LESSON PLAN MS1 LISTENING

Lesson focus:
Which skill(s) will students mainly practice during this lesson? (Speaking, listening, reading, writing).

Listening, speaking

Which aspects of language will students focus on? e.g. vocabulary (words, phrases, idioms, etc.),
pronunciation (phonemes, intonation, etc.), functions (polite requests, apologizing, etc.), grammar
point(s), etc.

Vocabulary, pronunciation

Is there an aspect of culture in this lesson that needs to be clarified? If so, what is it?

No

Objective: Students Will Be Able To.

Listen to, correctly obey and give common classroom commands
Name common classroom objects
Competencies: Which competencies in the AEF are you working toward or plan for the learners to
achieve today? (They should be adapted from the AEF to reflect the specifics of your lesson.)
Can listen to and understand unfamiliar instructions and explanations that are:

very short and straightforward

accompanied by visuals (e.g. gestures, writing or drawings, modeling, demonstration)

broken down step-by-step.

Can interact orally to ask and answer questions in short exchanges and to respond briefly to the news of others

on familiar, personal topics about self, community, personal experiences and plans, leisure activities,

using simple sentences and frequently used expressions

When and how will I check my students progress toward the objective(s)?

I can hear their pronunciation of the objects and commands

I can see them matching, or not, pictures with words

I can see if they can follow instructions given by me or their classmates.

Required materials and/or resources:

Textbook MS1A Pgs 7 & 8

Pictures of items cut up and words/phrases cut up. Both groups of cards should be mixed up. Make
enough sets for pairs to work together
Classroom language cards. Make cards big enough that all Ss can read them off the board.
Classroom language card sets. Make enough card sets that Ss can work in groups of 4-5 using them.

Personal Goals: What aspect of your teaching are you trying to improve? Which teacher
competency is this related to?

The teacher provides a balance of activities that focus sometimes on accuracy, sometimes on fluency.

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MS1 Listening

Time

By the end
of this
stage,
students
will be
able to

5 min

Match
pictures of
school items
with words
or phrases

10

Identify and
match items
they have
with
vocabulary
cards
Peer teach
to help
their and
other Ss
learn

10

Understand,
hear and
say the
target
language
and see the
teacher
doing the
action or to
do the
action
themselves

Rationale

Interaction
Pa
tt
er
n
&
VAKT1

Procedure

Materials

The T and Ss
need
to
find
out
how
much
Ss
alrea
dy
know,
and
scaff
old
learni
ng
Students need
to be
able
to
ident
ify
the
items
they
have
in
the
targe
t
langu
age,
and
be
able
to
peer
teach
and
learn
Students need
an
oppor
tunit
y to
under
stand
, say
and
hear
the
langu
age

T-S
S-S

T gives instructions for activity and

models matching pictures of
classroom items and word/phrase
T hands out pictures of classroom
items and words/phrases on
different slips of paper. Ss work in
pairs to match classroom items
with words/phrases.
Class checks answers

Cards

(Why do we
want our
students to do
this?)

VAT

S-S
T-S

VAT

S-T
T-S

VAKT

mat
chin
g
she
et

T asks Ss to look at and in their

belongings and identify which
items they have, and which they
dont.
T asks Ss to find other items they
have that they dont know the
English words for, but would like
to.
T asks Ss if they can help their
friends. If not, T gives Ss the
words

Classroom
ite
ms
the
y
poss
ess

T puts Classroom Language cards

on board (or on a place that all Ss
can see the words and phrases)
T asks Ss to read all the cards
silently. T asks a S to read a card
from the board. T helps with
pronunciation as necessary; all Ss
repeat pronunciation. S reads
card again, and T does the action,
using items in the classroom if
appropriate. Go through all the
cards this way, repeating as
necessary so that all Ss

Classroom
Lan
gua
ge
car
ds
(on
the
boa
rd,
enla
rge
d

VAKT=Visual,Auditory,Kinesthetic,Tactile
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MS1 Listening

in
conte
xt

5 min

15

Do the
actions on
the cards

Give and
respond to
commands
by playing
Simon Says

5 min

Say, read,
and repeat
the
commands

Students need
to be
able
to
inter
naliz
e and
reme
mber
the
targe
t
langu
age
Students need
to be
able
to
inter
naliz
e and
reme
mber
and
fluen
tly
use
the
classr
oom
com
mand
s
Students need
to
check
what
they
ve
learn
ed

S-S
VAKT

T-S
S-S
VAKT

T-S
S-S
VAKT

understand.
T says an action (e.g., Stand
up; all Ss do that action, using
items in the classroom if
appropriate. Do this for all the
cards.

Card game Practice

T asks Ss to work in groups of 4-5.
Each group has a set of Classroom
Language Cards face down in the
center of each group. T asks one S
to turn over a card and do action,
using classroom items where
appropriate. Others watch and
guess the action. Ss take it in
turns to take a card and do an
action.

pho
toc
opie
s,
etc)

Classroom
Lan
gua
ge
car
ds

Simon says
Teacher models and plays Simon
says with the whole class to
make sure the rules of the game
are clear (see below for an
explanation of the game)
1-2 Ss are Simon and tell the
whole class what to do
Ss play Simon says in groups of 810

T asks Ss, in groups of 3-4, to

brainstorm why it was important
to do this lesson; Ss share reasons
with the whole class
T asks each S to take out their
notebook and to write down the
words/phrases they will need
more practice with in order to
remember them

Simon Says: This is a game in which one person tells a group of others what to do. When the
person says Simon says before saying the action, everyone in the group must do the action.
If the person doesnt say Simon says before saying the action, no one in the group should
do the action. In this case, anyone in the group who does the action loses a point. For this
class, everyone in the group starts with 12 points and each S must keep track of their own
score.
The game should be fun!

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MS1 Listening

For example:
P: Simon says talk together with a partner.
Group: moves into partners and begin speaking in English
P: Simon says could you speak more slowly?
Group: begin speaking again but more slowly
P: Sit down.
Group: 3-4 people sit down while others remain standing. Those who sit down lose a point.
P: Simon says sit down!
Group: everyone sits down

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MS1 Listening