Teacher’s name
Date of lesson
Lesson Topic
Time and length of lesson
Level of class (eg Beginner)
Number of students
Make-up of the class (eg age,
strength / weaknesses,
nationalities, mixed abilities)
Aims of the lesson
Secondary aims of the lesson
Lesson plan template
Hicham Talbi
Tuesday, November 6th 2018
Demonstratives (this, that, these and those)
10 – 11 A.M. (one hour)
Complete beginners
10 children
- Ranging from 6 to 8 years old;
- Monolingual (i.e., sharing the same L1);
- 5 boys and 5 girls (all Chinese kids);
- Hyperactive and prefer moving around the class to desk activities;
- Varied learning styles: kinaesthetic, auditory and visual learners;
- Mixed abilities: high/low achievers, outgoing/shy individuals.
By the end of the lesson, students will be able to:
- Identify the demonstrative pronouns this, that, these and those;
- Distinguish between singular and plural demonstratives;
- Use the learned grammar items in real-life situations.
- Refreshing students’ memory about the previously taught vocabulary items;
- To be able to point out classroom objects both near and far ones (e.g.,
whiteboard, chair(s), desk(s), pens, etc.) using demonstratives;
- To assimilate and internalise the chunks “this is + singular noun”, “that is +
singular noun”, “these are + plural noun” and “those are + plural noun”;
- To integrate the four skills within the lesson (i.e., listening, speaking, reading
and writing).
 Anticipated difficulties
Strategies to overcome difficulties
Materials to be used
Lesson plan template
- SS might find difficulty pronouncing the voiced interdental fricative /ð/ with
which the demonstratives begin, mispronouncing it as the voiced alveolar
stop /d/ due to the impact of their L1.
- Because of some students’ hyperactivity and boisterousness, loud and
obstructive noise might arise during the group and pair activities.
- In the first stages of drilling, I will use gestures. I will stick my tongue out and
put it between my upper and lower teeth before pronouncing each of this,
that, these and those. Then I will ask SS to do the same until they get it right.
- I will try to prevent uncontrollable noise from happening by making mixed-
gender pairs (one boy and one girl) so as to minimise the noise and L1
discussions between boys and boys on the one hand and between girls and
girls on the other.
- Whiteboard, markers of different colours, realia, worksheet, projector, laptop
and loudspeakers.
 Timing Stage / Procedure
5 minutes Introduction to the lesson
10:00 – 10:05 A.M.
T greets SS with a vibrant
smile and then asks each
student about their feelings.
T reminds SS of the previous
lesson (about vocabulary
related to food) and then
briefly sets out the aims of
the current lesson.
Warm up
10 minutes T divides SS into two
10:05 – 10:15 A.M. groups/teams: Team A and
Team B. Each team consists
of 5 students of mixed
gender.
T chooses to play the activity
of “Run and Touch the
Object”. Every time, T takes
two students from both
Lesson plan template
Interaction Reason for doing the
activity
- In order to break the ice
and create a stress-free,
lively and friendly
atmosphere.
T – SS
T–S
- T smoothly railroads SS
to the lesson to be
taught during the
T - SS session as well as
drawing attention to the
previous one.
- SS are heavily engaged,
especially since they
love to be physically
T – SS active more than to be
S–T assigned desk activities.
- Getting SS in the right
frame of mind for the
lesson.
- The warm up activity
involves all SS without
exception.
 teams. Then, T mentions - Implicit introduction of
something that is inside the new vocabulary takes
classroom using the place.
demonstrative pronouns, - SS physically respond to
and the quickest S to touch commands (TPR) and
that object will add a point stimuli in English (thus
to their team! When all SS thinking in English)
pass, T announces the whilst simultaneously
winning team, yet rewards having fun.
both teams and gives all SS
positive reinforcement
equally.
To exemplify this activity,
when T says, “Touch this
pen”, SS must run to touch
the pen nearest to the T.
Similarly, if T says, “Touch
that door”, SS must run to
touch the door (which is,
obviously, farthest from
both). And so on. T will keep
giving commands and
changing his position in the
classroom until all SS are
given the chance to
participate, using all

Lesson plan template

 demonstratives, i.e., this,
that, these and those.

T thanks SS and asks them to

go back to their seats and to
pay attention to the
whiteboard.
- T introduces
Presentation demonstratives and
models sentences with
10 minutes T writes 4 interrogative the right pronunciation
10:15 – 10:25 A.M. sentences (questions) on the and intonation.
board, highlighting the - By writing the sentences
keywords in different on the board, T
colours: highlights the written
1. What is this? T – SS form of the
2. What are these? T–S demonstratives.
3. What is that? - By means of chorusing, T
4. What are those? highlights the spoken
forms of the words this,
T reads each sentence out that, these and those.
loud and asks SS to repeat - Constant feedback and,
after him. Then T points to overall, positive
real objects in the feedback will keep SS in
classroom: general on track and
boisterous SS in

Lesson plan template

 1. Taking a pen, T asks,
“What is this?”, eliciting
the answer from SS. T
then says,” Very good!
This is a pen (slowly,
with short stops after
each word).” T models
the sentence and SS
repeat it after him many
times. After that, T
writes the declarative
sentence “This is a pen”
under question 1,
highlighting the
demonstrative in a
different colour and -
explaining that “this” is a
demonstrative which is
used to point to an
object/person (singular)
that is near to the
speaker but far from the
addressee, or that is
near both the speaker
and hearer. (using more
particular interested in
the lesson, engaged and
absorbed. Slapping high
fives, voicing
encouraging words or
showing a thumbs up
can imbue SS with a
sense of intimacy,
acceptance and
“safety”, and this, in
turn, will most likely
make them excited and
keen on answering T’s
questions and speaking
in English.

Lesson plan template

 simplified words of
course!).
2. T then moves close to
the SS, and pointing to
the pens on students’
desks, he asks, “What
are these?”, eliciting the
answer from SS. One
student says, “Pens” and
T replies, “Excellent!
These are pens.” SS
repeat after the T
several times. After that,
T writes the declarative
sentence “These are
pens” under question 2,
highlighting the
demonstrative in a
different colour and
explaining that “these” is
a demonstrative which is
used to point to
objects/people (plural)
that are near to the
speaker but far from the
addressee/hearer, or

Lesson plan template

 that are near both the
speaker and hearer.
3. T points to the door and
asks SS, “What is that?”,
giving them ample time
to think and then
eliciting the answer from
them. SS reply, “Door!”
and T says, with thumbs
up, “Very good! That’s a
door!” SS repeat the
chunk “that’s a door”
several times. Following
that, T writes the
declarative sentence
“That is or that’s a door”
under question 3,
highlighting the
demonstrative in a
different colour. He then
explains that “that” is a
demonstrative which is
used to point to an
object/person(singular)
that is near the speaker
but far from the

Lesson plan template

 addressee/hearer or that
is far from both the
speaker and the hearer.
To check students’
understanding, T asks,
“Is that a chair?” and SS
say “no, that’s a door!”
T gives positive feedback
instantaneously saying,
“Excellent!” and slapping
high fives with all
students.
4. T uses his hand to point
to the windows and asks,
“What are those?” T
elicits the answer from
SS saying, “Those
(pointing to the
windows)…what?” SS
respond, “Window!” T
follows up, “Nice! Very
good!
Those…Are….windows!”
He models the sentence
and SS keep repeating it
many times until they

Lesson plan template

 memorise the whole
chunk. Following that, T
writes the declarative
sentence “Those are
windows” under
question 4, highlighting
the demonstrative in a
different colour and
explaining that “those”
is a demonstrative which
is used to point to
objects/people (plural)
that are far from both
the speaker and the
addressee/hearer or that
are far from the speaker
but near the hearer.

In addition to this, T uses

realia. He takes an apple
(since the previous
session was about food!)
out of his bag and tries
to elicit answers from SS.
Putting the apple (or 2
apples) in a different

Lesson plan template

 place will result in a
different demonstrative.
This further deepens
students’ understanding
of the newly introduced
concept. T continues to
maintain interaction
with SS and keeps them
engaged as much as
possible.

As a closure for this stage, T

summarises the rule and
usage of demonstratives
this, that, these and those
on the board and keeps that
written on the board as a
reference for SS throughout
the session.

Practice
10 minutes (controlled practice)
10:25 – 10:35 A.M.
T divides SS into 5 groups of
2 and assigns an activity in
the form of a “board game”.
-SS practice the spoken form
of the learning elements,
using the target language,
English.

Lesson plan template

 T gives elaborate and clear
instructions to SS as to how
to carry out the activity by
demonstrating it to them
first.
Each group of 2 has a board
and a dice. The board is
divided into 4
quarters/areas:
What is this?/What are
these?/ What is that?/What
are those?
SS roll the dice in tandem.
The other student has to
answer the question upon
which the dice has fallen. For
example, Student A rolls the
dice and the latter falls on
“What are these?”. Student
A asks that question whilst
pointing to an object (let’s
say Student B’s shoes).
Student B has to answer by
saying, “These are (my)
shoes”.
Lesson plan template
S–S
- This activity is very fun,
T-S exciting and engaging. It
encourages SS and channels
them to move from
assimilation (input) onto
practice (output).
- SS don’t feel shy of making
mistakes or held back as
they direct answers towards
their pairs, and not the
teacher. Hence, it is a good
opportunity for them to
explore their linguistic
repertoire and practice
speaking English whilst
rolling the dice and having
fun.
 T keeps moving around the
class and monitoring SS
answers and use of English
whilst taking notes of any
recurrent errors either at the
level of pronunciation or
grammatical formulae. T
ascertains English is the only
language that is being
spoken and provides
constant feedback and
scaffolding to struggling or
shy SS.
Production
(free practice)
- SS explore the topic in a
10 minutes T gives each student a freer way.
10:35 – 10:45 A.M. worksheet (1 page, with - SS practice the written
colours and illustrations) and form of the learning
asks SS to fill in the blanks. T T – SS elements, using the
explains and simplifies the T–S target language, English.
instructions and gives a time S–S - Giving SS the
limit. While SS are doing the opportunity to practice
exercise, T moves around grammatical structures.
the classroom and monitors - Developing the ability to
students’ progress up close. use context

Lesson plan template

 He gives constant feedback
and helps out any students
who seem to be struggling
with the given exercise.
At the end of the allotted
time, T asks SS to do pair
correction. After that, whole
class correction,
orchestrated by T, takes
place.
Summarise and review
7 minutes
10:45 – 10:52 A.M. T brings SS together and
recapitulates the whole
lesson on the board. T draws
attention to usage and form
using arrows and different
colours for keywords (i.e.,
this, that, these and those).
8 minutes Cooler
10:52 – 11:00 A.M.
Lesson plan template
(illustrations, nouns
following
demonstratives) to
deduce and find the
right answer.
- SS demonstrate their
understanding of the
lesson.
- Reviewing the outcomes
of the activities and
summarising the
T – SS learning points.
- Making sure the learned
items are internalised
and embedded in
students’ long-term
memory.
- SS enjoy watching the
animated video and
listen to the rhyming
song while at the same
 T Plays an animated
YouTube video about
demonstratives. Then plays a
lively and fun song using T – SS
demonstratives. T–S
T asks SS to read the
following section on the
following page for the
coming session’s lesson.
Lesson plan template
time unconsciously
reviewing what they
have just studied during
the session.
- T ends the class on a
high note, smiles to all
SS and says goodbye,
preparing them for the
next session.