LESSON PLAN - TETYL

Age range/Grade: 8 years old

Level (CEFR): A1

Target language: names of fruit (grapes, peach, pear, strawberry, raspberry,

pineapple, kiwi, plum, cherry, apple, banana, orange), structure: would you
like__? and answers: yes, please/no, thank you, trees, bushes, ground
OBLIGATORY [active] asking and answering question using would you like__?
no, thank you/yes, please structure and names of fruit (grapes, peach, pear,
strawberry, raspberry, pineapple, kiwi, plum, cherry, apple, banana, orange)
COMPATIBLE [passive] understanding the language of describing exotic fruit and
places they come from
Teaching objectives LANGUAGE & CLIL: [T`s perspective]
1.
2.
3.
4.

CLIL Content: to make students recognise different fruit and get them to
be able to relate fruit with the places they grow on (trees/bushes/the
ground)
CLIL Communication: to introduce and practise dialogues with using
structure would you like__? no, thank you/yes, please and names of fruit
CLIL Cognition: to explain that different fruit grow on different places
CLIL Culture: to make students aware that there are many fruit coming
from different countries; to practise polite way of accepting/refusing by
using words: yes, please/no, thank you

Lesson duration: 60 mins

Language skills: speaking, listening, writing

Outcomes: [STS`s perspective]

By the end of the lesson students will be able to:
1.
2.
3.
4.

CLIL Content: recognize different fruit and match them with

the places they grow on (trees/bushes/the ground)
CLIL Communication: accept/refuse an offer using the
names of fruit and the structure would you like__? no,
thank you/yes, please
CLIL Cognition: classify fruit depending on the place they
grow (trees/bushes/ground)
CLIL Culture: match some exotic fruit with the countries
they come from; use polite way of refusing/accepting an
offer by using words: yes, please/no, thank you

IN THE PROCEDURE SECTION UNDERLINE & NUMBER (1-4)

THE ACTIVITY FRAGMENTS/SPECIFIC TASKS
THAT GIVE YOU THE EVIDENCE THAT STS HAVE ACHIEVED THE GOAL
(1-4)
Coursebook [SB/WB]: Footprints 2Macmillan, Supplementary materials: [include as
Other resources/aids: [add pictures as
p.62, 64.
attachments/number handouts for easy attachments, number if needed] a bag full of fruit
reference]
(grapes, peach, pear, strawberry, raspberry, pineapple,
a card English here!, flashcards presenting kiwi, plum, cherry, apple, banana, orange); a computer;
fruit, small cards with pictures of fruit, exit
, a song: A Tooty Ta, a map of the world, three hulatickets
hoops, a puppet
Group profile: (sts names and short characteristics, overall profile of the group)
Messi follows all instructions; Carlos fast finisher, but always gets things right; Amy follows all instructions, attention hogger; Rosie a bit slow,
makes mistakes; Kuba hyperactive, but very clever; Tim quite slow, makes a lot of mistakes; Ewelina fast finisher, makes plenty of mistakes; Lisa
speaks L1 when she should use L2.
The group is very mixed when it comes to students behavior and their performance.

Lesson Plan Template Milada Krajewska

Assumptions: (what sts already know) names of colours, names of some common fruit (such as apples, bananas, oranges, cherries), names of
continents, how to make lists of things

Anticipated problems: (use names of sts and refer to specific

tasks)
* Kuba is a hyperactive child and at the beginning when T introduces
the names of fruit (and this activity takes some time) he may start
being disruptive
* Ewelina (and a student with whom she plays the game Snap!) may
finish the game very fast
* Lisa may be using Polish during the last task when students have to
talk to their friends to find the fruits they need
Personal teaching aims/challenges (developmental aims):
As a teacher, I am going to focus on /improve/test:
*PLANNING: the way of giving instructions
*IMPLEMENTATION: using shorter sentences or even just words with
gestures

STAGE
HELLO
ROUTINE

LEAD IN

AIM
OF THE STAGE

ACTIVITY
NAME

To trigger a
positive
attitude
towards the
lesson

Song with
actions

To make Ss
engaged with
the topic; to
revise the fruit
names and to
introduce the
new ones; to
make students
acquainted
with the fruit
from different
countries

Bag full of
fruit

AIDS

Solutions: (refer to each of the anticipated problems)

* Kuba holds the bag full of fruit he takes responsibility and has an additional
duty
* when Ewelina and her friend finish the game Snap! very fast, they come to
the blackboard where they can find pasted envelope with special tasks
* T has to prepare a special card English here! that reminds about using L2
while speaking
Reflections on your personal teaching aims (to be filled in after the
lesson):
*PLANNING:*IMPLEMENTATION:-

PROCEDURE

T `s actions
A computer, T turns on the music,
a song: A
sings and acts out with
Tooty Ta
students

STS` actions
Ss sing the familiar song and
act out

a bag, fruit:
grapes,
peach, pear,
strawberry,
raspberry,
pineapple,
kiwi, plum,
cherry,
apple,
banana,
orange; a
map of the
world and

1.Ss sit in a circle, one of the

Ss chooses a fruit from the
Ts bag and name it: It is a
1
If Ss do not know the names
of the fruit T names them

RESOURCES

INTERACTION

TIMIN

PATTERN

2
SSSS/circle

mins

SSSS/circle

Lesson Plan Template Milada Krajewska

1.T asks one of the Ss

to put the hand in the
bag and to choose one
fruit; T asks: What
have I got in the bag?
What is it? (we assume
that some of the fruit
names may be known)
If S knows answers, if
not T names the fruit.
T asks also about
colors of the fruit.
2.T puts three hula-

2. Ss classify the fruit

depending on the place they

10
mins

DIFFERENTIAT
ION

(its a general
situation, no
special tasks
to
differentiate)
-disruptive S
helps T while
introducing
new fruit (S
holds the bag
full of fruit);
-Ss who use
Polish instead
of English T
shows them a
card English
here!
-special

To present a
structure:
would you like
a/some ___?
and answers:
no, thank
you/yes,
please
Fruits
names

would
you
like?
structure

Fruits
names

To develop
physical
movement

Brain
breaker
drama
activity

Lesson Plan Template Milada Krajewska

small
pictures of
coconut,
pomegranat
e,
pineapple,
three hulahoops

hoops that represent

three categories: fruit
growing on
trees/bushes/on the
ground.
3.T brings a big map of
the world and shows
pictures of fruit coming
from different places in
the world.

Flashcards
presenting
fruit, strips
of colorful
paper to
write down
the
grammatica
l structure,
blackboard,
magnets

T presents the
grammatical structure
draws two categories
on the blackboard:

grow by putting them into

particular hula-hoop 1, 3

3.Ss answer or guess the

names of the fruit and the
countries they come from.
They are given small maps
of the world and paste the
T-SSS/frontal
pictures of the fruit in the
right places (e.g.
pomegranate-Western Asia)
4
Ss listen to the Ts
explanation and then chosen
student come to the
blackboard and T askes them
questions: would you like_?

gesture
(established
before the
lessons) for
attention
hoggers

5
mins

-Ss who use

Polish instead
of English T
shows them a
card English
here!

And on the yellow strip

of paper (pasted above
the categories) writes:
would you like
a/some__?; on the red
strip of paper under
the ,T writes: no,
thank you; on the
green one under yes, please. T
demonstrates how to
use the structure.
T gives the instruction:
You move around the
room, when I say:
water, you have to
pretend walking in the

Ss moving
around the
room

Ss move around the

classroom, when T says:
SS/pairs
water they pretend they
walk in the water etc. Ss can
also give ideas of the next

4
mins

(its a general
situation, no
special tasks
to

To practise the
names of fruit
and the
grammatical
structure
presented at
the beginning
of the lesson

Practice
students
games

Listen&do
To practise
listening skills

Lesson Plan Template Milada Krajewska

water etc. T
demonstrates. (T says:
water, honey, snow,
lava, mud etc.)
Pictures of
1.T divides the group in
fruit pasted two pairs asking them
under ss
to look under the chairs
chairs,
there are pictures of
cards with
fruit
pictures of
2.T demonstrates how
fruit (12
to play Snap; choses
cards for
one S that helps in a
each pair)
demo: shuffles the
cards, each person
gets the same number
of cards (face-down); T
puts one card (face-up)
and names the fruit:
Its a __; S does the
same and so on; when
you see two cards that
are the same, you
shout Snap! and take
all the cards. A player
that has more cards,
wins. You have 3
minutes.
3. T checks the
understanding of the
task asks questions:
do you work in pairs?
What do you shout
when you see two
identical cards? Do you
have to name
vegetables?
4.T monitor Ss observes, takes notes,
stands near the Ss to
Cards with
hear their speaking; if
pictures of
there are minor
fruit; puppet mistakes -> just cold

actions.

differentiate)

1.S finds the pictures of fruit

under their chairs, student
looks for the person that has
the same fruit and they sit in
pair
2.Ss observe the Ts
demonstration of the game.
One S takes part in the
demonstration.

10mi
ns

3. Ss answer Ts questions:
yes; snap!; no, fruit

4.Ss play the game during

which they recognize the
fruit and name them by
using structure: Its a __1_

S-S-S

5
mins
Ss listen to the teacherpuppets dialogue and

-fast finishers:
special
envelope with
some extra
tasks
-Ss who use
Polish instead
of English T
shows them a
card English
here!

correction; if Ss e.g.
omit the part Its a..
and say just the name
of the fruit T reminds
about it

To give an
opportunity for
Ss to produce
fluent
dialogues and
to develop
their creativity

Fruit
salads
ingredient
s and
mingling

Lesson Plan Template Milada Krajewska

cards with
pictures of
fruit

Each S is given the

cards. T takes a puppet
and acts out dialogues
with it: T asks the
puppet: Would you like
a pear? Puppet: no,
thank you. T: Would
you like an apple? P:
yes, please.
Ss have to choose the
card that shows the
right fruit.
Then eager students
act out with the
puppet.
1.T talks about her
favourite fruit salad.
What is your favourite
fruit salad?
2.T asks ss to make a
list of fruit needed for
their salads.
3.T gives every S a few
cards presenting one
fruit (e.g. a S gets 5
pictures of apples).
Stand up and move
around the room, offer
your fruit to your
friends using: would
you like_? And respond
their questions using
polite answers: yes,
please if you want
this fruit to your salad
or no, thank you if
you dont want it. T

choose the right card. Eager

students can act out the
dialogue for the rest of the
group.

SSSS/mingle

S-S-S

1. Ss talk about their

favourite fruit salads.

15
min

2.Ss write down the list of

the fruit they need for their
salads.
3.Ss take their lists of fruit
needed for their salads and
cards given by T. Each S
comes to his/her friend and
offer the fruit s/he has:
would you like a__? If a S
needs this fruit answers: yes,
please; in not no, thank
you. Then the second S
offers his/her fruit etc. 2, 4

T-SSS
[frontal/plenary/lockst
ep]

SSS-T
T-S
S-T
S-S-S [individually]
SS [pairs]
SSS [groups of 3]
SSSS/mingle
SSSS/circle

-Ss who use

Polish instead
of English T
shows them a
card English
here!

RECAP

HOMEWORK

SEE YOU
ROUTINE

Homework
task
Assessment/

To briefly
summarize the
lesson

Exit ticket

Exit tickets

To revise the
names of fruit
at home

Ask, draw

Crayons,
pieces of
paper

To build a
sense of
belonging to
the group

Bye bye
chant

& write

demonstrates the task

with one of the Ss.
T hands in the exit
tickets (appendix).

Ss fill in the exit tickets (they

contain four parts: two tasks
connected with the content
of the lesson; space for their
questions to the T; space for
sharing their feedback
(whether they liked the
lesson or not)
T writes the task on the Ss write down the task and
blackboard and
ask questions if something is
explains it: Choose one unclear.
person from your
family. It can be e.g.
your mother, father,
sister or granddad. Ask
him/her about their
favourite fruit salad,
draw it in your
notebooks and write
down the ingredients.
T and S say together:
T and S say together: See
See you later, alligator! you later, alligator! After a
After a while,
while, crocodile! Gotta go,
crocodile! Gotta go,
buffalo! Take care, polar
buffalo! Take care,
bear!
polar bear!

4mins Ssh who are

slower can do
this task a
little bit
longer

3mins -

2 min

Ask one of your family member about his/her favourite fruit salad. Draw it and write down the ingredients.

Feedback from It is contained in the exit tickets that students have to fill in at the end of the lesson (appendix).
STS
Follow-up
ideas

Healthy meals, vitamins, using good hygiene while preparing food

(next lesson)
LESSON SHAPE - LANGUAGE-focused:

Lead-in

PRESENTATION

Lesson Plan Template Milada Krajewska

PRACTICE[accuracy focus]

PRODUCTION [fluency focus]

LESSON SHAPE - SKILLS-focused:

Lead-in

PRE-TEACH LANG.

GIST TASK

PRE-TEACH LANG.

DETAIL TASK

ATTITUDE

EXTENSION

Lesson Plan Template Milada Krajewska