Sample Lesson Plans

I have prepared 4 Lesson Plans as a sample including,

1. Vocabulary, listening, and speaking: parts of the body
2. Vocabulary, listening and speaking: colors and parts of the body
3. Weather & Clouds
4. Fruits & Vegetable

The lessons for Grade 1 represent a week’s teaching; they are drawn from a unit of work recycling and integrating topics on ability, parts of the body, and colors; the unit uses the language structures can + verb for statements and yes/no questions, and simple present tense with have.

The objectives for the lessons are drawn from the curriculum standards for Grade 1. The relevant standards are shown in bold beside the objectives at the top of each lesson plan.

Each lesson plan has sufficient material to support at least 45 minutes of direct teaching. Teachers may need to supplement the activities provided with additional simpler or more complex tasks if they have a mixed ability class. If there is too much material for 45 minutes (this depends on the class), it is up to the teacher to designate which activities will carry through to the next lesson. However, to maximize the learning cycle, teachers should be selective about which tasks to cut, and not just drop the last task because it comes at the end. Extra practice tasks are included to accommodate students or groups of students who learn faster than the rest of the class.

The lesson plans are organized as three-stage lessons with a feedback session at the end to sum up learning for students. In the vocabulary and speaking lessons, the three stages are presentation, practice and production. In the listening, reading and writing lessons the three stages are pre-, while, and post- (e.g. pre-reading, while reading and post-reading). However, at this early learning stage, many of the tasks require integrated skills, so the stages sometimes merge. In addition, some of the lesson plans are made up of two or three quite separate activities which are connected by a topic rather than a language focus, and here again, the stages are not so linear.

Because the learners are beginners in English, the lesson plans show a lot of recycling and refer to ‘revision vocabulary’ which it is assumed has been taught earlier. Teachers will have to adjust the vocabulary load depending on what has really gone before.

Vocabulary, listening, and speaking: parts of the body
Objectives	•           Name parts of the body •           Follow simple commands and answer questions. •        Follow, participate in and repeat an action rhyme.
Resources	Cardboard figure with detachable parts; magnet or felt board
Vocabulary	Eyes, mouth, ears, nose, hands, feet
Activities	•         . •         Construct a cardboard figure that sticks to a felt board or a magnetic board with detachable eyes, mouth, ears, nose, hands, and feet. Hold up each part of the body before sticking and ask the following questions.   1.      What’s this? It’s a nose; it’s a mouth. 2.      What are these? They’re eyes; they’re ears; they’re hands; they’re feet   •     When the students offer the word in Urdu, say the word for them in English. Get them to listen to it two or three times before repeating it. Drill the words until the students have learned to say and identify the parts of the body with ease. •   Remove the eyes, mouth, ears, nose, hands, and feet. Ask individual students to come to the front and stick back on the body parts as instructed. Don’t hold up the body part in question when naming it; leave them in a pile on the table.   1.      Ali, put the nose on. 2.      Isa, put the feet on. 3.      Put the hands on. 4.      Put the mouth on. 5.      Put the eyes on. 6.      Put the ears on. 7.      Take one hand off. 8.      Take the other hand off. 9.      Take the feet off. 10.  Put one hand back. 11.  Take the ears off. 12.  Take the nose off. 13.  Put the nose back on. 14.  Take the nose and the mouth off.   •        When the cardboard figure has been fully reconstructed on the felt board or the magnet board, select two teams of five. Draw a ‘starting line on the floor about two meters from the board and stand the teams behind it. Get the first member of each team to approach the board. Call out one of the new words (e.g. nose). The first student to slap the correct part of the face on the board wins a point for their team. The winner goes to the back of the line and the loser goes back to his or her seat and is replaced by someone new from the class. The next couple step up to the board and the teacher calls out another word. Once the class sees how to play the game, get students who are not in either team to call out the body part words. Continue playing until everyone has had a go or the vocabulary is thoroughly practiced. The team with the most points wins. •          Elicit in Urdu and then translate into English the verbs that go with various parts of the body.   eyes – see, mouth – talk, ears – hear, feet – walk   •         It is not important that students learn all the verbs actively but it is important that they understand them before repeating the rhyme that follows. Get the students to think of a hand or finger mime for each action. Practice saying the verb aloud in English and getting the students to respond by doing the mime. Keep to the order of the verbs in the rhyme to make things easier.   Teacher says Students do see shade their eyes with their hand talk make a talking mouth gesture with their thumb and fingers hear cup their hand to their ear walk make their fingers do the walking   •         Rhyme - Get students to listen to the rhyme.   We have eyes and we can see. We have mouths and we can talk. We have ears and we can hear. We have feet and we can walk.   Say it a few times, pointing to your own eyes, mouth, ears, feet and doing the accompanying mime forsee, talk, hear, walk. Then get students to repeat the rhyme with you. While they practice repeating it, get them to point to each part of their own body as it is mentioned and do a mime for each verb.
Feed Back	Go back over the vocabulary by pointing to your own eyes, nose, mouth, ears, hands, feet and getting students to name them.
Summary for the Students	Today we talked about the things the different parts of our bodies can do. What can my eyes do? What can my ears do? What can my mouth do? What can my feet do? Can you remember the rhyme? Say it again for me.