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Lesson Plan Development 10%

This lesson plan is for a 45 minute English class for 6-7 year old students. The goal is for students to be able to talk about their hobbies and their friends' hobbies using present simple tense. The plan includes activating prior knowledge, guided input of vocabulary, a focus on grammar practice in pairs, supporting output through role plays, and a take home assessment.

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Lê Hữu Đạt
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24 views3 pages

Lesson Plan Development 10%

This lesson plan is for a 45 minute English class for 6-7 year old students. The goal is for students to be able to talk about their hobbies and their friends' hobbies using present simple tense. The plan includes activating prior knowledge, guided input of vocabulary, a focus on grammar practice in pairs, supporting output through role plays, and a take home assessment.

Uploaded by

Lê Hữu Đạt
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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LESSON PLAN

Teacher: Lê Hữu Đạt


Duration: 45
minutes
Brief description of learners
Level: A1 Age: 6-7 years old Number of students: 20

The students like to be praised and love to have bonuses. The children are
Motivation, interests, also very fond of English and interactions with each other during class time.
behavior in class
Previous knowledge:
Learning outcomes:
By the end of the lesson, the students will be able to say what their and their friends’ hobbies and favorites
are by using Present Simple tense.
Subsidiary aims:
- Be able to use common vocabulary items
- Be able to correct themselves if they or their friends make any mistakes
- Be able to make questions to ask their friends
Content knowledge:
Vocabulary: read comics,
skateboard, do gymnastics, play
Communication: Present chess, fish, play basketball, take
Simple photos, play volleyball Grammar: S+V1+O
Materials and teaching aids
Textbook/unit/page number: Family and Friends 3, Unit 2 My Weekend, Pg. 14-19
Others: Slides, Projector, Audio Player
Anticipated problems: Students might be intolerant and lack attention while studying (e.g talking to their
friends, messing around, etc.)
Solutions: The teacher should be attentive to the learning environment and provide assistance to students
when necessary
Lesson Procedure
Interaction
Stages/Time Activity description Materials Patterns
1. Divide Ss into pairs, maximum 10 pairs
2. Make them know their friend by asking
their friends’ name Whole
1. Activate None class
3. Hand Ss handouts correlating to the
slides shown on the board
4. T starts to create actions related to the
pictures given on the handouts while Slides, Whole
2. Guided input saying the terms out one-by-one. Handouts class/Pairs
5. T invites Ss to stand up and start
imitating the actions while T recreates
the actions (read comics, etc.)
6. T then stops doing the activity, and has
the Ss do the activities by themselves.
Bonuses and penalties can be given to
each pair of friends to increase the
engagement.
7. T makes them both say and do the
actions one more time as a whole class
before telling them to sit down.

8. T show the sample questions and


answers on the board. The question is
“Does he like fishing?”, the answer is
“Yes, he does.” and “No, he doesn’t.”
9. T makes Ss say those sentences with
the T
10. T shows the table with 6 different boys
with different attitudes toward the
hobbies.
11. T does the first one as an example to
help Ss understand the task.
12. T invites the whole class to do this task
in pairs. Each S will be assigned a role,
asker or answerer. Then, Ss will
practice with all boys on their
handouts. Slides,
3. Focus on language 13. After some time, tell Ss to switch roles. Handouts Pairs
14. T will wrap-up the lesson by asking the
Ss to ask their pair with the other
vocabulary items on their handouts.
15. T then invites some of the pairs to Pairs
stand up and present themselves. Stickers,
Bonus marks or stickers can be given Slides,
4. Supporting output to encourage the Ss voluntariness. Handout
16. T tells Ss to go home and ask their
parents. Assign them a small piece of
paper containing questions that help
them to ask their parents. After they
know their parents’ answer, they
should write the answers onto the
paper and have their parents to sign in
to confirm they have done it at home.
5. Assessment Handout Individuals

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