), its important to impart general understanding, and not focus on specific rules, at least not for a beginner student.
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# LESSON PLAN
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This being an online one on one class, it has a very different set of requirements for lesson planning then a regular classroom environment. The main ones I'm thinking of are a lot more attention given to the single student, but no opportunities for group, or collaborative work, and less "down time" for the teacher. Timing is also fluid. The student may grasp something quickly, and if so there's no reason to spend extra time on it, when we can spend more time later focusing on more complicated topics that build on it
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**1st 15mins:**
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We can start out with a regular explanation, and repetition of the vocab using the Audio-Lingual Method. Calling on students randomly is a bit difficult here (being only a single student), but the listening and repetition, combined with careful focus, listening to the students pronunciation, and targeted commendation still very much apply. We'd focus on the nouns in this bit, and combine it with visuals (pictures or videos, shared via video conference), and it technically being a monolingual class, words from the students native tongue to connect meaning.
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**2nd 15mins:**
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Move onto the verbs, and use Total Physical Response, and Massive Muscle Memory to say the word, then act out the actions into the camera, having the student repeat. Once the student has a good grasp of the verbs, the teacher acts out a verb, and the student says the word, and then reverse roles and let the student act out a verb the teacher says.
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**3rd 10mins:**
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Moving into the actual grammar point, the next section will be using Dynamic Dialogues
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**Scene: Two students in a field playing soccer, with a third student far in the distance.**
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- Student A: "I run" (Pointing/circling to the student, and acting out running in place)
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- Student B: "You run" (Pointing/circling to the second student on the board, to denote second person perspective)
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- Student A: "She kicks the ball into the goal" (pointing/circling the student far off, with a soccer ball, and acting out kicking it into the goal)
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- Student B: "We win!" (act out cheering, maybe include "jump" for celebration)
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Say/act out the conversation, then have the student take the role of Student B, then take the role of Student A, and repeat once or twice till the student is comfortable with the information.
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**4th 10mins:**
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Move into Accelerated Reading, where we provide the student with the same situation as we just acted out, but this time making the subject plural.
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"We run together. They kick the ball into the goal. We all win! Jump and cheer!"
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Read it first, very slowly, with extreme enunciation and articulation, with the student following along with their finger on their screen. Then repeat, going word for word, and having the student repeat. Do this once or twice, then move on to reading a phrase at a time, and finally the entire thing. The entire time, especially going word for word, make sure to include visuals & acting to reinforce the meaning of the words they learned earlier.
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**5th 10mins:**
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Using The Communicative Approach, talk to the student. This would involve some degree of proficiency in the students native language, but not to much, just takes a bit of preparation. See what sports they like, ask if they've played any before, and write down the English words related to that sport. (Ex: (American) Football, Field Goal, Quarterback, etc. ) These words don't necessarily have to be part of the lesson and tested on, but they are of special interest to the student, especially a 10 year old, and gives them reason to like the language, and the class. After sharing a few words, ask the student to write the nouns, verbs, and phrases they learned earlier, along with any specific words they want to remember that you just talked about, into their Phrase Book and Universal Language Generators, and then encourage them to share what they learned with their friends (who are likely interested in the same sports).
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