Lesson Pack for Beginners
This lesson pack is a guide for teaching young learners/lower-grade elementary students who are beginners. With young learners, songs, chants, and lots of movement are important. As their attention spans are short, you’ll want to change up activities often. Don’t introduce too much vocabulary in one lesson for little ones. You can easily modify these lessons for older learners by taking out some of the chants, songs, and activities that older learners would perhaps find silly and boring (for example, coloring activities).
Many of these lesson topics will need to be taught over the course of several days or weeks. These lessons are intended to give you a model of how to introduce content and different activities to engage students.
Lesson Plan Key:
S = student
T = teacher
S-S = students interact
T-S = teacher and students interact
PPT = PowerPoint Presentation
Drill chorally = teacher says the term/expression and the entire class repeats it
Drill individually = teacher says the term/expression and one student repeats it
Pics = pictures
N/A = not applicable
Vocab = vocabulary
Lesson Topics for Beginners:
Intro/Icebreaker: Getting to Know Each Other / Family + FriendsIntro/Icebreaker: Class Rules/Getting to Know Each Other / Days of the Week
Greetings + Farewells / Months
Classroom Vocabulary / Seasons + Weather
Classroom Commands / Holidays – Halloween
Emotions / Holidays – Thanksgiving
Alphabet / Holidays – Valentine’s Day
Basic Numbers / Routine Activities
Colors + Shapes / My Home
Parts of the Body / Sports/Activities
Aches and Pains / About Town
Describing People (Physical + Personality Traits) / Transportation
Food + Meals (+ Expressing Likes/Dislikes) / Animals
Clothes
Sample Intro/Icebreaker Lesson 1: Getting to Know Each Other
Grade (Level): Young learners/lower-elementary
Objectives:
- Students will introduce themselves and learn their classmates’ names
- Students will learn basic vocabulary for family members and friends (mom, dad, brother, sister, friend)
Key Expressions:
“I am…” / “He is…” / “She is…”
Time / Stage / Procedure / Interaction / Materials5 min / Warm-up / 1. Welcome Ss and introduce yourself (write your name on the board)
2. Show PPT of key expression “I am [insert name]” and point to yourself as you say it (might be good to have expression written in Ss’ native language) / T-S / PPT
5 min / Guided Practice / Activity 1 / Name Game Practice
1. Arrange class in a circle and holding a ball say, “I am [name]”, then pass the ball to the S next to you and encourage S to say “I am [and their name]. Pass the ball around until everyone has said their name
2. When ball comes back to you say, “She is [name of S who passed you the ball] and I am [name]” as you pass the ball.
3. Encourage the next S to say your name and their name in the manner you just did / T-S / Ball
10 min / Production / Activity 2 / Name Game
Divide Ss into two circles and give each circle a ball; explain that the first circle in which each member successfully says the correct name of the S who passed them the ball wins a point (play three rounds until you declare a winner)
Alternative: can introduce other info if this is too easy (Ex: “She is Min and she has a cat. I am Buyoung and I have a dog…”] / S-S / Balls
10 min / Activity 3 / 1. Hold up a blank piece of paper and fold it slowly in front of the class and write your name on the front w/ marker
2. Distribute paper and markers and instruct Ss to create name tags (and show them how to prop it on their desks) / T-S / Paper & markers
10 min / Wrap-up / About Me
1. So Ss can get to know you better - show pics of you and family/friends. Try to elicit Ss to guess who the people are in the photos (mom, dad, brother/sister, friend). Write the words on the board as you say them (might be good to translate in Ss’ native language)
2. If time remains, ask Ss to draw their family and label each member (keep vocab on board) / T-S, S / PPT/paper & markers
Sample Intro/Icebreaker Lesson 2: Class Rules/Getting to Know Each Other
Grade (Level): Young learners/lower-elementary
Objectives:
- Students will learn their classmates’ names
- Students will be able to associate the colors green, yellow, and red with “go/slow down/stop”
Key Expressions:
“Go/slow down/stop” and “green light, yellow light, red light”
Time / Stage / Procedure / Interaction / Materials5 min / Warm-up / Welcome Ss and instruct them to stand and tell them you’re going to teach them a song (might want to write “song” in their native language on the board). Teach Ss “Head & Shoulders, Knees & Toes” and mime the actions, encouraging Ss to follow along. / T-S / N/A
5-8 min / Intro / Class Rules
Show a PPT of pictures illustrating class rules (Ex: picture of S raising their hand to talk, a giant “x” on a picture of a S attempting to hurt another S, etc.) – might be helpful to translate “class rules” in Ss’ native language. / T-S / PPT
5 min / Guided Practice / Activity 1 / Duck-Duck-Goose with Names (practice)
To help Ss remember everyone’s name, arrange class in a circle and have each S say their name. Then walk around the outside of the circle, gently touching the top of Ss’ heads as you say their name. Select one to be “it” and encourage that S to chase you around the circle and tag you. Let him/her catch you and instruct the S to do the same thing you did on the outside of the circle. / T-S, S-S / N/A
10 min / Production / Activity 1 / Duck-Duck-Goose with Names
Play several rounds so that each S has a turn walking around the circle saying names. / S-Ss / N/A
5 min / Guided Practice / Activity 2 / Red Light! Green Light! (practice)
1. Hold up one of the color circles at a time and introduce the vocabulary, ask Ss to repeat after you. Then call on individual Ss to answer when you hold up a circle.
2. Show illustration of cars moving when traffic light is green, slowing down when yellow, and stopping when red (or show short video clip).
3. Then ask Ss to stand in a line facing you and to run/walk quickly forward when you display the green circle (and say “green light!”) etc. / T-S / Color Circles / PPT or video clip
5 min / Production / Activity 3 / Red Light! Green Light!
Invite individual Ss to come to the front and control the traffic lights. / S-S / Color Circles
5 min / Wrap-up / Review the class rules again. If you have your own classroom, it might be a good idea to post them on the wall. / T-S / PPT w/ rules
Sample Lesson: Greetings and Farewells
Level (Level): Young learners/lower elementary
Objectives:
- Students will be able to greet each other, ask someone his/her name, where they are from, and wish each other farewell
Key Vocabulary/Expressions:
- Hello / Hi / Good Morning / Good Afternoon / Good Evening / Goodbye / Bye / Goodnight
- What is your name? / My name is… / Where are you from? / I’m from…
Time / Stage / Procedure / Interaction / Materials5 min / Warm-up / Welcome Ss and instruct them to stand and tell them you’re going to teach them a song (might want to write “song” in their native language on the board). Teach Ss “Ring Around the Rosie.” Form a circle with Ss and move around as you sing. / T-S / N/A
10 min / Intro / Greetings and Farewells
1. Introduce the new vocabulary with PPT pictures or flashcards.
2. Drill chorally and individually
3. Do a Greeting and Farewell Chant with Ss (have them stand as they chant) / T-S / PPT or Flashcards
7 min / Guided Practice / Greetings and Farewells Practice
1. Perform a short dialogue (using a greeting and other key expressions) with sock puppets
2. Do the same dialogue a couple times and then elicit Ss to answer for the puppet, by holding up a flashcard of the term/expression. / T-S / Sock Puppets & Flashcards
8 min / Production / Activity 1 / Greeting & Farewell Line
1. Divide Ss into two equal lines, facing each other. Student A will greet Student B, student B greets back, A asks “What is your name?”, B answers, then A asks “Where are you from?” and B answers. If you have a co-teacher, model the dialogue with him/her.
2. Help Ss by holding the respective flashcard up that contains the expression they should use (do one pair at a time so Ss can hear)
3. Flip the dialogue, so Student B now leads in asking the questions. / T-S, S-S / Flashcards
5 min / Production / Activity 2 / Tracing
Pass out worksheets and crayons with the key terms and expressions along with dashed letters that spell them out for Ss to trace. Show Ss what to do and then walk around and help them. / S-S / Worksheets & Crayons
5 min / Wrap-up / Have Ss stand and do the Greeting Chant again. / T-S / N/A
Sample Lesson: Classroom Vocabulary + Essential Communication
Level: Young learners/lower elementary
Objectives:
- Students will be able to name and identify classroom items
Key Vocabulary/Expressions:
- Window, door, book(s), bookcase, notebook, paper, pencil, pen, desk, chair, bookcase, teacher, student, classroom
- May I go to the nurse? / May I go to the bathroom? / I don’t understand
Time / Stage / Procedure / Interaction / Materials5 min / Warm-up / Do the Greeting and Farewell Chant or sing a song with Ss / T-S / N/A
8 min / Intro / Classroom items
1. Introduce the new vocabulary with PPT or flashcards
2. Drill chorally and then individually as you show/touch the classroom items / T-S / PPT or Flashcards
10 min / Production / Activity 1 / Go to the Correct Spot (arrange in advance)
1. Label different objects around the room and instruct Ss to run to the object or point to it when you shout out its name. Then instruct individual Ss to go to specific objects [5 min]
2. Pass out worksheet w/ pictures of various items and instruct Ss to write the correct term next to it. Then ask Ss to orally give answers. / T-S, S-S / Item/area labels & Classroom Worksheet
5-8 min / Guided Practice / Activity 2 / Essential Communication
Pass out Essential Communication Vocabulary Sheet and show a PPT with illustrations of the various essential requests – drill chorally and individually / T-S / PPT / Vocabulary Sheet
10 min / Production / Activity 3 / Essential Communication Worksheet
Tell Ss to put their vocab sheet away and pass out worksheet with various pictures. Ss can work in pairs to come up with the appropriate request. Go over as a class. / T-S, S-S / Worksheet
5 min / Wrap-up / Ask Ss if they have any questions and if time remains, hold up different objects and elicit Ss to identify them / T-S / N/A
Sample Lesson: Classroom Commands
Level: Young learners/lower elementary
Objectives:
- Students will be able to identify and follow classroom commands
Key Vocabulary/Expressions:
- Listen, be quite, sit down, stand up, come here, read, write, open your book, close your book, open the door, close the door
- Walk, run
Time / Stage / Procedure / Interaction / Materials5 min / Warm-up / Do the Greeting and Farewell Chant or sing a song with Ss / T-S / N/A
10 min / Intro / Classroom items
1. Introduce the new vocabulary with PPT or flashcards
2. Drill chorally and then individually as you mime/do the actions of the terms (when possible and have Ss follow along so that they are moving) / T-S / PPT or Flashcards
10 min / Guided Practice / Follow My Commands
1. Have the Ss stand up, then command them to sit down (show PPT visual of the action you want them to take). Then ask them to stand up again. Do this a couple of times with visuals, and then without.
2. Do the process in #1 with all the key terms / T-S / PPT
5 min / Production / Activity 1 / Match It
Pass out a worksheet with images of the commands in one column and the commands in another. Instruct Ss to draw a line between the image and the command. Walk around and help Ss. / T-S, S / Worksheet & Crayons
5 min / Production / Activity 2 / Simon Says
Play Simon Says, incorporating the new vocabulary when you can. / T-S / N/A
5 min / Wrap-up / Review classroom objects by shouting the term and running with Ss to the object / T-S / N/A
Sample Lesson: Emotions
Level: Young learners/lower elementary
Objectives:
- Students will be able to identify basic emotions and identify how they feel when asked, “How are you?”
Key Vocabulary/Expressions:
- Happy, sad, mad, tired, hungry, scared, sick, thirsty, hurt, hot, cold
- How are you? / I’m [insert emotion]
Time / Stage / Procedure / Interaction / Materials5 min / Warm-up / Sing a song or do a chant / T-S / N/A
10 min / Intro / Emotions
1. Introduce the new vocabulary with PPT or flashcards
2. Drill chorally and then individually, holding up a flashcard/showing PPT slide as you the same term/expression / T-S / PPT or Flashcards
10 min / Guided Practice / Emotions Memory
1. Set up memory cards, then hold one up with an image and elicit S to say the emotion. Then look for it’s match, showing each card you hold up and saying, “That’s not a match” to all cards that don’t match. When you find the match, excitedly exclaim it and hold up both cards together
2. Place Ss in pairs and give each pair a set of memory cards and instruct them to play, looking for matches / T-S, S-S / Memory Cards
10 min / Production / Draw it
1. Bring paper plates with faces drawn on them, each plate exhibiting a different emotion. Hold up each plate and elicit Ss to tell you the emotion
2. Give each S a paper plate and a specific emotion and ask them to draw that on the plate / T-S, S / Paper Plates & Crayons
5 min / Wrap-up / Have Ss stand and teach the song “If you’re happy and you know it” (incorporate other emotions, Ex: “If you’re sad and you know it, cry boo-hoo!”) / T-S / N/A
Sample Lesson: Alphabet