Practice in Teaching English as a Foreign/Second Language

LESSON PLAN

Date:_18/05/22_Time: _11:05-11:25__ Length: __15’-20’_ No of learners: B:_10_ G: _10_

Primary/Lower or Upper secondary learners, Grade: _Γ1_ Skills: listening, reading, writing, speaking,
drawing
Time Aim(s) of activity Language Vocabulary Methodology Teaching
structures materials/hyperlinks

15’ – 20’ To consolidate what Present Simple Unit 7, Lesson After a reading of the text from Magic Book 2, Unit -A “Find the match” Quiz I
students learned in 1 vocabulary: 7, Lesson 1 with the co-operating teacher, I greet created on Wordwall,
Unit 7, Lesson 1 family learners and tell them that I want us to do a recap based on the lesson’s
through various tasks members, of this lesson’s vocabulary to check what they vocabulary
everyday remember through a “Find the match” game-quiz (https://wordwall.net/res
activities and that I created online with 20 pictures and their ource/33692767)
habits (e.g., corresponding meanings. -20 printed handouts I
read book, I explain that when I will start the game (displayed created using Word, with
play, listen, on the TV screen) a picture will pop up and they 3 tasks based on family
cook, plant, have to choose from the given 20 words the members and Present
help) & the correct answer to eliminate it and repeat until all Simple
words elf, answers are gone. Whenever they are stuck or (file:///C:/Users/PENNY/D
idea, tree, cannot see the picture well, I aid them. For each esktop/Unit
village, alone, picture I provide them with useful input in English: %207%20Lesson
busy for example, for “grandfather” I can say “he is an %201%20-
old man, he is wearing glasses and he holds a cane” %20Worksheet.pdf)
simultaneously using body language and gestures.
When we finish the quiz I handout the worksheets I
created which consist of two pages. On the first
page there are ‘Family’ related exercises, while on
the second page there is an exercise on Present
Simple.
We begin with the first page, where they have to
do a matching activity by connecting a picture of
each family member with the correct word. Then,
 there is a “Draw and write” activity where learners
have to draw their own families and write
something about them. I give them around 5’ and
then we check the first exercise on the whiteboard,
whereas for the second task I ask whoever wants
to stand up next to me and present their family. I
explain that I will take their drawings with me to
see all of them.
Finally, I give them instructions on the third and
last exercise where they have to circle the correct
answer from 10 questions in total (each sentence
based on the lesson’s vocabulary) and then match
the sentence to the corresponding picture. I give
them some time and then check the exercise on
the whiteboard. If time runs out, I can give them
the last exercise for homework and ask them to
bring it next time.

Back-up plans In case the internet connection is unstable, I will 20 photocopies of the
have photocopies of the pictures of the internet pictures used in the quiz
quiz and write the words on the whiteboard where
we can do a simulation of the quiz.
If there is remaining time, I will encourage more
students to present us with their drawings of their
families, or else I could tell them about mine or ask
any of the other teachers to do it.

By the end of the lesson, the learners will be able to talk about their families and use the Present Simple for activities such as cooking, planting, helping
etc., by working on their own through a 15’-20’ minute activity that mainly has to do with picture and word/sentence matching. Through a “Draw and write”
activity students will also be artistically motivated.