Lesson Plan

Teacher: Maia Katamadze

NUMBER OF LEARNERS: 12 AGE OF LEARNERS: 6-7 year LEVEL: A0

LEARNING OBJECTIVES AND ASSESSMENT CRITERIA

(Note: ‘For Learners to practise present perfect’ IS NOT a suitable learning objective. Please be specific about the skills and language being improved. Include your target language here. Also,
how you will know the students have achieved these objectives?)

By the end of the lesson the learners will be able to ask and answer questions with ‘can’ using action verbs.

Measurement:
Most of the learners will use 4 action verbs in the questions.
Most of the learners will make correct questions and short answers using ‘can’

New language:
(Note: Include Phonology)
Action verbs: clap/klæp/, fly/flaɪ/, stop/stɒp/, swim/swɪm/, climb/klaɪm/, run/rʌn/.
Positive, question, negative and short answer: Can you ….? Yes, I can / No, I can’t

Revised language:
(Note: Include Phonology)

Vocabulary related to animals

CONTEXT:
(Note: Describe the subject or situation around which you will build your lesson.)
Song about abilities of animals

MATERIALS
(Note: List here published materials with page number and worksheets. Remember to attach copies to the plan!)

Song mp4, worksheets of masks from twinkl.co.uk, straws, staple, crayons

The United Kingdom’s international organisation for cultural relations and educational opportunities. A registered charity: 209131 (England and Wales) SC037733 (Scotland).
 TIMETABLE FIT:
(Note: Describe why you are giving this content at this point in the course. Briefly describe the previous lesson; then, briefly describe the next lesson and what next steps you will take to
consolidate today’s lesson.)
In the recent lessons’ learners have been working on vocabulary of animals and animal body parts. In this lesson learners will have the opportunity to revise
animals and learn action verbs to ask and answer about animal abilities using can/can’t. The literacy is not emphasized during the lesson. Next lesson will be
about adjectives in the context of animals.

LESSON
APPROPIACY:
Assumptions Demands Support
Linguistic
Ls can be familiar with the verbs run, Using action verbs together with can and can’t T show two actions with can and can’t to make it
sing, dance clear for them to see the difference in meaning.

Cognitive Ls are somehow familiar with some It can appear difficult for them to understand T provides visual support and mimes the action
action verbs like ‘run’ ‘climb’

Interactional Ls are familiar with doing role plays in Using masks during role-play while asking and T provide demo how to act out with masks twice
pairs answering questions. with the help of learners.

Involvement Ls will be engaged in the topic and Lose their attention T calls out the distracted student while showing
eager to follow the teacher demos for the activities

Physical Ls are able to cut out things at this age Some of them can be very slow T provide support encouraging them if they are
unable to cut out masks accurately and safely.

CLASS PROFILE:
(Note: Relevant information about the group.)

This is monolingual class of 12 students, but 10 attend the class. They are 6-7-year-old, level A0. Some of them are quite smart and follow the teacher’s instructions. Some
of them need teachers support to participate and some of them need real control to grab their attention back. Their skill of speaking is restricted and they need encouraging
to copy language chunks.

Note: When focusing on an Action Point from your Developmental Action Points Log, please make a note of that in the procedure section.

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STAGE OBJECTIVE & ACTIVITY TYPE PROCEDURE INTERACTION MATERIALS TIME
(E.g. stirrer/settler/transition)
Learner Activity Teacher Activity
1 Beginning Ls sing a hello song and try T greets them with hello T-Ss Song 7 min
To keep routines to sing along the teacher song Ball
Stirrer and copy the movements cards
Ls review names of their T introduces herself and S-S
peers by rolling the ball with the ball asks them to
say their names quickly.

L draws one card of T divides them in 2 groups S-Ss

classroom rules and lets and sets competition of
others guess guessing classroom rules

2 Meet the vocabulary Ls are showed pictures of T represents action verbs T-Ss PPP 7
To elicit familiar words and to animals and actions. They with the help of pictures marker minut
present new ones try to guess which animal and mimes to give the es
can fly. meaning.
settler L match the right one on the S
board
3 Drilling Ls copy the action and T models new language T-Ss 3
words provided from T minut
es
4 Manipulate vocabulary Ls play in two groups. They T provides Ss with T-Ss Pp, marker 7
To personalise target vocabulary make two lines. They run to pictures of actions. T S-S minut
stirrer the boards and circle the shows animal picture and es
actions Ls compete action verbs
5 Meet target language Ss listen to the teacher T models how to sing a T-Ss Song video 10
To introduce target structure singing a song song. minut
es
Ss repeat each line until T models words and T-Ss Lyrics
confident with chant (drill) makes them repeat

Ss listen, mime and sing a Ss

song by themselves
6 Manipulate target language Ss Change words of the T models and provides
To use target structure to create chant by the words they pick examples
own chants

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STAGE OBJECTIVE & ACTIVITY TYPE PROCEDURE INTERACTION MATERIALS TIME
(E.g. stirrer/settler/transition)
Learner Activity Teacher Activity
7 Final task Ls cut out masks and stick it T show ready-made craft. T-Ss Craft 12
on straws. Hands out resources. S worksheets minut
es
They work in pairs and ask T uses the space and
DAPL 3 questions with can. models the role play S-S Scissors

Ls make a presentation of Sticks

their role play in front of the
class glue

DAPL 2
8 Feedback Ls try to improve sentences T gives example to be T- S 3 min
provided by the teacher improved (pronunciation)
9 Ending Ls tidy up resources T plays the song and T-Ss Song 2
Keep routines shows how to tidy minut
es

Ls who finishes fast are T gives pencils to early Ss pencils

Extension Challenge fast finishers provided with pencils to finishers
task*
colour the masks
Ls stand in two lines and are T provides with PP game, Ss-Ss flashcards 3
What’s missing shown pictures on PP. The Organises Ls in two lines minut
first Ls guess what’s and demonstrates how to es
missing and go back. play.

*Make sure you include minimally 1 extension task for fast finishers that can be used throughout the lesson.

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