Teaching English to Young Learners

Module 5: Task 5 – Assignment Template

Lesson Plan
Name: Ellen Kelly
Country: Brazil
Grade (Age): G1 (Age 7)
Class Size: Medium Size
TEACHING ACTIVITY PLAN
BILINGUAL FULL IEMA: SANTA INÊS - MA
TEACHER CURRICULAR COMPONENT PERIOD CLASS
ELLEN KELLY ENGLISH 02/05 to 31/05/2022 100

OBJECT OF KNOWLEDGE

THEMATIC UNIT OBJECT OF KNOWLEDGE SKILLS

Skills to be emphasized:

Listening and speaking

1. Introduction to Family
FAMILY: By the end of this lesson, students will be
2. Introduction to the Sound
This unit aims to able to:
/b/
introduce 1st-
3. Understanding "Tall" and Identify and say the names of basic
grade students to
"Short" family members in English.
basic vocabulary
4. Language Structure: "My...
related to family Use simple questions and
is..."
members. responses related to family
relationships (e.g., "Who is this?"
"This is my sister.").

LEARNINGS OUTCOMES
Through engaging lessons and activities, students will learn to identify and describe family relationships, as
well as develop foundational language skills.

LEARNING ACTIVITIES
Lesson 1: Introduction to Family
In this introductory lesson, students will be introduced to the concept of family. They will learn
vocabulary related to family members such as mother, father, brother, sister, etc. Activities will include
simple discussions, visuals, and possibly a family tree craft.
Lesson 2: Introduction to the Sound /b/
Building on the family theme, students will focus on the phonetic sound /b/. They will practice
recognizing and producing words that start with the /b/ sound, relating it back to family terms learned
in Lesson 1.

METODOLOGY

© 2020 by George Mason University. Module 5 – Lesson Plan Template for the Online
Professional English Network (OPEN), sponsored by the U.S. Department of State with
funding provided by the
1
U.S. government and administered by FHI 360. This work is licensed under the Creative
Commons Attribution 4.0 License, except where noted. To view a copy of this license,
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 Lesson 3: Understanding "Tall" and "Short"
Students will explore the concepts of height using comparative terms like "tall" and "short". They will
apply these concepts to describe family members, fostering both language development and basic
comparison skills.
Lesson 4: Language Structure: "My... is..."
In this lesson, students will learn a simple sentence structure: "My [family member] is...". They
will use this structure to describe their own family members, practicing vocabulary and sentence
formation

METODOLOGY

1. Warm Up:
IMPROVEMENTS:
Start class with routine: "Good morning, everyone! Let's begin today's lesson with our good
morning song.
State the lesson objectives: "Today, we will learn about family members in English and
understand how they are related."
Greeting the students and asking them questions about their own families (e.g., “Who is in your
family?)”. Encourage students to share basic information about their family members.

2. Presentation:
Show flashcards with pictures of family members (mother, father, brother, sister, etc.) and pronounce
each word clearly, emphasizing the correct pronunciation.
Introduce the English words for these family members and explain their meanings using simple
sentences (e.g., "This is a mother. A mother is a female parent. / This is a father. A father is a male
parent."").

3. Practice:
IMPROVEMENTS:
Modeling:
Demonstrate asking and answering questions: "Who is this?" (showing a flashcard) "This is
my sister."
Students Practice:
Encourage students to ask and answer questions using family vocabulary. Repeat
pronunciation and correct any mistakes gently.
Engage attention levels:
After the practice activity, the teacher uses the following to keep students' attention.
"If you can hear my voice, clap once.
If you can hear my voice, clap twice.
If you can hear my voice, don't clap."

4. Application:
IMPROVEMENT:
Use a large family tree poster to demonstrate relationships: "Look, here are the parents. They
are the mother and father." "These are siblings; they are brothers and sisters."
Ask students to identify family members in English by pointing to the correct pictures on the family
tree poster.
 5. Wrap Up:
Review vocabulary learned: "Who is this?" (pointing to a family member on the poster) "This is my
uncle."
Assign a follow-up task for reinforcement: "Draw your own family tree and label the family members in
English."
IMPROVEMENT:
Class End with Routine: "Now, let's end our class by singing our goodbye song together."
MATERIALS

 Flashcards with pictures of family members

 Family tree poster
 Whiteboard and markers
 Picture book illustrating family members
 Worksheets with family-related vocabulary

EVALUATION INSTRUMENTS AND CRITERIA

INSTRUMENTS CRITERIA
RUBRIC BASED ON THE RUBRIC, CHECK IF THE STUDENT HAS DEVELOPED THE
IMPRESSIONS SKILLS OF THE PROPOSED OBJECTIVES, IN FULL, PARTIAL OR UNDER
ORAL EXERCISES DEVELOPMENT.
FOUNDATIONAL LANGUAGE SKILLS.
PARTICIPATION

SOURCES AND REFERENCES

DCTMA- Maranhense Territory Curriculum Document