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1) The lesson plan is for a 45-50 minute English class focusing on body part vocabulary. 2) The teacher's goals are to reduce slang usage, limit talking time, and improve instruction delivery. 3) Students will be able to lead each other in a game of Simon Says using target vocabulary words like head, arm, shoulder, and foot. 4) A variety of activities are outlined to present, practice, and produce the vocabulary including a matching worksheet, fill-in-the-blank sentences, and a Simon Says game.
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![Name: Addison Grace Burns
Date: August 26, 2015
Level Starter
Lesson Duration
45-50 minutes
Teacher’s goals
for self
Reduce slang usage.
Limit Teacher Talking Time.
Improve Starter voice.
Lesson Objective
(Students will
be able to…)
Students will be able to lead one another in Simon Says using vocabulary
learned in lesson.
Language
(specific vocabulary/
formulas being taught)
Body Vocabulary
head
arm
shoulder
hand
leg
foot feet
neck
knee
elbow
Assumptions
Basic sentence structures and vocabulary.
Expected problems
Don’t understand instructions to activity. [Create different ways to explain
the instructions before class date and have a few examples to demo.]
Run out of things to do. [Create additional activities to fill in time.]
Run out of time. [Make decision if there is enough time to the finish lesson
plan during the practice phase. Cut 1 of the 3 activities and jump straight
to the production stage, if there will not be enough predicted time.]
Materials
Worksheet (Dialogue, Matching)
Body parts for the board.
Bingo Cards,](https://image.slidesharecdn.com/50minutelessonplantemplate-210105220001/85/50minutelessonplantemplate-1-320.jpg)
![Name: Addison Grace Burns
Date: August 26, 2015
Warm-Up (Time: ~5
min.)
[Your Name] ~5 minutes
Have students spell out their names and list words they know under each
word. ex. Apple Dark Dine Ice etc.
Introduction (Time: ~1
min.)
Ask them if they like the doctor’s.
Presentation (Time: ~10-
12 min.)
[Present] ~5 minutes
P1: Doctor, please help me.
P2: What’s wrong?
P1: My head hurts. I don’t want to walk because my legs hurt, too.
P2: Oh no. How are your feet? Do they hurt too? Do your hands hurt?
P1: Yes, my hands and feet hurt.
[Explain] ~5-7 minutes
No better realia than myself. Cover vocabulary step by step. Try to imitate
what Melanie did with the backpack/ school supply vocabulary. (3
questions)
Once finished, be sure to write the words down on the board.
Practice (Time: ~15 min.)
[Matching] ~5 minutes
Have worksheet with images of body parts and their corresponding
vocabulary words. Have students match the appropriate image to the
words.
[Gap Fill] ~5 minutes
Create sentences that can be filled with body parts.
[Body Board] ~5-7 minutes
Print out body and tape on board. Put students into teams and have them
play Slap on the board with the body parts. If odd number of students,
have vocabulary written down and have odd one out be the moderator.](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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This document provides an overview of an English language teaching workshop schedule. It outlines topics that will be covered such as classroom management, lesson planning, error correction, and teaching methods. It also includes descriptions of sample classroom activities and scenarios teachers may encounter, such as teaching songs, managing student behavior, and conducting group work. The workshop aims to prepare teachers for their upcoming school deployments in Sri Lanka by providing guidance on teaching English to primary students.
Listening
The document provides guidance on developing effective listening practice activities for language students. It recommends that teachers use the target language for at least 60% of class time to provide sufficient listening practice opportunities. Several specific listening activities are described, such as quick questions, audio programs, film scenes, songs, and games. The document also outlines best practices for structuring listening activities, including preparing students, playing audio multiple times while varying tasks, and clarifying vocabulary. Teachers should set clear but achievable comprehension goals for activities rather than expecting word-for-word understanding.
Lesson plan
The lesson plan aims to teach 15 students between ages 9-14 how to use the structure "There is/There are (not)" to describe classroom objects. The 60 minute lesson involves warm up activities like a bingo game using the alphabet. Students will then watch a video on classroom objects and practice describing objects using the target structure. Later, students will work in pairs to fill out worksheets asking about various objects. Finally, the lesson wraps up with a spelling game and word search before homework is assigned.
YLE Teaching Tips - Sahar Taremi.pptx
This document provides teaching tips and strategies for various topics:
- It discusses how to teach vocabulary, songs/chants, grammar, stories, receptive skills, productive skills, phonics, and includes suggestions for lesson planning, beginning and ending lessons, and establishing routines.
- Specific techniques are outlined for presenting new material, practicing skills, and having students produce the target language. Examples include using visual aids, games, repetition and drilling to reinforce concepts.
- Establishing clear routines like greeting songs is recommended to engage young learners and help them feel comfortable in the classroom.
Lesson plan
The document provides a lesson plan for an English class on the topic of jobs. The 45-minute lesson is for a group of 20 beginner level students aged 15-20. It includes objectives to have students name different jobs using the structure "What do you do?", practice pronunciation, and produce questions and answers about jobs. The lesson uses techniques like silent way, audio-lingualism and role plays. It assesses students' performance and provides homework assignments.
Lesson plan n5 assad - ramirez
The document provides a weekly lesson plan for a 5th grade class. The 45-minute lesson will focus on reinforcing vocabulary for actions students can and cannot do using the present simple tense. Students will play mimicry games to review vocabulary, ask and answer questions about what actions they can perform, and complete a worksheet practicing can/cannot sentences. The lesson aims to strengthen students' vocabulary, speaking, listening and writing skills for expressing ability.
Academic and ESL Expectations for New Students - Summer Term 2015
All new students to Bodwell in the Summer Term were given a special workshop to help them understand the expectations of studying at Bodwell High School. This workshop is one in a series of six workshops. Students listened to important information and shared their ideas using English. Topics covered in this workshop included behaviour in the classroom, school rules, doing homework, using English, and how to improve the skills of reading, writing, speaking and listening.
Acadsoc Phonics - Teacher Book（ppt）.pptx
The document provides an overview and breakdown of an Acadsoc Phonics lesson. It includes:
- An introduction to the features of Acadsoc Phonics lessons, including using cartoon letters, songs, various materials, and a focus on 44 phonemes.
- An explanation of the three types of lessons: trial lessons, normal lessons, and review lessons. Normal lessons make up the bulk of the course and focus on pronunciation.
- A breakdown of the course into 52 lessons over different units, with one review lesson per unit.
- A detailed breakdown of the structure of a normal lesson, which consists of four parts: Let's Sing, Let's Learn, Let's Play, and
TOEFL Speaking Strategies and Practice 1
This document outlines strategies and practice for the TOEFL speaking section. It discusses using a 3-part structure and general to specific outlines when responding. Students are given examples of these frames to practice. The document also introduces mapping techniques to help organize thoughts when listening and speaking. Students do exercises practicing the frames and mapping recent conversations and announcements. Their responses are recorded and reviewed using a rubric. The goal is to help students improve their TOEFL speaking skills through structured outlines and organizational mapping strategies.
Teaching Techniques
This document provides guidance for teaching techniques to use when teaching a foreign language to adults. Some key points include:
1. Use visuals and repetition to introduce new vocabulary in sets of three words. Have students repeatedly label objects.
2. Maintain control of the class as the teacher and do not assume students already know information. Keep the pace fast.
3. Incorporate role playing, body language, questioning techniques and combining methods to reinforce lessons in an engaging way for students.
Untitled
This document contains a student's self-assessment of their English skills over the course of a semester. It includes ratings and comments on their attendance, participation, handling of course materials, homework, quizzes, exercises, activities, assignments, and ability to write paragraphs, produce sentences, express opinions, hold conversations, and improve pronunciation and fluency. The student identifies areas they can improve, such as being more focused in class, being prepared with materials, reading more, and speaking more English. They rate their writing skills starting around a 7 and ending at a 9 out of 10. They recognize the importance of writing skills for their future academic and career development.
Lift off 4 teacher book
students learning English in the second term of Intermediate Grade 2 in Saudi Intermediate Schools. Lift Off! 3 and 4 follow Lift Off! 1 and 2, the new Macmillan English course for the First Intermediate Grade. Lift Off! 4 is intended for use in the second term of Second Intermediate Grade. The components of Lift Off! A combined Student’s Book andWorkbook A Teacher’s Book A CD The Student's Book The Student’s Book of Lift Off! 4 begins with a list of contents. This is designed to assist teachers to understand the overall plan of the course, and it is followed by a list of essential rubrics/instructions and grammatical terms that the students will need to understand. The rubrics and instructions are translated into Arabic. There are ten units in the Student’s Book Lift Off! 4. Each unit contains four lessons. The fourth lesson in each unit is a Review. It provides a review of the language in the unit and recycles the grammar, functions and vocabulary of the previous three lessons. No new structures or words are introduced in the Review. There is a dictionary at the end of the book that contains the new vocabulary introduced in Lift Off! 4. Lift Off! 4 includes new topics, functions, grammar and skills practice which build on the language of previous materials. Lift Off! 4 presumes that students have covered the material in Lift Off! 1–3 and that they need to revise and recycle this material. The Workbook A lesson in theWorkbook is designed to follow the corresponding lesson in the Student's Book and should never be taught first. Workbook lessons consolidate and practise the material covered in Student’s Book lessons. As with the Student’s Book, the Workbook contains ten units. The only difference is that there are three lessons in eachWorkbook unit practising the material in lessons 1–3 of each Student’s Book unit. It is important to note that theWorkbook is mainly intended for homework and is not meant for extensive use in class. Special features of the Student’s Book Many lessons contain a Look! box. These boxes explain aspects of language that students may find new, difficult or confusing. Some lessons contain a Pronunciation corner devoted specifically to aspects of pronunciation. Some lessons contain poems and rhymes which students can copy and learn to improve their pronunciation, stress and rhythm when speaking English. 2 Introduction Many lessons contain a pair work icon suggesting that the exercise is best done by students in pairs. Listening exercises are indicated by to show that a CD player and the CD are required. The track number beside the listening exercise lets you know which section of the CD you require for that exercise. When students are required to complete a written exercise they will often see . It is a tenet of Lift Off! that students should, in pairs, check each other’s work. Teachers should, of course, also check that the students are doing this satisfactorily. Every Review lesson contains a Grammar
Simon rizzo lesson-plan-class-8
The lesson plan is for a 40-minute elementary level English class for 5th year students about clothes. The class has 21 students between 10-11 years old. The main aim is for students to be able to identify and name clothes. Subsidiary aims include learning different pieces of clothing. Materials include a whiteboard, photocopies, and flashcards. The plan includes a review, writing activity where students label clothes, a matching activity in their books, and a crossword puzzle in their books. Homework is matching clothes names to images.
Lesson planning
The document provides guidance on effective lesson planning, outlining key components such as defining aims and objectives, selecting appropriate content and activities for different stages of the lesson including engaging warmers, vocabulary introduction, controlled and freer practice, and providing feedback. It emphasizes that planning helps ensure lessons have clear structure and guidance for teachers while actively engaging students in their learning.
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50minutelessonplantemplate
- 1. Name: Addison Grace Burns Date: August 26, 2015 Level Starter Lesson Duration 45-50 minutes Teacher’s goals for self Reduce slang usage. Limit Teacher Talking Time. Improve Starter voice. Lesson Objective (Students will be able to…) Students will be able to lead one another in Simon Says using vocabulary learned in lesson. Language (specific vocabulary/ formulas being taught) Body Vocabulary head arm shoulder hand leg foot feet neck knee elbow Assumptions Basic sentence structures and vocabulary. Expected problems Don’t understand instructions to activity. [Create different ways to explain the instructions before class date and have a few examples to demo.] Run out of things to do. [Create additional activities to fill in time.] Run out of time. [Make decision if there is enough time to the finish lesson plan during the practice phase. Cut 1 of the 3 activities and jump straight to the production stage, if there will not be enough predicted time.] Materials Worksheet (Dialogue, Matching) Body parts for the board. Bingo Cards,
- 2. Name: Addison Grace Burns Date: August 26, 2015 Warm-Up (Time: ~5 min.) [Your Name] ~5 minutes Have students spell out their names and list words they know under each word. ex. Apple Dark Dine Ice etc. Introduction (Time: ~1 min.) Ask them if they like the doctor’s. Presentation (Time: ~10- 12 min.) [Present] ~5 minutes P1: Doctor, please help me. P2: What’s wrong? P1: My head hurts. I don’t want to walk because my legs hurt, too. P2: Oh no. How are your feet? Do they hurt too? Do your hands hurt? P1: Yes, my hands and feet hurt. [Explain] ~5-7 minutes No better realia than myself. Cover vocabulary step by step. Try to imitate what Melanie did with the backpack/ school supply vocabulary. (3 questions) Once finished, be sure to write the words down on the board. Practice (Time: ~15 min.) [Matching] ~5 minutes Have worksheet with images of body parts and their corresponding vocabulary words. Have students match the appropriate image to the words. [Gap Fill] ~5 minutes Create sentences that can be filled with body parts. [Body Board] ~5-7 minutes Print out body and tape on board. Put students into teams and have them play Slap on the board with the body parts. If odd number of students, have vocabulary written down and have odd one out be the moderator.
- 3. Name: Addison Grace Burns Date: August 26, 2015 Production (Time: ~10 min.) [Simon Says] ~10 minutes Lead them in Simon Says to have a game with the body parts vocabulary. Once I demonstrate a few times, pass off the “Simon torch” to a student and have them lead. Review (Time: ~2-3 min.) Review mistakes and problem words.