10 lesson plans tefl

8/10/2019 10 Lesson Plans TEFL

1/14www.teflscotland.co.uk

10 Lesson

Plans

www.teflengland.co.uk


2/14

1 lesson plans

TEFLScotland/TEFLEngland2009

YoumayhaveseenoneortwoofthesefromyourweekendTEFLcourse,thelessonplanswillhelpyouthink

aboutyourlessonstructureandthekindofactivitiesyoucanincludeinyourlessons.

Thelessonsarealsosetupsoyoucanchangethemesoractivities.

TopTips

1. Dontforgettofeedbackafteractivities,sometimesthiswillhelpshowunderstandingandsometimes

itisjusttoroundoffanactivity

2.

Whensettingupanactivitytrytogiveanexampletoreducetheamountofinstruction.

3. Itcanhelpyourlessonsflowifyouaddconsistencybylettingathemerunthroughthelesson.Dont

dothisforthesakeofitthough,ifthethemehasntgotthelegsitcouldgetboring.

4.

Forsome

free

practices

you

might

need

you

to

lead

in

and

give

an

example

first

to

help

generate

someideas.

5.

Alwaysmonitoractivitieseithertocorrectincontrolledpracticesorjudgepaceinafreepractice.


3/14

1 lesson plans


Aims: Offersandrequests

Level:Elementary

TargetLanguage:

Wouldyoulikea/some...,Idlike,CanIhave...

Yes,please. No,thanks.

Analysis:Somenounsarecountable,theycanappearinsingularorpluralformse.g.apple,

apples.Othersarenotsosimplee.g.coffee,bread,currypowder.Thesearemassnounsand

wecantnormallysayabreadoracurrypowder.

Unfortunately for teachers, you can say a coffee but this is a different meaning from

some coffee (i.e. a cup of). To get around this it can be a good idea to teach

accompanyingphrasessuchasaloafof...acupof...etc.

Lead

in

1.

Startbyselectingabout12itemsoffood/drink,6countableand6mass.

2.

Usepictures,realia,mimeetc toelicittheseitems

3.

Useboardorothercuestoallowstudentstosortoutcountableandmassnouns.

4. Elicitmeasuresofmassnounse.g.loaf/loavesof

Presentation

5. Elicit:Idlikea/some,CanIhave...?

6. Modelanddrillthis,atfirstfromteachersmodel,thenpointingatitemsonboard,e.g.

Idlikeapizza,please...somecoffee,please...someapplesplease

7.

Elicit:Wouldyoulikea.../some...Yes,please/No,thanks

8.

Drill

Controlled

practice

9.

TeachercontrolledQ&A.Getnamedstudentstoofferandaccept/refuse

10.Writeagapfillofbetween5and10sentences,studentsneedtoplacethetarget

languageintothegaps.

11.Dontforgettofeedback

Freepractice

12.

Tellstudentsthatyouwanttocookyourfavouriterecipethiseveningandelicitthe

ingredients.Pretendtobetheshopkeeperandgetstudentstoaskfortheingredients.

ThenputstudentsintopairsSSandgetthemtodiscussafavouriterecipeforeachof

themandtheingredientsinvolved.Pairsthentakeitinturnstobecustomerandshop

keeperaskingforingredientsfortheirrecipe.

13.

Dontforget

to

feedback.


4/14

1 lesson plans


Aims:Presentcontinuous

Level:Elementary

TargetLanguage:

Iaming,Whatareyou...ing(now/atthemoment)

Analysis: Assumethelearnersknowtheverb'tobe'. Thestructureisthereforesimple,but

therearealimitednumberof'real'situations,i.e.limitedto'now',inwhichthisstructure

canbepractised.Somakesureyouchoosesomepracticesituations,e.g.Aroleplay

telephoneconversation,alargepicturewithpeopledoingthings,animaginationgamee.g.

lookingoutofthewindow,amiminggame,amemorygame.Somearecontrolledandsome

ofthesearefreer.

Lead

in

1.

Elicitsome

actions

using

mime,

or

pictures

or

questions

2.

Putsomeupontheboard

Presentation

3.

Elicitthestructure(notforgettingthequestionform),andmodelanddrillit,

Getthestudentstouseexamplesyouhaveontheboardtodrillfurther.Writesome

examplesontheboardtohighlighttheform.Underliningtheauxiliaryverbandtheing

Controlled

practice

4. InopenpairsdoamimeorholdupapictureofanactivityandgetstudentstoaskWhat

is

he

doing?Andanotherstudentgivestheresponse.

5. Correctwherenecessary.Dontforgetgivestudentsachancetoselfcorrect/peer

correctfirst.

Free

practice

6. Setupafreerpracticeactivity,perhapssomeclosedpairwork.Therearesomeideas

aboveoruseyourown.Whynottryaconversationinpairs,studentspretendtheyare

onholidayandtheyhavetodescribetotheirfriendwhateveryoneelseisdoingright

now.

7.

Monitorandfeedback.


5/14

1 lesson plans


Aims:Prepositionsofplace

Level:Beginner

TargetLanguage:

in,on,under,nextto,whereis..?

Analysis: Aprepositionusuallygoesbeforeanounoftentoshowwherethingsarein

relationtoeachother. Youwillneedtomakesureyoushowthestudentswhereinthe

sentencetheprepositiongoes.Carefultokeepyourteachertalkingtimedownandmake

sureyouonlyuselanguagethatstudentswillunderstand.

Leadin

1.Showtwocommonclassroomitemsandaskwhattheyare(Pen,chair,bagetc.).Get

studentstothinkupandlistasmanyclassroomitemsaspossiblewithin1minute.

2.Feedback

(only

write

up

the

items

that

can

be

moved

on,

in

or

under,

next

to

each

other)

Presentation

3.PutapencilontopofachairandelicitthetargetstructurebyaskingWhereisthe

(pencil)?Continueusingotheritemsandprepositions.

4.Drillthestructureonceyouhaveelicitedand/ormodelledit. Elicitthequestionformand

drillthis.

5.Dontforgettowritethetargetlanguageontheboard.

Controlled

practice

5.Setuppairwork. Studentsuseapen,chairetc.topositiontheitemsandaskandanswer

questions.Demonstratebydoingitwithastudentfirstorgetapairtodemonstrate.

6.Feedbackandwriteupsomeoftheexamples.

Free

practice

7.Itwillbequitedifficultforyoutodoafreepracticeatthislevel,butyoucouldtrytoget

studentstodescribewherecertainthings(TV,chair,etc)areintheirlivingroomathome.

Youwouldneedtogeneratesomeideasfirst,perhapsdoyourownlivingroomfirstand

studentsaskWhereistheTV?etc

8.Feedbackfromyouractivitybyaskingwhattheyfoundoutabouttheirpartnersliving

room.


6/14

1 lesson plans


Aims: goingtotoexpressfutureplans

Level:Preintermediate

TargetLanguage:

Iamgoingto +verb

Areyougoingto?

Analysis:NottobeconfusedwithIamgoingtothecinema. goingtohasaverbafterit

notanoun.Itisusedtoexpressintentionsorplansinthefuture(nearorfar),andisperhaps

alessfirmplanthanIamgoingtoSriLankanextweek.Youwillalsoneedtofocusonthe

form,tomakesureitdoesntgetconfusedwiththepresentcontinuous(Iamgoingtothe

cinema).Assumestudentsknowtheverbtobeandhowitconjugates.

Lead

in

1.Tell

the

students

you

have

some

exciting

plans

tonight,

students

need

to

guess

what

they

are.Elicitthe2or3thatyouhaveplannedandwritetheverbsup,e.g.visitafriend,watcha

movie.

Presentation

2.Elicittargetstructurelikethis: HowdoIsaywhatmyplansarethisevening? Tonight,

I....(pointtooneoftheactivitiesontheboard).Youmaygetavarietyofresponsesbefore

goingtoremember,ifthestudentsdontknowgoingto,youwillhavetotellthem.

3.Drillthestructureonceyouhaveelicitedit. Elicitquestionformanddrillthis.

4.Writeexamplesofthegoingtoandthequestionformontheboardtohighlightform.

Perhapsuseastructuretable?

Controlled

practice

5.

Set

up

open

pair

activity,

throw

a

teddy

bear

around.

Students

take

it

in

turns

to

use

their

ownideasoronesfromtheboardtoaskandanswerquestions. Demonstratebydoingit

withastudentfirst.

6.Correctwherenecessary.

Free

practice

7.Giveeachstudentadestinationfornextyearsholiday.Givethemafewmomentsto

thinkofactivitiestheywouldliketodo.Inpairs,theyintervieweachotherontheirplansfor

nextyearsholiday,sightseeing,activitiesetc.Again,itwouldbeagoodideatodothisasa

classfirstwithyoubeingaskedbythestudents,thisgivesstudentsideastotalkaboutand

alsoshowswhatthestudentshavetodo.


7/14

1 lesson plans


Aims:

Giving

advice

Level:Intermediate

TargetLanguage:

Youshould+verb,Whydontyou+verb,Try+ing,IfIwereyou,Id+verb

Analysis: Asyoucansee,therearemanywaysoffulfillingthisfunction,soaskingeven

intermediatelearnerstorememberthemallaccuratelywouldbetoomuch,eventhough

theywouldbefamiliarwithsomeofthestructures. Thebestthingtodoistogetthemon

theboardandprovidesituations/problemsforthelearnerstopractiseusingthem. When

teachingafunction,focusontheuseofthelanguageratherthanitsstructure.

Lead

in

1.

Usemime,

visuals

etc

to

explain

/elicit

asituation/problem

e.g.

Iam

going

on

holiday

toAfricaandIhavenoideawhattotakewithme.

2. Elicitadvice/ideas.

Presentation

3.

Usetheideastoelicitthetargetlanguagebyaskingforphrasestoexpresstheadvice.

4. Modelanddrilleachstructureasitarises,andthenwriteitontheboard.Youmaybe

givenquiteavarietyofphrasesotherthanyourtargetlanguage,sojustaskforother

onesandwriteuponlyyourtargetlanguage,youmayneedtotellthemorgivethem

hints.

Controlledpractice

5.

Handout(ordisplay)amatchingexercise. Dooneortwowiththewholeclass,then

get

learners

to

work

individually,

matching

the

problems

and

solutions.

Free

practice

6.

Givestudentsproblems!(Mycarwontstartetc)Youmaywanttokeepthesame

themeofholiday(orwhateveryourinitialproblemwas)runningthroughthelesson,

butonlyifitspracticaltodoso. Student1explainstheirproblem,Student2gives

advice,thenchangeroles.

7.

Feedback.

Youcanvarytheactivitiestohaveabitmorefunbygivingstudentscharactersfromhistory

andmakingonestudentineachpairanagonyaunt.Youcanalsoswapproblemsaround

pairssotheyhavesomethingnewtotalkabout,ifyouhavetime.


8/14

1 lesson plans


Aims:Pastsimple(regular)

Level:Elementary

TargetLanguage:

Verb+ed.Did+subject+verb? Yes,Idid. No,Ididnt.

Analysis:

Thestructureisstraightforward,buttherearealotofirregularverbs,e.g.go

went,buybought,seesaw,andsomeirregularitiesinspellingandpronunciatione.g.

visitvisited(id),like liked(t),playplayed(d),didnt.Assumethatstudentsknowthe

verbsinthepresent.Studentswouldjusthavetolearntheregularandirregularforms,and

isbettertogiveverbsforhomeworktolearn.Herewewanttofocusonjusthowweform

sentencesandquestionsandthepronunciationofedendings.So,wewillkeeptojustthe

regularverbsinthislesson.

Leadin

1.

Elicityourlistofdailyroutineregularverbs(wash,cook,work,playetc.)ontotheboard

usingmime,picturesetctheseshouldbewordsthatstudentsalreadyknow.

Presentation

2. Elicitthepasttenseformse.g.YesterdayI...,dontwritethemupyet,butdrillthem

sothatthestudentshavetorememberthem.

3.

Focusonthepronunciationoftheedsounds,/d/,/id/,/t/ E.g.YesterdayIplayed/d/

orYesterday,Ivisited/id/orYesterday,Iwashed/t/

4.

Writeupthepastformsontheboard.

5.

Elicitthequestionform,modelanddrillit.

6.

Writethequestionformontheboard.

Controlledpractice

6. Inopenpairsgetstudentstoaskandanswerusingtheverbsiontheboard.Youaskthe

firstone,thefirststudentanswers.Theythenaskanotherstudentandsoon.

Free

practice

7.

Youcoulddoclosedpairswhereeachhastofindoutwhattheydidyesterday,youcould

extendthiswithotherscenariosifthereistime.

8.

Feedbackonwhattheyfoundoutabouttheirpartner.


9/14

1 lesson plans



10/14

1 lesson plans


Aims:Cantoexpressability

Level:Elementary

TargetLanguage:

Ican

+verb,

Icant

+verb,

Can

you...?

Analysis: Themodalverb"can"iseasyforlearners,theconceptissimpleandthereareno

inflections. Pronunciation,however,cancausesomedifficulties,insomepartsoftheUK,

thepositive(indicative)andquestionforms(interrogative),thevowelsoundisunstressed

//,inthenegativethevowelislengthenedasin"car",andintheshortanswersthemodal

isstressed,asin"can"ofbeans. Youwillthereforeneedtodrillforpronunciationif

appropriatetoyouraccent.

Preparation. Thinkofwaystoelicitasentence"Ican't...". Therearesomesuggestionsin

theteacher'snotesofthetextbook,butbecarefulbecausetheauthorshavedecidedto

simplypresent

the

structure

up

front,

without

eliciting.

We

would

like

you

to

elicit.

Next

thinkupalistofabout10everydayactivitiesthatdependonabilityorskill,togeneratelots

ofpractice. Youmightliketodrawlittlepicturestorepresentthese therearelotsofideas

inthebook.

Lead

in

1.

Useyourpicturesormimetoelicitalltheactivitiese.g.swim,rideahorse,driveetc.

Assumethatthestudentsknowmostofthemfromearlierlessons. Makesuretheyare

ontheboardaswordsorpicturesforthenextstage.

Presentation

2.

Elicit"Ican..."Drillthisusingsomeoftheverbs. Elicit"Ican't...". anddrillagain.

Highlight

the

sound

change,

using

the

board.

3.

Elicitthequestionform,anddrillthiswithshortanswers.(Yes,Ican,No,Icant)

4. Puttheformontheboardofeverythingyouhaveelicitedsofarontheboard.

Controlled

practice

4. Conductacontrolledquestionandanswerdrillaroundtheclasse.g."MaryaskGeorge"

(teacherpointstoanaction).

5. Moveintopairwork. Studentsaskandanswerquestionsfromtheboard. Get

studentstonotedowntheirpartner'sanswers.

6.

Feedback

Free

practice

7.

GetSStowritedownsomeunusualthingstheycando.

8.

Set

up

milling

activity

e.g.

"Find

someone

who

can

do

some

of

the

things

on

your

list."

Thereisamplescopeforreportingbackonthisactivitye.g."Marycan'tplaytheguitar,

butshecanplaytheviolin".


11/14

1 lesson plans


AimsAdverbsoffrequency

LevelPreIntermediate

Target

Language:

Never,

rarely,

sometimes,

often,

always.

How

often

do

you?

Analysis: Theconceptisverysimplehere.ForPreintermediate,frequencyisbestpractised

usingthepresentsimple(expressinghabitsandroutinesisagoodidea),andwecanassume

thattheyarealreadyfamiliarwiththis,butwillmakemistakes,forexamplewithquestions

andwiththe3rdpersonsingular.

never rarely sometimes often always

Lead

in

1.

Elicitusingmimeorpicturesthingsyoudoeveryweek/day,askthestudentswhatthey

do,askthemiftheydothesethingseveryday/week.Doyouplayfootballevery

Monday?Etc

Presentation

2.

Startwithneverandalwaysat2endsofascaleontheboard.Elicitwhattheymean,

andwhichmeansthemost/leastfrequent. Askforexamplesfromthestudentsabout

whattheyalwaysorneverdo.

3. Puttheotheradverbsontheboardandgetpairstosorttheadverbsintoorderof

frequencyandthenfeedback.

4.

Drillthewordsforpronunciation don'tforgettomodelfirst.

5. Elicitasentencelike"IplayfootballonSaturdays"andgetstudentstosaywherethe

adverbgoes. Anddrillthesentencewiththeadverbinit.

6.

Elicitthe

Q

"How

often...?"

and

drill

this.

7.

Writethequestionandanexampleresponseontheboardtoshowwheretheadverbs

areplacedinthesentence.

Controlled

practice

8.

Jumbledsentences,givestudentsexercisewithsentencesjumbledupandinpairs

studentsneedtoputthesentencesintherightorder.Thiswillcheckformofadverbs

andquestionform.

9.

Feedback

10.

Tryafewopenpairsusingideasfromtheboard,studentsaskandansweroneatatime

acrosstheroom.

Free

practice

11.

Youwill

want

to

continue

with

the

theme

of

habits

and

routines.

In

closed

pairs,

get

studentstointervieweachother.Youcouldalwaysassigncharacterstomakeitmore

interesting.


12/14

1 lesson plans


Aims:

Past

continuous

Level:Intermediate

TargetLanguage:Iwas___ing,Whatwereyoudoing?

Analysis: Thepastcontinuousisusedtoexpressanactivityinprogressatagivenpointin

thepast. Theformisquitesimplebutstudentsmaygetconfusedwhentousethistense

andwhentousepastsimple(Isaw,went,visitedetc.).

Leadin

1. Tellastoryofacrimebyelicitingusingpictures.

Presentation

2. Askquestionsaboutthestoryincludingsomeinthepastcontinuous(E.gwhatwasshe

doingat6pm?Whereweretheydrivingto?Etc),modelanexampleandthendrillit.Use

timelinestodisplayoneofthepastcontinuousactionsandoneofthepastsimpleactions,

e.g.Iwasdrivingalongtheroadwhenadeerranout.

3.Writeanexamplequestionandanswerontheboardtohighlightform.(E.g.Whatwere

theydoing?)

Controlledpractice

4. Preparesentencesforahandouttocheckunderstandingofthedifferencebetweenpast

simpleandpastcontinuous.E.g.At10pm,Iwaseatingmydinner/atemydinnerwhenthe

phonewasringing/phonerang..Studentshavetochoosetherightoneandjustifytheir

choice.

5.Openpairsstudentsask/answerquestions.Whatwereyoudoingat10pmlastnight?

Iwasplayingmusic.

Free

practice

5. SetupanalibigamealongthelinesofCluedo.Giveeachstudentapaperwiththeir

name,place,actionandwhotheywerewith,e.g.MissWhite,Kitchen,makingdinner,with

DrGreen).DrGreenspaperwouldbethesame,hewaswithMissWhiteintheKitchen

makingdinner.Onealibiwillnotcorrespondandthereforewillnothaveanalibi.Theonly

wayoffindingoutwhodoesnothaveanalibiisbyaskingeverystudentintheroom.

Eventually,thestudentswillworkoutthatonecharactersalibidoesntfitandhewasthe

murderer/culprit.

6.Feedbackonaboutthestudentscharactersandhowtheydiscoveredtheculprit.

7.Beforeyoudothisactivity,youwillneedtosetthescene,thecrime,theplaceandtime

etc.


13/14


14/14

1 lesson plans


Aims: PresentPerfect

Level:Intermediate

TargetLanguage:

Ihave

done/visited/seen,

Have

you

done/visited/seen?

Analysis:

ItisimportanttousethePRESENTPERFECT(have/has+pastparticiple)when

talkingaboutpastexperiencesingeneral. Whenwearetalkingaboutaspecifictimeinthe

past,weusethepastsimple(Yesterday/Lastweek/In1987Idid/visited/sawetc). You

shouldpresentandprovidecontrolledpracticeforthepresentperfect,althoughthepast

simplemaycomeintofreerpractice.Youcanassumethatstudentshavealreadystudied

andarefamiliarwith thepastsimple.

Preparation. Thinkupalistofpastexperiencestohelpyouelicitthetargetstructurefrom

students. Youcouldusepicturesorobjectstosuggestpastexperiences(E.g.Apairof

sunglassesto

suggest

aholiday)

and

involve

the

students

more

during

presentation.

Leadin

1. Display visual/flashcards/realiatoelicitsomeofyourpastexperiences.Askthestudents

abouttheirpastexperiences.

Presentation

2.Elicittheresponseanddrillforpronunciation.Ihavebeenscubadiving.

3.Elicitthequestion,Haveyoubeen...?

4.Puttheformontotheboardandunderlinetheform.

5.UsingexamplesfromtheboardaskmoreHaveyouquestionsandthenchooseone

responseandaskWhen?.Thestudentshouldchangetense,e.g.T:Haveyoubeento

Scotland?

S:

Yes,

I

have

T:

When?

S:

I

went

to

Scotland

in

2003.

6.WritetheresponseontheboardandaskstudentstosaywhatthedifferencebetweenI

have

been

to

ScotlandandIwenttoScotlandin2003is.

7.Youneedtofocushereonwhenweusepresentperfect(timenotknownorreferredto)

andpastsimple(timeisreferredto)

Controlled

practice

5.Prepareanactivitywithsentenceswherestudentshavetochoosethepresentperfector

pastsimple,e.g.Ihaveeaten/ateoctopusin2006.

9. DothefirstasaclassanddiscusswhytheanswerisIate.Thenstudentsfinishinpairs

10.Getstudentstofeedbackanswersandjustifyanswers.

Freer

practice

8. FindsomeonewhoMillingactivityusingaHaveyouever? Askstudentstogetmore

informationaboutwhenandwithwhom.Thisshouldelicitpastsimpleandmeanthat

studentshavetousebothtenses.

9. Feedbackwhatthestudentsfoundout.

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