Summer TEFL Course

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48 Comments

niamhmcnulty · May 16, 2019 at 4:54 pm

1. Give a short presentation to the class about the national landmarks in the USA and their positions on the map.
2. The follow-up activity is to match the pictures of the landmarks with a sentence about what the landmark stands for and the state that it is in.
3. After the activity, we will correct the answers together on the board.
4. Each group will score themselves on how many answers they got correct.
5. If I find that the activity was not well explained, I will immediately stop the lesson and re-explain the activity.
6. If at the end I find that most students did not get the correct landmarks, then I will know to explain things more slowly in the future and spend more time on the presentation, possibly adding a video to make things more clear.
7. Possibly the next class, we will do a quick recap of the states and the landmarks.

Andrés López Schrader · May 17, 2019 at 12:01 pm

Targeted towards students that have a high beginner (A2) level of English.
1. Teacher tells a life story about John, a fictional character. This serves to remind students of ways to present a character or yourself (including name, age, hobbies, physical descriptors and places your from)
2. Teacher gives an example of an introduction by introducing themselves, followed by a short personal information sheet about themself.
3. Students are asked to pair up and introduce themselves to their partner. The partner’s task is to fill in an information sheet about their counterpart. When one student is done they switch roles.
4. Students are asked to put up traffic lights (green, amber or red) depending on how they felt introducing themselves and how they felt filling in the information sheet.
5. Students introduce their partner to the class using the sheet they produced. The teacher can provide feedback and provide additional scaffolding depending on the students’ performance.
6. Further adaptations can include: changing fields on personal info sheets, provide visual cues for each field and giving more than one example at the start of the lesson.

Sneha Lala · June 2, 2019 at 9:02 pm

1) Teacher introduces the topic of pets, introducing the vocabulary using images and engaging the children through asking them to use a green card if they like the animal, yellow if they don’t mind it and red if they don’t like it.

2) Students get into pairs and match up the images of the animals with their names and then order it from their favourite to least favourite animal.

3) Whilst teacher goes round she can check if they are correct. Ask the weaker students to pronounce the names of their favourite animals. Ask stronger students to explain why they have picked it as their favourite/ least favourite animals.

4)If most of the students are struggling to match up the animals we can go through them again as a whole class using questioning to keep them engaged.

5) If only some students are struggling the teacher can help them individually.

6) After the task the teacher could pair weaker students up with stronger students to explain their decisions. The stronger student can help the weaker student during this task.

7) We can recap the information during the start of the next class using random questioning.

hespa001 · June 5, 2019 at 11:19 pm

1. Start lesson by reading through a passage with the students, correcting pronunciation as you go
2. Give students a gap-fill sheet based on the passage and ask them to fill it in
3. Go through answers for gap fill
4. Assess students understanding of passage via their answers
5. If students are struggling with the new vocab give them some sentence structures to practice using the vocab in, if they have grasped the vocab well ask them to construct a few sentences of their own with the new vocab.
6. In the following class we would start with an activity reviewing the vocab learnt in the previous lesson

jackmainwaring · June 8, 2019 at 11:05 am

This lesson would be based on well-known UK landmarks/locations, where the students are shown pictures of these locations and the students have to describe what they see.

1) The teacher shows an image of a variety of well-known locations in the UK (a town, city, beach, countryside etc.) and then describes to the class what they can see in the image. The teacher can go into a certain degree of detail based on the students’ level of English.
2) The students then work in pairs to discuss with each other what they see in a different image that they are given by the teacher.
3) During this time, the teacher observes how the students are coping with this task. Students could also indicate their level of confidence by informing the teacher if they need some support or by a traffic light system. The teacher can provide additional scaffolding if necessary.
4) The pictures are then collected and displayed at the front of the class. Each pair takes it in turns to answer questions by the rest of the class so that the class can guess the image that the pair initially received.
4.1) An additional point to 4: Each student should get chance to ask questions, achieving by passing an object around the class for example.
5) If students are finding it difficult to describe what they see, they may be struggling to remember the names for the features in the images. If so, the next activity could concentrate more on just the learning of the terms needed to describe the image. Alternatively, the teacher could ask the questions to the pairs to ensure the correct level of questioning is achieved. This would also be a good way to gear the lesson towards a mixed ability class.

jla2g18 · June 10, 2019 at 2:40 pm

1. Teacher briefly introduces vocabulary relating to items of clothing.
2. Class is split into groups – each group has images of each item of clothing. Teacher calls out an item of clothing and groups are asked to hold up the corresponding picture.
3. Traffic light system is used to gauge the classes confidence with the new vocabulary.
3. Pictures are collected and students work on individual posters; drawing a person and labelling or desccribing their clothing based on level of ability
4. Teacher walks around the room and discusses posters with indivuals, asking questions such as “Can you describe their outfit to me?”, or “What is the name of this item of clothing”
5. Students work in pairs to present their posters to eachother and peer assess.
6. Session is finished using random questioning by throwing a softball around the class.

Evie Burrows · June 12, 2019 at 7:27 pm

1. Students watch a small video introducing and saying some very basic things about animals
2. The teacher asks students to name fluffy toys (or pictures). Difficult or new words can be written on the board. Students use traffic lights to indicate how familiar they are with these new words. If students are less comfortable with certain words, we can practice pronunciation and repeat them.
3. Students are given a whiteboard. The task is to write the name of the animal the teacher shows them as quickly as possible and hold up their answer. Every student participates, assess confidence with the words by performance in the game. Use this information in team formation for further activities.
4. Students pair up. Each team is given a picture / toy. Students ask each other questions about the given animal, e.g. its colour, what it eats, where it lives… (this is assuming that colour vocabulary and basic food vocabulary etc. is already accessible) Either put more confident students together and stretch them with more complex questions, or pair up more advanced students with weaker ones. If students struggle, provide optional scaffolding on board in the form of example sentences. Students use traffic lights at the end of the activity to indicate confidence.
5. Encourage a green light group to present their dialogue.
6. In the following class we would review the vocabulary through a short game, quickly recap with students who are less confident

GeorgiaHarris · June 15, 2019 at 4:05 pm

1. A short introduction into vocabulary to describe the weather and seasons
2. The teacher shows pictures of different types of weather (sunny, rain, snow) and the students right the words down on a whiteboard and show to the teacher
3. Students watch a video about the weather in different seasons in England
4. Students complete a gap fill based on the video, with key vocabulary that they have just learnt missing
5. Students swap sheets in pairs and mark and discuss their answers
6. Traffic light indication of confident students feel with the new vocabulary
7. The students are put into groups of 4/5 by the teacher trying to mix ability, so that the weaker students are supported by some of the stronger students for the next activity.
8. Students make a poster in their groups about the weather in China
9. Students who indicated green in their groups asked to explain their poster to the class
10. Final recap of key vocab with class game of charades

Patricia-Ioana Sfagau · June 19, 2019 at 8:30 am

The task for the class is to discuss based on pictures what they would do in the specific foreign city. Students will need to use the new vocabulary and ask for directions using the structure “how do I get here?”
The teacher would be walking around the class listening to the discussions and making notes.
The teacher notices that part of the students are struggling with using/replying to the newly learned question structure avoiding it and focusing on the first part of the task.
Considering the difficulty faced in this learning cycle for the next learning activity the teacher could provide another example of asking for directions and offering help by using a video that shows a real like conversation which could boost students’ confidence and refreshing their memory.

ear42 · June 21, 2019 at 3:29 pm

The lesson starts by introducing items from a food menu on a power point. The images are shown with the word of what it is.
The follow up activity is to ask the class what they would like from the menu. Students could be picked from the class to pick a picture card of their choice and say what it is. Following this, students could indicate how confident they feel with the new vocabulary using coloured cards.
Based on this feedback the students would be split into pairs in which they could ask each-other what they would like. They more confident students could ask for side orders or ask for one part of the meal to be changed etc., were as the less confident students would stick to the set cards.
During this time the teacher would walk around listening to the conversations and ask extended questions to some students or give more support to those struggling. Each pair could then feedback using the thumbs up/ thumbs down approach on how confident they felt after the activity.
If the student did not feel so confident you could (with class participation, to keep the more confident pupils engaged) write key phrases on the board (‘I would like….. with…..’ ‘Please could I have a glass of …… with that’) for pupils to refer to.
A review activity could be a simple match the pictures to the word activity.

Emma Walsh · June 22, 2019 at 1:50 pm

The main learning activity/task is for students to match pictures of different items of clothing to the names in pairs. The teacher will then assess how students are doing by walking around during the task, observing how students are doing and asking more complex questions to those who are quickly completing the task. The teacher can then use lollypop sticks to pick random students to give their answers to the class so students can check their answers. If these two assessment for learning techniques show that students have not grasped the key learning intentions, then the teacher could start a new activity to consolidate the vocabulary they have just gone over by watching a video or singing a song.

Lizzie Avery · June 23, 2019 at 4:12 pm

For a low-level/beginner class:

1) The teacher presents new vocabulary to the students via a presentation of words next to pictures that define them; for example ‘dog’, ‘cat’, ‘horse,’ ‘rabbit,’ etc with a picture of the animal next to it.
2) Activity: The students are provided with pictures of the animals and the words written on individual pieces of paper on their table. They must match them together (sticking the correct image next to the relevant word).
3) Assessment: Students are asked to turn over their pieces of paper matching the image and word. The teacher begins a slide show of images of the animals. The students must write on their mini whiteboard (or a scrap piece of paper from the activity if not available) the name of the animal and show it to the teacher.

From this activity and assessment the teacher will be able to see if the whole class are grasping the meaning of and learning/memorising new vocabulary. The assessment could be done in such a way that pictures of easier-to-remember words are presented first, followed by the pictures of harder-to-remember, longer or more complex words. This would allow the teacher to see at what point students begin to forget the vocabulary and which ones he/she needs to go over again. If there are a number of students who correctly label most/nearly all/ all of the images of animals they could be assigned to work as a separate group with the task of having to describe the animal, for example. Students who are struggling to write the name of the animal presented could work with the teacher to go over them, perhaps including an audio of how each word is pronounced (allow the students to hear the word spoken aloud). This would be done if all the class failed to remember the words for each image too. The whiteboard assessment could then be repeated to check for an improvement in vocabulary learning.

Leandra Thomson · June 24, 2019 at 4:43 am

1. The teacher will play a video introducing various adjectives that will be covered later in the lesson.
2. The teacher will briefly go over the adjectives with the class, providing pictures and clear descriptions of each
3. Students will each be given a whiteboard and the teacher will present pictures to the class. Students will then write the adjective they think best describes the picture. After everyone has finished writing, they will show the teacher and give themselves a point in the corner for each correct answer. This will help the teacher gauge for how quickly the students are picking up the new information and also be able to spot which students may be having difficulty.
4. Next, students will be given a blank sheet of paper and be asked to draw their family. Students will be able to work to their ability level to write a description of each of their family members below. Those who struggled will likely describe using physical or personality attributes where students with more of an understanding may be able to also incorporate reasonings on why they chose specific adjectives in their descriptions. Students will be asked to close their eyes and hold up 1-5 fingers indicating how comfortable they are with the activity/information.
5. From there, students will be put into pairs which would ideally be with a student opposite of their learning level (beginner with more advanced and vice versa). Each pair will share their poster with their partner as well as read their descriptions aloud. Each student will be instructed to ask their partner one question about one of their family members. Since the students are working with various language levels, they will be able to ask/answer questions which will benefit them both.
6. In the beginning of the next class, the teacher will come up with a brief activity to review the material.

RebeccaRM · June 24, 2019 at 3:59 pm

1. Teacher introduces new vocab describing person (tall, short, blonde/brown/black hair, amount of description varies with class ability)
2. Consolidate words by asking class to describe teacher, classmate etc, use traffic lights to see if understanding is there, otherwise keep going
3. Students go into pairs and describe each other, teacher walks around to aid weaker students, provide additional vocab (glasses) to stronger students. If struggling, add scaffold sentences on board.
4. Test understanding with game, student describes any classmate/celebrity and teams guess. If no one is getting it right/struggling to describe go back to scaffold sentences and vocab practice.

Ross Moncrieff · June 25, 2019 at 11:40 am

1. Teacher introduces sentence structures for using past and present tense in a comparative way
2. Teacher hands out series of photos of major sporting events (Olympics, World Cup, Wimbledon etc) which show, on one side, the sporting event in the past (c. 100 years ago) and that event today.
3. Students must then work in pairs to annotate the pictures, pointing out the differences and the similarities. As they are doing this the teacher should go around the class, helping those who are struggling and asking questions to the more advanced students to prompt reflections on WHY the pictures show difference
4. Teacher gets each pair to present to the rest of the class some of the differences between their two pictures, in full sentences using both past and present tense.
5. This should give a clear sense of how well the students grasped the concepts in the class- if they struggled to come up with sentences comparing the two photographs, then it might be helpful to provide more comparative sentence structures, perhaps especially in the past tense, at the beginning of the next lesson.
4.

jsm89 · June 25, 2019 at 1:15 pm

1. Using a video/myself, identify 10 key body parts, and repeat this at least once to give everyone a chance to have learnt them
2. In pairs or small groups, the students should match the words to a picture of the body part (either using paper cut outs or digitally)
3. During this time, I will walk around to check progress, and be available if there are any questions
4. After each group is finished, I will reveal the answers (either by writing them on a whiteboard or pointing to them on myself), and ask the students to use their fingers to tell me how many they got right
5. If any group got less than six out of 10, for example, I would go to them individually to see where they went wrong, and assess whether the teaching had been competent (based on the rest of the class), then take appropriate action to make sure they understand the content/that everyone learns it better

Gayatri · June 25, 2019 at 5:56 pm

1) Short introduction to ordering food in a restaurant
2) Split the children into groups of 3 – one is waiter, other is chef, and third is the guest
3) Children given key phrases for each role, and work together to write a script (e.g. ordering food, any complaints about the food – can be as funny as the children want)
4) Traffic light system used to indicate if students are struggling
5) To help struggling students, I would provide more prompts
6) Present the role-play to the class
7) Consolidation of what the students learned by asking them to write 5 new words/phrases they learned

juliazlot · June 25, 2019 at 7:59 pm

1. Lesson starts with a brainstorming activity for vocabulary related to “what you might find in a hotel”.
2. Students are split into groups and asked to design their ideal hotel using the ideas the class have come up with plus any others they may have.
3. During the group work, I walk around to see how all the groups are getting on and whether all of the students are participating.
4. All groups are then asked to present their ideas, making sure that each group member has a chance to speak, and encouraging other students to ask questions to the group to ensure understanding.

When walking around the groups, if I noticed any group to be struggling, I would provide some additional vocabulary or ideas on how to proceed. If I thought that all the groups were having too much difficulty with the task, I would instead turn in into a class activity on the board, using hands-down questioning to ensure that all of the students were participating.

mifei99 · June 25, 2019 at 10:03 pm

1. Introduction to verbs needed to describe superheroes. Brainstorming and teacher-led questioning and recall for the whole class
2. Students split into groups for a drama activity. Stronger and weaker students work together to create a superhero scene (starter verbs on a worksheet as scaffolding)
3. Use the traffic light system to determine which pairs would be comfortable performing their scene. Select some green light students to perform
4. Group green light students together to debate the merits of different superheroes, give amber students a choice of activity, red students would have a teacher-led activity going over vocabulary and then directly asking them progressively harder questions

SammyLappage · June 26, 2019 at 1:43 am

1) Main learning activity= describing an “under the sea” picture using different adjectives. Students discuss the different words they can use to describe the picture with the others around them.
2) Assessment during discussion= teacher walks around listening to the discussions, on hand to offer any assistance. By listening they are able to identify how well the students are grasping the task and if many are finding it difficult they can explain the task again to the whole class/make necessary adjustments e.g. by writing a list of prompt words on the board.
3) Assessment after discussion= students write down their best adjective on a post-it note and stick it on the board so the teacher can see how well the whole class can understand and use adjectives. The teacher can use these to focus on adjectives which may be particularly good or may have been used inappropriately/spelt wrong etc and use this to direct subsequent teaching.

caisealbeardow · June 26, 2019 at 9:20 am

1) Begin lesson by introducing items of clothing using photos and illustrations on a powerpoint (or drawing on the board if technology is unavailable). Images are shown with the name of the item underneath.
2) Follow-up activity consists of asking students, in pairs, to describe an outfit they have worn recently. Provide scaffolding in the form of a key phrases worksheet, whilst showing a summary of the clothing vocabulary.
3) Whilst the pairs talk, the teacher walks around the room listening to the conversations and asking extended questions/giving support where needed.
4) Each pair provides feedback using the traffic light system, showing how confident they feel with the conversation topic. Based on this, ‘green’ and ‘orange’ students are then paired for further discussion, in which they create a short roleplay conversation where one student plays a customer in a clothes shop and the other plays a sales assistant. Scaffolding is again provided via a worksheet with key phrases. ‘Red’ students form a group with the teacher and practice discussing items of clothing together.
5) After the activity, one or two green/orange pairs are asked to share their roleplay conversations.
6) As a class, the students complete a quick vocabulary review together, using hands-down questioning to check all students understand the basic clothig vocabulary shared at the beginning of the lesson.

Stephen Grech · June 26, 2019 at 1:36 pm

1) A lesson about 5 popular European capitals to visit using a powerpoint presentation with pictures, videos (tourist ads), and fun facts on each city.
2) On the whiteboard there will be written the 5 cities in big letters across it where the students will line up in front of which city they favour.
3) Each group will discuss amongst themselves reasons and arguments for their cities. During this I will listen in on their discussions and question their reasoning.
4) They will then each write these down on post-it-notes, sticking them to the whiteboard under each city.
5) A quiz will be held questioning each group on the city facts from the opening presentation. Through this I will be able to see the level of understanding from student to student.
6) The key learning intention is cultural learning and argumentative skills. If the results are not satisfactory, I could revisit the topic in a followup lesson with more focus on the weaker students.

louisajc · June 26, 2019 at 2:05 pm

1) Introduction short video on volcanoes and the different components of a volcano.
2) Presentation going into more depth about the parts of volcano, labelling the magma chamber, vent, lava etc.
3) In small groups, children given diagram of volcano with gaps on labels – work in teams to fill in the gaps. If students struggle with this task, give them the list of words that go in the gaps (scaffolding method).
4) Teacher circulates the room, helping any students that need help or appear to be struggling. With students that finish the task quickly, discuss the human impact of volcanic eruptions. Ask them to discuss how volcanoes can affect people living nearby.
5) After all the groups have finished the task, the answers will be written on the whiteboard and the children will mark their own diagrams.
6) The traffic light system can be used to identify who found the task particularly difficult.
7) Those who found the activity easier will be grouped with those who found it harder. Together, the new groups will draw their own diagrams complete with labels.
8) To finish off, there will be a quick pop quiz about volcanoes (more broadly than just their structure).

angolanta · June 27, 2019 at 12:15 am

1. Introduce the topic of recycling with a presentation and/or video song.
2. Give more details and examples, introducing appropriate vocabulary, such as the types of recyclable materials.
3. Assign students into groups to carry out a group activity, e.g. making a poster or arts and crafts reusing straws/toilet rolls.
4. Ask students to present their work.
5. Assess by asking each student to add a thing that can be recycled on a mind map on the board/ on a big poster. Allow students to help each other in case someone gets stuck.
6. If students do not remember the vocabulary consider making a list or mind map in advance that will be available to the students throughout. Then reconsider the assessment activity, for example make an interactive quiz instead, presenting an item and giving students ‘yes’ or ‘no’ labels to indicate if the item is recyclable or not.

serenalhayes · June 27, 2019 at 3:29 pm

This lesson will focus on learning the food components which make a sandwich, including an option of three fillings (ham, cheese or jam).
1) An introduction of the topic where teacher does a “presentation” of making a sandwich from bread, butter and a filling, naming all of the components in order as they go.
2) Children work in pairs to sort flash cards of sandwich components in the order necessary to make a sandwich.
3) Pairs swap tables with another pair to mark the order of flash cards.

Teacher will circulate an image of a sandwich around the classroom to assist any children struggling.

sk948 · June 27, 2019 at 6:03 pm

1. Give a short presentation about different features of a city, e.g. town-hall, subway etc.
2. Children work in pairs to match the names of features to the appropriate pictures.
3. If children struggle with the activity, go over presentation again until they have better grasp of the topic.
4. If children find task easy, start to incorporate features of the city into a speaking activity i.e. in pairs, students discuss the properties of their city and try to include the new vocabulary.

Gigi Michie · June 28, 2019 at 6:41 pm

I would begin by showing a video or PowerPoint of various animals.
After this I would give a worksheet with different pictures of animals to be matched with the name of that animal, to be worked through in pairs. During this activity I would go around each pair and hint to them any mistakes they might have made.
After 15 minutes I would go through the answers at the front of the class, and I would ask the class to indicate with fingers how many answers they got correct.
I would ask generally which piece of vocabulary they might have found particularly hard to remember
After this I would throw a soft ball to a pupil and ask them to state the name of one of the animals learned, then they would nominate another pupil to throw the ball to and so forth.

Laura Fantuzzi · June 29, 2019 at 9:47 am

Students are grouped in pairs. They are asked to write down a description of some picture (they choose a picture from a range of pictures displayed on the board). They then present their description to the class. The teacher, by listening, hears which groups are more confident than others. The teacher may ask additional questions to the groups they feel are confident, to challenge them.

JArmers · June 29, 2019 at 5:43 pm

– animal nouns introduced via teacher pictionary and a few adjectives for each, writing some up on the board
– going round the class one by one, teacher says an animal noun and each pupil says 1, 2 or 3 adjectives to describe it
– can check who knows it
– end of lesson – each pupil writes their name on the board and an animal they would like to be and why (different levels)

SabrinaA · June 29, 2019 at 10:57 pm

– Would begin by showing video related to climate change.
– Short presentation of key vocab related to the topic
– Pair discussions on what they have seen.
– Listen to the conversations the students are having.
– Ask each pair to share an idea for how to solve climate change with the class.
– As teacher, would ask questions about each idea depending on the level of the student talking.

ioanadiac · June 30, 2019 at 4:18 pm

A learning cycle on the topic of ‘environmental protection.’

– Show a video on ways to be environmentally friendly in our everyday lives.

– Then give a presentation that introduces the key words, phrases and vocab that will be used throughout the lesson.

– The main learning activity will be to match the picture with the correct word or phrase describing the action.

– Students then pair up and mark one another’s work by referring to the correct answers displayed on the board.

– Students look at how well they’ve scored in the activity and using the traffic light cards, indicate how confident they feel about the topic. This allows the teacher to see how well the students have grasped the key learning intentions.

– If it is identified that the students have not grasped the key learning intentions, I would find another similar video that explains the same methods on how to be environmentally friendly in our everyday lives before recapping the vocabulary with the students once more. I may decide to make the number of key words/phrases shorter than the original number so it makes it easier for the students to absorb the information.

lun3rzhu · June 30, 2019 at 10:11 pm

A learning cycle on the steps of a normal morning routine:

1. A video of a person going through typical stages of a morning routine. At each stage, the teacher writes down key vocabulary and phrases on the whiteboard.

2. Split the students into pairs to work on matching pictures with writing down the correct phrases. In the meantime, go around the classroom identify struggling students and provide more prompts.

3. Traffic light system to identify if pace of lesson is correct.

4. Ask each pair to role play a typical morning routine, preforming an action and describing it, to the rest of the class.

5. To consolidate, ask the students to write down and draw next to each, 5 key phrases or words they have learned in the class today

Alec · July 1, 2019 at 10:47 am

1) Give a presentation about popular dishes, where they come from, and what ingredients they use
2)Set the main activity task where groups of students are given a set of pictures, a set of names of dishes and a set of ingredients which they need to match. The groups can be selected so that each group has a good mix of abilities where stronger students can explain why they think certain ingredient lists match with certain dishes. Alternatively, before the task, you can get the students to indicate their confidence in the material using traffic lights. Mix the greens and oranges into groups and then group those on red together so that the teacher can work with them.
3) We will then go through the task as a class, going around the room to see what each group thought
4) We will then review how many each group got correct
If the scores are quite low and it’s clear the students are still unsure, we can redo the presentation or go into further explanation of why the answers are what they are. I might need to go over vocabulary for food to help with reading the ingredients lists. Next time I might spend more time on the presentation and teach at a slower pace.

Issy · July 2, 2019 at 2:13 pm

1) Teacher presents the names of several animals and their habitat.
2) To show memory the students have a matching activity, matching the name to a picture of the animal. The teacher can go round and discuss the answers with students, and students can self assess after.
3) To practice descriptive language learnt in a previous lesson, the students describe the animal. lollypop sticks are then used to select students to describe an animal. This can be done in pairs to make it slightly easier, and allow students to learn from each other. The choice of descriptive words will show how advanced a student is, without embarrassing weaker students. This will also help students to use feedback from the previous task, and reinforce animal names.
4) students will then match an environment to an animal and then a characteristic which adapts this animal to that environment. This will stretch higher level students, and test cognitive understanding of the animals and environments. This again will be self assessed with students using marking down their score in a notebook for the teacher to look at later. This will again reinforce animal names and descriptors, allowing students to become confident with this vocabulary, and stretching more advanced students.

ciaran duncan · July 2, 2019 at 3:45 pm

1) Teacher shows the students a video of famous sports people to hook the students’ interest
2) Teacher determines the existing knowledge of the students (do they all ready know the English words for major sports? If not play a match them up game, if so carry on with the following stages)
3) Pair students and ask them to state their favourite sports to each other and the try to explain why.
4) At random ask pairs to feedback to the whole group. Suggest vocabulary or provide a dictionary if they are struggling to articulate their thoughts and then write such vocabulary on the board.
5)Assess understanding using a traffic lights system
6) If many struggled then provide a different task for the green students, and focus especially on those who struggled providing them sentence structures they could use to shape their thoughts and give them possible vocabulary on the board to start with.
7) Have a group brainstorming session and use this to come up with a model answer.

AhmedImam · July 4, 2019 at 12:24 am

1. Teacher introduces the topic of clothes, vocabulary of a range of different clothes, colours and sentences that describe how one looks or how to purchase clothes in a shop.
2. When introducing the vocabulary explain a scenario of the students being in a clothes shop and being given the task of buying a new outfit.
3. Hands down questioning can be used quickly to check understanding of initial introduction of vocabulary.
4. Whilst doing these the traffic light method will be used to measure confidence throughout the explanations
5. Students get into different pairs around them describing each partners’ outfit in turn.
6. If traffic lights are red during explanation: lower level of vocabulary of outfit to a more basic level e.g. red shorts, white shirt.
7. Students have a conversation with a partner where one acts like a salesperson and the other a customer: the customer orders clothing and the salesperson then describes how the customer will look: potentially give comment on if the outfit is good.
8. Teacher should walk around and perform assessment conversations to understand the confidence level in the class.
9. If teacher thinks conversations are at a low level then change to a simpler task: describe an outfit you might wear. Focus on achieving a minimum level of understanding of vocabulary of clothes and description of outfits. If conversations of some pairs are at a high level encourage a more complex question: what outfit would you wear for a certain event/activity?
10. Whiteboard quiz: everyone has to describe an outfit shown on the board (if no board then the teacher)
11. For next lesson, small recap: describe an outfit of someone (teacher/ whiteboard)

laiq.nagi · July 6, 2019 at 4:23 pm

1) Start lesson with teacher talking about sports and giving the students the vocab
2) Ask the students to order the sports in order of favourite to least favourite
3) Teacher can go around and question students on their choices; can ask the weaker students to repeat the nouns
4) The teacher could have a more complex conversation with the stronger students about why they chose that particular order and what they like/dislike about certain sports
5) Pair up weaker students with stronger students and ask them to explain their choices to each other
6) Recap the nouns and ask some students their orders and why they chose those orders

keyasajip · July 6, 2019 at 8:07 pm

A learning cycle on different modes of transport:
1) Start with a vocabulary matching exercise with pictures of different modes of transport on a PowerPoint and use traffic light cards to assess how comfortable the class is with the different words
2) Have questions on the board:
How do you get to school?
What is your favourite mode of transport? Why?
Ask the class to think for 30 seconds, followed by discussing in partners and then implement hands-down questioning (through throwing a soft object to various students) to share answers. For students who seem confident in answering the questions, ask follow up questions.
3) Introduce different advantages and disadvantages of different modes of transport: e.g. ‘it is environmentally friendly’ or ‘it is too noisy’. Have an activity with making a poster about the advantages and disadvantages of different modes of transport. Walk around the class and check if there are students struggling/ finding it easy. Help or challenge students accordingly.

dkatsanos · July 7, 2019 at 1:18 am

1. Teacher introduces a number of problems that a building is facing. The people of the building have a certain budget and need to spend money on a number of things including gas for the winter, fixing the elevator, cleaning the building and introducing new security measures such as cameras.
2. The teacher hands out sheets which give the cost of each job. The available budget is not enough to cover everything.
3. Students are paired up.
4. While in pairs, students need to use a bit of mathematics and their personal opinion in order to prioritize each job while remaining within the budget.
5. After all the pairs are done, each pair is paired with another pair (i.e. groups of 4) and compare their results and each student needs to explain why they believe a certain job is more important than the other.
6. At the end of the lesson, teacher engages in a discussion with random students in order to get their opinion.

Francesca Smith · July 7, 2019 at 11:31 am

Students are introduced to key words about Cities and Beaches in English speaking countries e.g. through a picture and word match up activity.
Students of lower ability can list all the things they think are essential for a beach and a city e.g. sand and sea vs. buildings and shops.
Students of a higher ability can write a ‘post card to home’ from a city or beach they have visited / would like to visit in a English speaking country.
Use the traffic light system through the entirety of these activities to assess how confident the students are and if they are understanding the task. Walk around the class and prompt/advise students that are on yellow and red and check that those on green truly understand.
As a key assessment point, the students can put a post-it note on the board over either beaches or cities for which they like best. On the post-it note they can write why the made that decision which will allow them to use grammatical structures such as ‘i like/i love … because …’
Students that are struggling or hesitating to write on their post-it note can be identified as weaker students.
Then put students into groups with a mix of students that were on red, yellow and green to ensure – a slightly bigger version of the ‘buddying’ system. They can collectively create a poster to advertise a city or beach tourist location and present it to the class – every one must speak, ensuring that students of all ability are involved.

cbourne · July 8, 2019 at 6:26 pm

This is a CLIL English and Music lesson for beginner-intermediate students.

1) Show students a ‘hook’ video of different musical instruments
2) Go through slides with each keyword, a picture and an audio clip of the musical sound. I pronounce the word and the whole class repeats it back.
3) Stick sheets of paper with the appropriate keyword around the classroom. I play musical extracts through the speakers, and students run to the sheet of paper with the correct keyword.
4) For each one, give students the correct answer.
5) As a plenary assessment activity, I play audio samples and give students three multiple choice answers of A, B and C. I ask students to close their eyes and put their hand up if they think the correct answer is A, B or C. (An alternative version of this plenary activity is to use a Kahoot quiz.)

ld557 · July 8, 2019 at 8:01 pm

1. Introduce students to 5 key emotions e.g happiness, sadness, anger
2. As an activity, ask students to draw 5 faces which express the emotions they have just learnt.
3. Throughout this activity, listen to and observe students to make sure they are understanding the subject matter, and also use a traffic light system to address students concerns or check more confident students are correct.
4. After students have completed the activity, use whiteboards or scrap paper and describe a scenario (e.g receiving sweets) and ask students to write down which emotion this would lead to (happiness). Ask some students to explain their answers to assess their reasons and therefore their understanding.
5. If students appear to be confident, move on to a more complex activity, such as describing scenarios where a certain emotions might be expressed. If they appear to be struggling, this could become a group activity so students can support each other, whilst if students appear especially unclear about the subject matter, some new, more simple activities could be included such as pulling faces expressing an emotion when prompted by the teacher or matching word pairs.

Jenni.Visuri · July 9, 2019 at 12:52 pm

1. Students are shown a short powerpoint of different animals and their names
2. Students are then shown pictures of animals, and they have to write the name of the animal on the whiteboard. It should start with easier ones and end with harder examples.
3. If students haven’t really got the answers correct, go through the animals again, getting students to pronounce the names.
4. If students now seem more confident, go for a more complex activity such as describing the animals and saying which ones they like and do not like.

Hayley Hilson · July 10, 2019 at 12:30 am

Introduce students to vocabulary used to describe school and school subjects – powerpoint presentation and brainstorming activity for the whole class
Give the students a gap fill on the subject of their school day and mark the answers as a class, giving them a chance to correct their answers/understand their errors individually
Use the traffic light system to assess how confident the students are
If many students appear to be struggling, review the vocabulary again before the next activity
Use the traffic lights for grouping, in order to place students in mixed ability groups where the more confident students can support those who are struggling
In these groups, students complete a review activity where they make a poster promoting their dream school

gskaza · July 10, 2019 at 3:29 pm

Show the students a brief video outlining some water sports that can be done on a holiday. From this, select 5-10 sports and put them up on the board with labelled pictures so that it is really clear for the students. Then show the students the photos without the labels and get them to write on their whiteboards what the image is showing. Once they have showed you their whiteboards a few times, and you have a clear idea of who has grasped the vocabulary and who is still struggling a bit, pair up the weaker students with the stronger students and ask them to take one or two sports each to describe, and say whether or not they like these sports/would like to try them. To finish the activity each student would draw the image of their favourite sport on a group display of the ocean, complete with labels of the sports.

christianmadla · July 10, 2019 at 5:41 pm

1. The teacher introduces vocabulary to the students relating to the topic ‘clothing’.
2. The teacher then shows pictures of the different types of clothing to the students, in which the students write their answers on a whiteboard
3. Then the students must complete a worksheet in a ‘fill-in the blank’ style
4. Once their worksheet is marked, students use the fingers up system to assess their learning
5. Then students are split into groups of differing ability, and they each draw their own outfit and describe it, and then discuss it between one another
6. Then there is a final recap of vocabulary learnt with a game of ‘splat’

AliceKennedy · July 11, 2019 at 11:29 am

1. Begin with an English video/picture from the media on the concept of family
2. use this media piece to introduce vocab related to family, relationships, and age
3. Ask students to make a “family tree” of their family
4. Get students to describe their family in partners
5. Ask for volunteers from the class as a whole to volunteer to share their family trees. Correct issues with vocab/understanding
6. Ask students to rate how hard they found the activity by show of fingers

leahparry · July 27, 2019 at 1:46 am

Introduce directions to class. Hand out simple maps. Give examples of directions to places so they know how to correctly structure, and ask them to shout out where you’ve directed them. Split into partners and get them to ask ‘How do I get to xx’, and give a response. Walk around and assess using listening and observing. If they seem to be struggling, get the class down and do some hands down questioning asking to get to locations. Otherwise, get them to write directions to a location to practise written English (this can also be assessed)

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