ELT Lesson Planning Template Year 2, Sem 1

Date: Day: Month: Year: Name of Student:

Time: from: length of
Name of School:
to: class:
Name of Grade: 2 No. Ss:
MST:
Details about the book that Name of book: Unit: page(s)
the MST uses: New Parade 6 52

PURPOSE – Why am I teaching this lesson? What do I want the students to know/to be able to do by the end of the
lesson that they could not do before?

OBJECTIVES

Students will be able to ….

• Identify 8 animals
• Ask questions using the question form : What am I?
• Answer questions with I am a
• Listen and recognise the animals

LANGUAGE – What is the language I hope to teach? Specifically – what do I want the students to be able to say or write
or read or listen to? Is it new language, or am I revising something I or my MST has already presented and practiced, or
is it a mixture?

What are you? I’m a

SKILLS – Which skill(s) am I teaching and what aspect of that / those skill(s) will I focus on?

Listening and speaking

CONTEXT – How will I make the language realistic for the students?

Realia, Pictures, Videos

RESOURCES –– What resources do I need to create the context and provide practice so the students can do what they
need to do to develop? - Include realia, books, handouts, multimedia, songs, games, etc.

plastic animals, Flashcards and pictures of animals, Listening audio, student book, worksheet, game, Wb and WB markers,

ACTIVITIES – What activities can I design that use the resources and are appropriate in the context? Are my activities
authentic and purposeful?

Pair work animal game


Activity Time Interaction Teacher (activity + exact
instructions you intend to give)
5-7
T shows video of farm
minutes
Engage T ask questions about
farm animals showing
T-S pictures and using plastic
Pre-Listening S-T animals
T gives children animals
and pictures of animals
T models the question
and sentence What are
you ?I’m a horse
T asks sts to repeat
chorally and individually
T drills other animals
5 mins
T tells sts they will listen
Building Knowledge T-S to an audio and put the
numbers on the animals
on the paper
T plays the audio
During Listening
T tells sts to listen again
to the audio and colour
the animal.
Student (what they do + language
you expect them to use)
Sts watch video
Sts answer questions
Sts name animals they
know
Sts say the sentences
correctly
Sts repeat chorally and
individually
Sts will listen and put the
number in order.
Sts will listen and colour
Purpose / objective of the
MCT comments
activity
To engage
To teach the language
To learn /review the new
vocab
To learn the structure
To listen carefully and
sequence
To hear the name of the
animal and the colour
and recognise the word
 10
T-S T shows the answers on Ss correct their answers
mins
Transformation the data show
T present activity To speak and use the
T explains they will work new language
Post Listening in pairs
T explains how to do the Ss work in pairs asking
S-S activity . Ss have 3 and answering using the
pictures each and they language
ask each other : What
are you and answer I’m
a…. with their pictures.
T models 1 example with
strong student
T starts the timer
T monitors pairs

Reflection 5 mins

T says Bump da bump To think about the words

T-S bump… to get attention
Wrap Up and tidy up. Ss sing a song
T asks students to sing Ss say the name of an
the song animal
T lines up groups and
tells Ss them to give high
five to teacher naming 1
animal to leave the class.
 Primary EPC 2401 Reflection Template Year 2, Sem 1

(Please complete this BEFORE you speak to your MCT (or MST). Please bring a completed copy of it to your discussion

Lesson details (brief):

SELF REFLECTION

What went well? Why do I think it went well?

If I gave the lesson again, what would I change and why?

How was my classroom management?

What did the children learn? How do I know this?

(Remember: THE IMPORTANT THING IS NOT THE LESSON; IT IS HOW MUCH YOU ARE LEARNING / WHAT YOU
UNDERSTAND ABOUT YOUR TEACHING / THE WAY STUDENTS LEARN. the more detailed your comments are, the higher
your grade will be) A very good lesson but a weak / incomplete / over-general reflection will mean a lower grade for the reflection.
However, a (very) good / not so good lesson and a very detailed / very complete / very specific reflection about it will mean a
higher grade for the reflection.