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PHASE 1 LESSON PLAN TEMPLATE

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A. Students and Setting


Students:
This is the first grade (ages 7-8). This is their second year of studying English as a compulsory
school subject. This is a beginning class. Some of them have studied English in the
kindergarten, too. They live in a Romanian speaking environment so there is no exposure to
English language in their everyday life. There are 14 learners in this class and a teacher who
teaches the Romanian subjects, one who teaches English, one who teaches Religion and one
who teaches Sports.

Setting:
This is a public school which has a kindergarten, primary and secondary classes. I meet these
learners once a week and we practice English in a 35-40 minute-lesson.

B. Lesson Background:

This is the fifth lesson ( penultimate) in a module of six lessons called “My family” in which they
have learned about family members, room of the house. We have revised numbers, adjectives:
big, small, We have played games and sung songs during the lessons in this module. In this
lesson, the teacher narrates a story and shows them some story cards while the learners are
listening. The teacher is helped by Kenny, the class puppet. Learners will be encouraged to
answer the questions, to point to, mime, copy the teacher practicing the vocabulary learned
throughout this unit. Learners are divided in four groups and there is a story card for each
group.

C. Learning Objectives/Expected Results:

As I said before, this is the penultimate lesson within a unit of six lessons. The objectives of this
lesson are:
 to follow commands;
 to identify and name the rooms of the house and the actions commonly-associated with
them;
 to develop gross motors skills through miming actions in the story;
 to encourage learners to cooperate and foster social skills.
The activity will be evaluated by the teacher who will keep an observation form for each learner.

D. Materials and Sources:


This is a program of the U.S. Department of State, administered by the University of Oregon.
Paths to Success in English Language Teaching. Copyright 2015 University of Oregon. All rights reserved.
Phase 1 Lesson Plan Template Page 1
Materials

Materials: story cards

Sources
Dooley, J. and Evans, V. (2010) – Happy Hearts 2- Express Publishing

E. Procedures / Timing:

Make each new action by the teacher a separate row in the table. Feel free to add rows as needed.

Teacher does/says . . . Students do/say . . . Approximate


Time

At the beginning of the lesson, teacher asks Learners stand in a circle and pay 5 min
learners to stand in a circle. Then she goes attention to the number each one is
around patting the learners on their assigned.
shoulders and assigns numbers from 1 to 4.

Teacher forms the groups by asking all the Learners form groups: 5 min
1s to gather. They form the bedroom group. Group 1- bedroom
Teacher asks all the 2s to come together Group 2 – living room
and form group 2. This is called the living Group 3 – kitchen
room group. Group 4 - bathroom
Teacher asks all the 3s to gather; they form
the kitchen group.
Teacher asks all the 4s come together; they
form the bathroom group.

To make sure, learners know what group 6 min


they belong to, teacher has a quick check:
Teacher says: The bedroom group, stand Group 1 ( bedroom) stand up and
up and clap your hands! clap their hands.
Teacher says: The living room group, stand Group 2 ( living room) stand up and
up and turn around! turn around.
Teacher says: The kitchen group, close your Group 3 ( kitchen) close their eyes
eyes and touch your nose! and touch their nose.
Teacher says: The bathroom group, Stand Group 4 ( bathroom) stand up and
up and stamp your feet! stamp their feet.

Teacher puts up story card 1 and shows it to


group 1. She begins reading the story; then
she asks some questions: Who can you see Group 1 answer the questions, 24 min
in this picture? Where are they? /What room point and mime actions. (approximately
is this? What are they doing? What’s the 6 min for each
name of your group? ( the name of the group group)

This is a program of the U.S. Department of State, administered by the University of Oregon.
Paths to Success in English Language Teaching. Copyright 2015 University of Oregon. All rights reserved.
Phase 1 Lesson Plan Template Page 2
is the same as the room that is emphasized
in the story card, i.e. bedroom)

Teacher puts up story card 2 and shows it to


group 2. She continues the story. After that, Group 2 answer the questions and
she asks questions for group 2: point.
Who can you see in the picture? Where are
they? What are they doing? What’s the
name of your group? (the name of the group
is the same as the room that is emphasized
in the story card, i.e. living room)

Teacher puts up story card 3 and shows it to


group 3. She goes on with the story then Group 3 answer the questions,
asks some questions: Who can you see point and mime.
here? Where are they? What are they
doing? What’s the name of your group? (the
name of the group is the same as the room
that is emphasized in the story card, i.e.
kitchen)

Teacher puts up story card 4 and shows it to


group 4. She continues the story till the end. Group 4 answer the questions and
Then she asks some questions: Who can point.
you see here? Where are they? What are
they doing? What’s the name of your group?
(the name of the group is the same as the
room that is emphasized in the story card,
i.e. bathroom)

Teacher says: You did good today! Next


time, it is your turn to say the story and I’m
going to listen to it.

It’s important to know that the groups can


help each other if there are difficulties in
answering the questions. So, everyone has
to pay attention.

Next lesson, in groups, they will try to retell

This is a program of the U.S. Department of State, administered by the University of Oregon.
Paths to Success in English Language Teaching. Copyright 2015 University of Oregon. All rights reserved.
Phase 1 Lesson Plan Template Page 3
the story by looking at the story cards.

F. Alternative Assessment:
In terms of alternative assessment, teacher will keep an observation form which is informative
and will capture what learners already know or aspects that need improvement. This
observation sheet consists of : learners’ names, marks and comments. Learners’ work is
evaluated following the code below:
♡♡♡♡ - the learner can: understand and follow instructions, practice the language, cooperate
with others

♡ ♡ ♡ - the learner can: understand but cannot follow instructions, recognize but cannot
produce language, cooperate with others with difficulty

♡♡ - the learn cannot: understand or follow instructions, recognize the language, cooperate
with others

G. Reflection – Phase 1:

In this lesson, teacher organizes learners in small groups and integrates listening with speaking
skills and non-verbal elements. Due to the fact that the learners are very young, we do not work
on writing yet. I think speaking and listening are appropriate for this age. Alternative assessment
is done by means of an observation form that will help to record the learners’ progress.

This is a program of the U.S. Department of State, administered by the University of Oregon.
Paths to Success in English Language Teaching. Copyright 2015 University of Oregon. All rights reserved.
Phase 1 Lesson Plan Template Page 4

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