Lesson Plan Cover Sheet

Name: Mohammad amin Level / Age: sixteen Pre-A1 / 7-9

Date: 11/5/22 Time: 11:00-12:00
Length of Lesson: 60 min Number of students: 7
Lesson Number: 4 Tutor: MO JORDAN
Main Aims:
By the end of the lesson students will be able to use beach related lexis (the sea, shell, sandcastle,
etc) to describe a picture of the beach in order to spot the difference between their picture and
their partner’s picture.

Subsidiary Aims:
-Ss will recycle and use “There is/are” to describe their pictures of the beach.
-Ss will use colours and numbers to describe their picture of the beach.
-Ss will practice taking turns to describe their picture of the beach.
-Ss will be able to spell the TL.

Personal Aims:
- To conduct a well-paced lesson and avoid downtime by:
1. Closely monitoring Ss.
2. Preparing the next activity during the previous one.
3. Having Ss help me gather the materials after activities.
4. Giving tasks to Ss who finish early such as helping their partner, getting them to write the
answers on the board, self-correcting their mistakes, or giving them an extension task.

-ICQing essential details of activities, especially the ones not mentioned in the instructions or not
seen in a demo

Topic / Activities:
The beach / the sea
-recognize the correct picture
-listen and bring correct picture card to teacher
-chant and mime
-T mimes and learner say
-Learner says and T mimes
-Ss mime in pairs
-Miming hot seat game
-Ss put word cards on board next to picture
-Race to put word cards next to picture in two teams
-Telephone game – ss write word heard on board
-bingo
-spot-the-difference

Language Structures / Vocabulary:

Vocabulary: beach, the sea, shell, sandcastle, ice lolly, sun cream, bat, boat, crab, colours,
numbers.

Language Structures:
-Review of “There is/are”

Materials:
-IWB
-2 sets of picture cards
-2 sets of word cards
-2 sets of spot-the-difference pictures
-bingo cards
-gap-fill and word scramble

Assumptions:
-The Ss will be able to work in pairs to describe their picture.
 -The Ss will be familiar with the structure “there is/are” and numbers and colours.

Lesson Plan Procedure

Stage Aims Interaction Procedure - What will the Procedure – What will the What could go Tutor’s Comments
Materials & teacher be doing / saying? students be saying? wrong? How will I
Time respond?

To get to know Lockstep T tells Ss to sit down and put Ss come in and sit down The Ss might not
the Ss and their bags and books under and put their bags under settle into their seats
develop Ss’ Soft Toy their chairs. their chairs. quickly. The T should
coordination encourage them to sit
3 min T passes the toy to a S and Ss catch the toy and say down and get ready
asks, “what is your name?” their names and how old for class by counting
and “how old are you?” T they are and throw the down from five.
repeats for all of the Ss. ball back to the teacher.
The Ss might not
catch the toy. If Ss
drop the toy or do not
want to catch it, T can
hand them the toy.

To maintain a
classroom Lockstep Teacher says tigers and lions. Ss tell T what team they Ss might not
routine and And tells Ss if they are a tiger are on. remember their team
divide class into Whiteboard or a lion. T writes tigers and through the lesson. T
groups for lions on the whiteboard. T should regularly ask
games and 2 min asks Ss who they are. them.
points for the
lesson.
To establish the Lockstep T asks Ss for the class rules: Ss raise their hands and Ss might start saying
rules and “What are the rules?” say a class rule if they are the rules without
remind the Ss Whiteboard / Teacher raises hand to called on: “It is good to raising their hands. T
of the rules and paper gold coins encourage Ss to do the same. make friends, it is good to raises hand to remind
to maintain the This is a routine with this speak English, it is good to Ss to do the same.
classroom 2 min class established by their raise your hand, it is good
routine. regular teacher. to say please and thank
you.”

To maintain a -After Ss have said the rules,

routine. the T puts a token gold coin
on the board next to each
group’s team name if a
person from each group said
a rule.

To present the Lockstep / T holds up picture cards of Ss look at cards and Ss may have trouble
meaning and Whole Class vocabulary (beach, shell, sea, repeat after the teacher. with pronunciation. T
pronunciation etc), says the word, and drills should listen to
of new lexis Picture cards it with the class. individual Ss and have
them drill more if
2 min necessary.

For Ss to study Lockstep T holds up picture cards one Ss say “yes” if T says the Some Ss might get
the TL by at a time and says vocabulary correct word and “no” if T distracted during this
practicing Picture cards word (sometimes correct and holds up wrong word. activity. T should call
recognising the sometimes not). on Ss who are not
images of new 2 min paying attention and
word keep a steady pace to
keep learners
 engaged.

To practice the Two groups T places picture cards on
TL receptively tables in front of the two
by listening Picture cards groups. T says vocabulary
words one at a time and a S
4 min from each group brings the T
the card that they hear.
The teacher records a point
for the fastest team. When
finished, T puts a gold coin
next to the winning team on
the whiteboard.
Ss listen and chose the Ss not taking the card
card that they hear. One S to the T might get
brings the card to the T. distracted. T should
encourage all the Ss
to touch the card that
they hear to help
their team members
and reach a
consensus.

To practice the Lockstep / T tells all the Ss to stand up. Ss chant the vocabulary Ss might not want to
vocabulary Whole Class T shows pictures on IWB. T with the T while miming. mime if they are shy.
productively points at pictures and mimes T should be
through chant IWB and chants at the same time, motivating and
encouraging Ss to do the encouraging and
3 min same. make it fun for
everyone. Ss might
bump into each other.
T should make sure Ss
have space to mime.

To practice the Lockstep T says vocabulary and Ss Ss mime the vocabulary Ss might not
TL receptively mime. based on the mimes remember the mime
2 min
and internalise
the TL through
mime
To practice the Lockstep / pairs T mimes TL and Ss say it. T
TL productively calls on Ss who have their
in a controlled IWB hand up to answer.
way and
internalise it 4 min T puts Ss into pairs and
through mime numbers them. “Your turn.
Number 1, do (T makes crab
movement), number 2, say (T
says crab). T points to IWB to
signal the next vocab word to
mime. T monitors and makes
sure Ss are on task. T
changes mimer and speaker
after a minute or two.
To practice the Two groups T holds card over their head,
TL productively makes a shh sound and
in a controlled Picture cards gesture, and says: “What is
way and it? T moves around to elicit
internalise it 4 min mimes from Ss and guesses
through mime what the word is.
T divides Ss into two teams.
T asks 1 S from each team to
sit in front of the class. T
holds picture card over their
introduced during the
chanting.
Ss raise their hand and say
what word the T is
miming.
Ss practice miming in
pairs.
Ss do mime on card and T
guesses what the card
says.
Ss on each team mime
what they see on the
picture card until the S
form their team at the
front of the class says the
and might need to be
reminded a little at
first.
Ss might not be able
to this in pairs or
might not understand
what to do. If Ss are
struggling a lot. T can
bring the classroom
back in and finish in
lockstep with all Ss
saying the word the T
mimes.
Team members might
not all participate by
miming. T
encourages all Ss to
mime to help their
team win.
 head. correct word.

The teacher records a point

for the fastest team. When
finished, T puts a gold coin
next to the winning team on
the whiteboard.

To present the Whole Class T holds up a word card and Ss raise their hands and Ss might jump from
written form of says it. T places word card on take turns putting the their seats to put the
the TL IWB IWB next to the image of that words cards on the IWB word card. T only
Word Cards word. T then holds up next to the picture of that calls on Ss who raise
2 min another card and says it and word. their hand and are
then gives it to a S to put on sitting down.
the board. T repeats with all
the words.

T asks Ss to help take word Ss help the T take word

cards down from IWB. cards down from the IWB.

T practice Two groups T places words on two chairs Ss take turns grabbing Ss might need help
recognising and IWB / Word in front of the IWB. T says a word cards from the chair finding correct word
reading the Cards word, grabs word card from and putting them over the in the stack of words.
written form of chair and puts it on the picture of that word on Word cards might fall
the TL 4 min board. T divides class into the IWB. off chair. If it is too
two teams. T says a word difficult or messy, T
and 1 S from each team grabs can leave only four
the word card and puts it on words on the chair
the board. and put down one
more card each
The teacher records a point round.
 for the fastest team. When
finished, T puts a gold coin
next to the winning team on
the whiteboard.
T asks Ss to help take word
cards down from IWB.
To practice the Individual T writes on board:
spelling and “sandcastle” and elicits
written form of Gap-fill missing letters from Ss. T
the TL worksheet / gives gap-fill to each Ss. T
Correct the monitors and writes 1, 2, 3,
mistake etc on sheet of Ss as they
worksheet finish.
5 min T asks Ss to come write the
Feedback answers on the board in that
order. T points to each word
and asks Ss to clap if they
agree or stomp their feet if
they disagree. T asks Ss
“How do you spell...” and Ss
spell out the words on the
board.
The teacher records a point
for the fastest team. When
finished, T puts a gold coin
Ss help T take down word
cards from IWB.
Ss write in missing letters
of the TL on the Some Ss might finish
worksheet. early. These Ss can
write the answers on
the board. If they
finish really early,
they could do one
more gap-fill with
Ss go to IWB and write more words missing
missing letters from the as a bonus challenge.
gap-fill. Ss clap hands if T can check this at the
they agree or stomp feet if end of feedback by
they disagree. Ss raise writing the gap-fill on
hand and tell T how to the board and eliciting
spell words on the board. missing letters from
Ss.
 next to the winning team on
the whiteboard
*Repeat above procedure for
word scramble worksheet. T
models on board first with
“sandcastle” and elicits
correction from Ss.
To practice Two groups of 3 T lines up two teams in front
reading and and 4 of IWB and white board. T:
writing the “read the word. Tell your
written form of IWB / friend.” T motions that you
the whole word whiteboard tell the person next to you. T
of the TL points to last Ss near board,
5 min “write the word.” T models
one example. T then shows
the last S from each team a
word cards and repeats for
all vocabulary.
Feedback T gets Ss to clap if they agree
or stomp feet if they disagree
with answers at the end of
each round. The teacher
records a point for the fastest
team. When finished, T puts
a gold coin next to the
winning team on the
whiteboard.
*Ss repeat above
procedure for next
worksheet.
Ss line up in front of IWB
and whiteboard in their
teams. The last S reads a
word and whispers it to
the person next to them.
They pass the word down
the line verbally and the S
near the board writes the
word down. Ss clap hands
if they agree or stomp feet
if they disagree.
Ss might hear the
word from other Ss
before it is time to
write and try to write
the word earl. T
should monitor and
make sure each Ss
says the word to the
person next to them
before the last person
writes it on the board.
If it gets too hard to
manage, T can do
activity with the
whole class.
To practice Individual T shows bingo card on IWB.
recognising T says, “there are 2 red
meaning and Bingo Cards crabs.” T nominates Ss to
form of TL and circle the correct
model language 4 min picture/word. Continue until
for next activity Ss can see three circles in a
row and say “bingo!” T gives
bingo cards to each S and
then reads out similar
sentences. Continue until a
Ss has bingo. T monitors to
make sure Ss are circling the
correct pictures/words.
Feedback
T holds up winning card and
elicits from Ss, “There are 3
red crabs” and so on for each
picture / word.
T puts a gold coin next to the
team of the person who got
bingo.
To produce the Pairs T shows picture of beach
TL in a free scene on IWB. T elicits
practice activity Spot the sentences from S about
difference picture: “There are 2 brown
pictures boats.” The teacher records
a point for team members
8 min
Ss raise hands and circle
the words said on the
bingo card on the board.
Ss then play bingo on their
own cards and listen to
the T and circle what is
said on their card.
Ss say what is on the
winning bingo card.
Ss raise hands and say
what they see in the
picture.
Ss might drop their
papers. T monitors to
make sure all Ss are
circling words and
have their paper. Ss
might not say bingo. T
monitors and
encourages them to
say it when they have
bingo.
Ss might make
mistakes with “there
is/are”. T can write it
on board and correct
mistakes. Ss might
also need help and
 who answer. When finished, encouragement with
T puts a gold coin next to the using numbers and
winning team on the colours.
whiteboard.
Ss work in pairs describing Ss might finish really
T shows two pictures on the their pictures and find the fast and early. T can
IWB and describes one: differences. prompt them to write
“There are two red crabs. sentences about what
How about you?” T elicits is in their picture.
difference in S’s picture. T
divides Ss into pairs and gives
them the info gap spot the
Feedback difference cards. T monitors. Ss tell the T the
differences in the pictures.
T puts up the two different
pics on IWB and elicits
differences from Ss.

To check HW, Individual (pairs T tells Ss to get out their HW Ss get out their HW and Ss might get restless
assign HW, and for checking) and sticker books. T checks their sticker books. Ss say while T is checking
give stickers to that Ss have done their HW which team won. HW. T can tell Ss to
Ss who have Workbook / and gives stickers to people check if they have the
done their HW stickers / Ss who have and circles the next same answers while
and won the sticker books pages for HW. T then asks Ss waiting for the T.
games for who won had the most
positive 4 min points today and gives that
reinforcement. team another sticker in their
sticker book.