S.

Russell SAMPLE LESSON PLAN

SAMPLE LESSON PLAN:

Young Learners, High-beginner
PPT not included

Using simple expressions of surprise

(Using the textbook: Middle School English 2, Roszell, , 2010)

S. Russell SAMPLE LESSON PLAN

General Considerations
This 2nd Grade class contains students of a variety of abilities. It has a number of high
level students who have a relatively firm grasp on the English language and thus feel
confident experimenting with vocabulary. There are also a few students who rarely speak
English either due to a lack of confidence or ability with the language. These differences
in ability and confidence can be attributed to a variety of reasons; the varying levels of
English exposure students have had through schooling, extra-curricular activities,
academies and also their desire to learn the English language.
In addressing this difference of ability I encourage all students to speak and actively
participate in class. The use of role-plays, games and group work are vital elements
within the English classroom as it helps to ensure active and effective participation of all
students in class. Students are allocated groups for all classes, these groups are
comprised of both higher and lower level students. Higher level students assist the lower
levels students with the more difficult activities set; further reinforcing and developing
their own English ability while also helping to raise the level of the lower level students.
Using Role-Plays
The use of role-plays is vital as it ensures that all students have the opportunity to
enhance and develop their grasp and confidence when using the English language. Roleplays help to get students out their comfort zones and away from merely repeating words
and expressions. This helps to relate the target language to a situational context. In doing
so, role-plays thus develop students cognitive abilities by exploring various thoughts and
emotions within a given context. Role-plays utilize and transfer the target vocabulary
taught in lessons onto real-life situations. Furthermore, students are made aware of how
to modify and adapt model expressions, dependent on the situational context. Students
are also encouraged to explore the various different contexts in which key phrases could
be used and further developed; thus developing their knowledge and understanding of
the English language as time goes on.
Furthermore, role-plays encourage creativity and the development of the correct
intonation, a skill which is vital to all elements of language acquisition. Creativity and
intonation will prove to be an invaluable skill when students come into contact with
Native English speakers, especially on a conversational basis. Although role-plays form a
small part of a learners confidence when speaking English, the development of language
skills as a whole through role-playing will increase. In this process, students will
encounter all four learning outcomes: reading, speaking, writing and listening.
Main Text: Lesson 4 Why do Birds Sing?
Lesson Title: I can't believe it!
1) Main Objectives:
- Students will be able to use the key expressions 'I can't believe it!' and 'What a
surprise!' in the correct context and with the correct intonation.
-

Students will feel confident applying the key expressions in a variety of contexts.

S. Russell SAMPLE LESSON PLAN

2) Work Together: Key Objectives

Students work together: during both the role play exercise and also various games in
varying sized groups. These range from pairs up to whole class participation. All speaking
exercises and games are designed to ensure that all group members actively participate
in the activities. At the end of the role play task, students will be randomly chosen to
present their various role plays to the class.
Students are to use the new, target vocabulary from not only this class but also that
learnt in previous classes. Students are already familiar with the material and vocabulary
covered in the listening exercises; therefore the new expressions learnt in todays lessons
should build upon and develop this vocabulary further. The target language will not only
further develop students existing knowledge, but students are made aware of how such
expressions can be altered dependant on the context in which they are used; thus making
the lesson as real as possible. Teachers will aid and facilitate the students with
pronunciation but the focus will mainly be placed upon aiding, structuring and facilitating
student discussions in the speaking activities.

S. Russell SAMPLE LESSON PLAN

Outline
Topic: Why do Birds Sing?

Level: Beginner (8th Grade)

Specific Objectives:
- Students are able to correctly identify and produce the target language.
- Students are able to engage fully in games and role plays, using the key
expressions and target language for todays lesson.
- Students feel confident using target vocabulary, altering it and developing it
dependant on the context in which it is being used.

Content

1. Task and Functions:

Students assign roles within their groups.
2. Target Vocabulary:
I can't believe it!
What a surprise!
That's a surprise!
That's amazing!
I'm surprised!
3. Possible problem areas:
Correct 'surprised' intonation.
Pron. of 'can't' - use phoneme chart for 'can't'
/knt, knt/ vs. 'can' /kan/

Materials

PPT, Handouts

Class Model

Communicative approach.

S. Russell SAMPLE LESSON PLAN

Lesson Content
Procedure /
Time

Teacher

Students

Greetings

Good Morning Class!

Good Morning
Teachers!

Warm Up
(5)

What does this say?

When do we say it?
Ppt-2 What's this? What does it do?
What do we blend?
Ok, watch this.
*watch video*
What do you think?

I can't believe it!

When we're surprised
Blender!
Cuts- food

Materia
ls

PPT 13

I can't believe it!

What a surprise!

Part A
(1)

What is this? (Killer whale). *read slide* Is that true or false?

Are you surprised?
Do extra examples together

PPT 4-6

Part B
(11)

Hand out cut up song. Tell students to listen to the song and
put the parts in the right order. Listen 2-3 times. Check as a
class. Sing song 1-2 times.

PPT 7

Part C
(7)

Now we're going to play a game. I'll

tell you a true fact. In your group,
find the matching picture, hold it
up, and all say 'That's amazing!'.
1st group gets a point.

Students participate in
game.

PPT 822

S. Russell SAMPLE LESSON PLAN

Part D
(10)

Part E
(5)

Part f
(6)

Great job! Team __ wins!

Ok, now write three sentences
about yourself. Read them to your
group. Your group has to guess true
or false. Is it a surprise?
Share some with whole class.

WC feedback

Well done everyone! Now it's

time for a small test.
(hand out test)
Score is out of 7.

I believe it, I don't believe it game

Ppt 2324
Test
paper

PPT
handou
ts

S. Russell SAMPLE LESSON PLAN

Materials:
Song: (Cut up one copy for each group)
'Amazed' - Lone Star
Everytime our eyes meet
This feeling inside me
Is almost more than I can take
Baby when you touch me
I can feel how much you love me
And it just blows me away
I've never been this close to anyone or anything
I can hear your thoughts
I can see your dreams
I don't know how you do what you do
I'm so in love with you, it just keeps getting better
I wanna spend the rest of my life with you by my side
Forever and ever
Every little thing that you do
Baby I'm amazed by you
The smell of your skin
The taste of your kiss
The way you whisper in the dark
Your hair all around me, baby you surround me
You touch every place in my heart
Oh, it feels like the first time everytime
I wanna spend the whole night in your eyes
I don't know how you do what you do
I'm so in love with you, it just keeps getting better
I wanna spend the rest of my life with you by my side
Forever and ever
Every little thing that you do
Baby I'm amazed by you
Every little thing that you do
I'm so in love with you
It just keeps getting better
I wanna spend the rest of my life with you by my side
Forever and ever
Every little thing that you do
Oh, every little thing that you do
Baby I'm amazed by you

S. Russell SAMPLE LESSON PLAN

Name: ________________

Formative Test
Lesson 4 'Why do Birds Sing?'
Fill in the blanks:
1) I _______ believe it!
2) What a ___________!
3) That's _____________!
4) Circle the things that are 'surprising' or 'amazing'.
Winning \100,000

going to school

moving to France

Eating rice

buying an i-pad

wearing socks

5) Complete the dialog:

A: Hi Harry.
B: Hey June, what's up?
A: Did you know I'm moving to the USA next week?
B: Really? _________________________________________________________!