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This is a program of the U.S. Department of State, administered by the University of Oregon. Paths to Success in English Language Teaching. Copyright 2015 University of Oregon. All rights reserved. Phase 1 Lesson Plan Template Page 1

PHASE 1 LESSON PLAN TEMPLATE

A. Students and Setting

Students:

Grade 6, their ages between 11 - 12 year olds. Students are multinational, from different nationalities

who live in Dammam in Saudi Arabia. Students are from Saudi Arabia, Egypt, Syria, Jordan, Lebanon,

India etc, School is an international school supervised by Saudi Ministry of Education and accredited by

Cambridge. Students' selection criteria depend on sitting for entry exam and exit exams. Level of

English Beginner. Practice English Unit 2

Setting:

Private language school where students are studying English as a Foreign Language as first

language. Students have access to a multi-media lab where they can scan images, use

computers for writing, create PowerPoint presentations, access the Internet, etc. There is a

whiteboard, TV, and VCR in their classroom. Classes are 45 minutes long and meet 3 times a

week.

B. Lesson Background:

In this lesson, students will be introduced to and play games to review classroom furniture and

objects. They will sing a song or watch a video with which they will practise either classroom

language or using must and mustnt to talk about rules, and either role play being the teacher

or write rules for their ideal school. Then they will do a survey about school subjects and look at

different rooms in a school and activities which are happening there. Finally they can design

their own school uniform and bring all their work together in the form of an ideal school project

poster.


C. Learning Objectives/Expected Results:

To practice (depending on stages chosen):

vocabulary: words connected to school, school objects, rules, subjects, rooms and uniforms

structure: Have you got ? and Can I have ?, must/mustnt for rules, be good/bad at,

present continuous

skills: integrated skills (listening, speaking, reading, writing)

D. Materials and Sources:

Materials

Smart Board

Coursebook has the meanings for new vocabulary and exercises to let students apply and

complete.

Pictures

A copy of PPT attached.

Sources

British Council Learn English Kids

Game: Classroom label the picture

http://learnenglishkids.britishcouncil.org/en/word-games/label-the-picture/classroom

Game: School find the pairs

http://learnenglishkids.britishcouncil.org/en/word-games/find-the-pairs/school

Game: School multiple choice

http://learnenglishkids.britishcouncil.org/en/word-games/multiple-choice/school

Game: School hangman

http://learnenglishkids.britishcouncil.org/en/word-games/hangman/school


E. Procedures / Timing:

Teacher does/says . . . Students do/say . . . Approximate Time

Introduces the topic by playing the label the picture game. Play the game and explain any new vocabulary by pointing to the same thing in their classroom. Is their classroom similar to or different from the ones in the games?

Depending on their level, either prepare labels in advance or ask students to write them themselves. Then they go round and stick the labels on things in the room.

- Students look at the picture and start to do the task. - Students work in pairs to check their answers. Check each student pair to ask if they need help, and encourage them to just say phrases or ideas to begin with; helps with vocabulary words needed. Students give answers individually.

10 mins

Classroom objects

Show students the flashcards

one by one. Do they have the

same thing in their bag or on

their desk? Ask them to find it

and hold it up.

Now play a drilling game.

Show them two flashcards. Hold

one out in front of you, say the

word and students repeat. Do

the same with the other card.

Now slowly alternate between

each card, holding one out in

front of you and then the other,

with the students saying the

word. Gradually speed up how

quickly you alternate, until its so

fast the students cant keep up.

When students are confident

with the vocabulary, play the

school find the pairs game with

the students in teams.

Students look at flash cards and try to find a match or similar to identify the meaning. Students listen and repeat in chorus to learn new vocabulary Students listen again and try to check their guessing about each spelling for each word

Students play the school find the pairs game in teams to compete with other teams

15 mins


group project

To bring the work done all

together, provide students with

large colored paper.

You might like to ask students to

add other aspects of their school

to the poster. For example, they

could write a leaflet for parents

saying why they should send

their child to the school, or they

could design a timetable for the

students.

- Students are divided into groups of three and are asked to match each word with the right picture.

They can stick their room plan of

their ideal school in the middle, then

think of a name for the school. They

can design the name, the emblem

and the motto of the school and

stick it at the top of the paper. Then

they can also stick the uniform they

designed and the school rules they

wrote on the paper to produce the

poster of their school.

Students give answers by displaying the schools around the room. Report back individually when called upon by teacher. Partner may mention what was discussed in pair work.

15 mins

Round off activity

Play the school hangman

game to review lots of the school

language covered in the lesson.

- Students are divided into groups of three and are asked to play hangman. - Students exchange information within their groups. Report back individually when called upon by teacher. Partner may mention what was discussed in pair work.

5 mins

F. Alternative Assessment: As I circulate among the pairs and groups I will make notes on how students engaged, reply and talk with partners. I will help students with vocabulary and phrasing as they speak to the group. Later, I will decide, based on their notes, whether to work further on vocabulary. The brainstorming papers and picture will eventually become part of the students portfolio binders; so that they can themselves see how their vocabulary developed over the course of several weeks.


G. Reflection Phase 1:

The student project will use authentic material in the form of online and other resources

designed for school and classroom, and it has learners work in teams. I give them material to

use. This time they will be doing authentic material in the library, on the Internet, and in

interviews with personalities in their community. Their preparation will allow them to use

more skills.

This lesson also gives students more responsibility than they have had before as they

manage work in their teams painting. The project will produce authentic materials that can be

used as models by other students in other English classes. The lesson is appropriate for these

students because it mirrors the kind of work they might do in creating materials related to their

school.

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my lesson