Lesson plan help

Hello there. I was confident that I had answered these questions correctly after researching all I could find on teaching 8 year-olds, as well as lesson plans, activities, methods and other resources.

I had a lot of trouble trying to find a source that would describe what a 2nd year English class are capable of or what they may have previously been taught so it was difficult to judge what was effective or too easy or too difficult.

Please, could someone check my answers and possibly give me a hint or a link to reliable source that may be able to help me? ASAP

Thank you

Part I

Think of a game or activity which could help young learners develop their speaking skills (do not use those already mentioned in the module) and describe, step by step, how you would play it with your class. Note: in this game/activity the learners should talk to each other using sentences rather than single words. The class is beginner or elementary level.

my answer:

Objective: Help young learners develop their speaking skills

Aim: The learners should talk to each other using sentences rather than single words

An activity I would use for a beginner or elementary level class would be storytelling. It is an engaging and fun activity for a variety of ages and the stories can encourage students to want to speak more.

Techniques for this activity would include encouraging the students to repeat the story as this will help them learn new words and speech patterns. Memory games can also play a role in storytelling; by using story skeletons to mark key part, the teacher can ask students questions like:

"Who remembers where.....?"
"What colour was....?"
"When did this happen...?"

These are very basic questions but they useful for eliciting speech from students to retell parts of the story and, eventually, being able to retell the story confidently and clearly.

tutor answer:

This is a good activity but not for learners at this level. They would find it too challenging to repeat a story using past tenses. The other problem here is that the students are not actually talking to each other as they only talk to the teacher.
Please try this task again with an activity where the students talk to each other and is appropriate for the level.

Part II

You are teaching a mono lingual class of 8 year olds. There are 20 students in the class. This is the beginning of their second year of learning English. Write a 45 minute lesson plan with the following objective:

Objective: For students to learn and practise 6 new action verbs

Please include the following information:

Target language (list the action verbs you will teach)
Assumed knowledge (for example, list some vocabulary and grammatical structures the students already know, which can be of use during the lesson)
Anticipated problems
Solutions
Preparations and aids
A step-by-step plan of the entire lesson including the timing of each stage and activity.

(Please write a minimum of 200 words).

My answer:

Pre-Plan

Level, age: beginner, eight years old

Lesson length: 45 mins

Objective: six new action verbs

Target language: new verbs- Write, dance, sing, read, swim and skip (all hobbies/activities students will be able to associate with)

Assumed knowledge: Students should have knowledge of other action verbs, related to new word or not.

Can use basic sentence structure such as: "I/he/she Like/s to...", "I/she/he can...", "I/he/she do not/does not to...", "I/she/he can't/cannot..."

Anticipated problems: Students may struggle to learn all of the new verbs.

Students may have forgotten or struggle to remember all previously taught verbs and sentence structures.

Solutions: Use regular repetition/drilling throughout lesson with students chorally repeating the words/phrases

.Prepare activity (e.g a game) using previously taught vocabulary

.Revise any written homework assigned from previous lesson

Preparation & Aids: Pictures of people doing activities and handout for homework

Lesson Plan

Stage 1 Activity:

.Open lesson with game; play bingo with previously verbs/nouns

.Revise homework from last Lesson

Interaction: T-S Time: 4 minutes

Stage 2 Activity:

.Use pictures/flash cards/mime to elicit activities; WRITE, DANCE, SING, READ SKIP

.Write or put pictures on board

Interaction: S-T Time: 2 minutes

Stage 3 Activity:

.Introduce sentences using 'I can....' & 'I can't. . .'. Try to swim and elicit, 'I can't swim'; read and elicit 'I can read'. If the sentences cannot be elicited, feed them to the class. Afterwards, each sentence is repeated chorally several times.

Interaction: T-S Time: 3 minutes

Stage 4 activity:

.Drill chorally & individually. Focus on pronunciation of 'can' and 'can't'.

.I 'can' swim (Word stress is on 'swim;, not 'can', so 'can' is pronounced in its weak form).

I 'can't' swim.

(The negative form has a different pronunciation and word stress is on both
'can’t' and 'swim. This is important to point out to students as it will help
them differentiate between the two words when they are listening.)

Interaction: T-S-T Time: 3 minutes

Stage 5 activity:

.Elicit the question form, and drill this with the short answers. Emphasize the
different ways to pronounce 'can'.

.Example:
"Can you swim?"
"Yes, I can."
"No, I can't."

(‘Can’ is weak in ‘Can you swim?’ because it isn’t stressed. It is strong in
‘Yes, I can’ and ‘No, I can’t’.)

Interaction: S-T & T-S-T Time: 3 minutes

Stage 6 activity: Begin a controlled Q&A drill around the class e.g 'Connor asks David....' (point to an action picture on the board)

Interaction: T-S-S Time: 6 minutes

Stage 7 activity:

.Pair work. Students ask and answer questions using ‘can’ about the actions
on the board & note down their partner's answers. Monitor students and encourage those who seem quite or hesitant to join in.

Interaction: PW Time: 7 minutes

Stage 8 activity:

.Write up target language on the board and review any doubts. This is a good opportunity to gauge student progress and give them a short break before continuing with the lesson.

Interaction: T-S Time: 2 minutes

Stage 9 activity:

.Get students to write down some unusual things they can do. Help them if
they don’t know the words in English. Bi-lingual dictionaries could be useful and will encourage students to learn new words more related to them.

Interaction: S Time: 2 minutes

Stage 10 activity:

.Milling activity- 'Find someone who can do some of the things on your list.'
Students are to ask as many classmates as possible and take notes.

Interaction S-S Time: 10 minutes

Stage 11 activity:

.Students report on their findings. E.g. 'Conner can't play the swim, but he
can play the dance.' ‘Both Tommy & Emma can read, but neither can
sing.'

Interaction: T-S Time: 2 minutes

Stage 12 activity:

. Set worksheet with gap-fill exercises for homework.

Other options are: Transformation exercises (changing affirmative
statements into negative sentences or questions), free writing exercise
(describe things you can and can't do), etc.

Interaction: T-S Time: 1 minute

Tutor comment:

This is a good attempt but it is more suitable for a lesson on the use of 'can' to talk about ability.

The verbs you have chosen are also very basic ones i.e. the students will have been taught them at the beginning of their first year. Please try this task again with more suitable verbs for a class beginning their second year of learning English.