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ESL Lesson Plans

FREE ESL Lesson Plan- Research and Schedule Appropriate Hotel Room

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Topic: Research and schedule appropriate Hotel room

Level: Intermediate

Age: Adult

Length: 60 minutes

TESOL Methodology: Eclectic Approach: slide show and matching picture cards, brainstorm, worksheet, pair work, article reading

Language Skills: Speaking, Listening, Reading

Lesson Objectives: Students will be able to make a decision on the best room for their directors to stay and work in based on pre-determined constraints such as work requirements and availability

Resources: Screen and projector, computer, stationery, whiteboard and markers, multiple-choice worksheet, Type A and Type B prompt cards, reference sheet

Pre-task:
Display on the board or screen a slide-show of CEO office scenes. Images of businesspeople working with obvious focus on resources required i.e. Desks, chairs, power points, phones, printers, lighting, tea prep, data connection

Teaching 1: Teacher stands in front of the class and explains brainstorm task. How the class will start with a topic and call out all related ideas that come to mind. The topic in mind in this lesson is ‘Your boss and their work’ and ‘Hotel rooms’. The teacher can add or explain new vocabulary as it comes up. Use the slide show images from pre-task to inspire.

Task 1: Students contribute to two brainstorms one on their boss and work and the second on hotel rooms. The two brainstorms can interconnect at points. The teacher will be able to determine existing vocabulary knowledge and gets students to think about what their boss does, how they work and what they need to perform their job.

Teaching 2: Teacher reads out loud ‘Rooms that work’ article three times. Read once before worksheet distributed and twice afterwards to allow students time to read the questions and pick the correct answer. The teacher explains worksheet is a multiple choice answer exercise where the student has to pick the correct answer out of four choices.

Task 2: Students listen to the article read, then complete a multiple-choice question worksheet that asks for specific details such as “what features are available in this room”, “how much is this room per night”. (refer to resources below) BUSINESS ENGLISH ASSIGNMENT KYLIE DOUGLASS

Teaching 3: Teacher writes on the whiteboard general question and answer phrases used to ask about features in a Hotel room and its availability. Teacher distributes prompt cards Type A and Type B and reference sheets (refer to resources below) to students and explains that in pairs students will ask each other questions and answer to find out information.

Task 3: Students in pairs use Type A and Type B prompt cards, reference sheets and refer to the whiteboard for prompts to ask and answer about a business Hotel room. To increase difficulty once students get the hang of it to make pairs face away from each other as if on the phone.

Follow-up: Teacher distributes ‘Rooms that work’ article for students to read and self-check answers from multiple choice worksheet. Go through with class and check answers.

Reference sheets:
Definitions and commonly used vocabulary from Business or Hotel situations
Examples: (Note this list would increase and include relevant items according to the students’ needs. Besides definitions it could also include issues for the students to consider in real life)
Wi-Fi/ data internet connection required to send emails and search the web
Printer and photocopier usually considered one machine. A printer produces paper documents from a computer or digital form. A photocopier prints out paper documents as a copy of another paper document
Fax transmission of a paper document by telephone line. Usually combined in one machine with a printer
Desk/ workstation What size is the space you can use to work? Will it fit both a laptop and space to write if needed?
Power points What type of connection and what is the voltage, is it compatible with your technology?

Make sure to contact us to find out about TESOL courses in Australia.
Or call 1300 723 928 and email our TESOL expert at marie@ataonline.edu.au to find out more today!

FREE ESL Lesson Plan- Hearth, Grammar: Simple Present Tense, Be and Have

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The best way to start your English teaching career is to

become a TESOL teacher with ATA TESOL Australia.

Topic: Health. Grammar: simple present tense, be and have

Vocabulary: Parts of the body, symptoms for basic ailments: ache, sore, pain in my…..

Pronunciation: Suffix ache

Level: Intermediate

Age: 18 years +

Length: 45 minutes

TESOL Methodology: Communicative Approach, Warm-up, Pre-task, dialogue, group reading, group discussions, activity sheets.

Language Skills: Listening, Speaking, Reading, Writing

Lesson Objectives: By the end of this lesson, students will be able to describe symptoms to medical professionals

Resources: Hand outs, black board,
http://www.cal.org/caela/scb/iii_c_effectivelessonplanning.pdf
http://www.cal.org/caela/esl_resources/health/healthindex.html#Doctor
http://www.grammarbank.com/esl-reading-comprehension-15.html

Warm-Up: Whole-class discussion on the picture that shows patient talking to a doctor. Play a quick game, the teacher asks students yes/no questions about the picture. For example: is the patient doing? Is the patient sitting on the floor?

Pre-Task:
Put up a silhouette of a man. Name him; give him a back-story with student’s suggestions. Then, tell the class that he’s going to the doctor because he has a pain in his foot. (Have class suggest how he got the pain). Tell the class the objective of the lesson and explain the meaning of words to students.

Teaching 1: Teacher presents a dialogue between the man and his doctor that includes pain in the foot symptom and the possible reason for the pain reason due to dancing all night. The doctor recommends resting the feet. The teacher asks students to suggest how he may have hurt his foot.

Task 1: Students volunteer to make up new sentences of symptoms.

Teaching 2: Reading and comprehension activity. Teacher hands out the reading passage; Common Cold and Flu to students to read and then answer the questions.

Task 2: Students to complete reading activity worksheet.

Teaching 3: Teacher demonstrate role play the use of simple present tense: be and have. Ask students to form groups of 4 to make sentences based on the photo of a man being examined by a doctor. E.g.
• Sam tells the doctor his symptoms. He has a back-ache and a sore shoulder
• A doctor examines Sam and tells him “you don’t have a fever, take Panadol and get rest”
• Sam must be sick to visit the doctor’s office
• His back is always sore, he may have injured his spine

Task 3: Students form sentences and each group to present to the class.

Follow up: Students to source at least two different websites related to health, doctor-patient conversations and questions to the next lesson.

Make sure to contact us to find out about TESOL courses in Australia.
Or call 1300 723 928 and email our TESOL expert at marie@ataonline.edu.au to find out more today!

FREE ESL Lesson Plan- Human Causes to Environmental Issues

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The best way to start your English teaching career is to

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Topic: Human causes to environmental issues

Level: Advanced

Age: 16-17 years

Length: 45 minutes

TESOL Methodology: Eclectic Approach, comprehension, video watching, conducting a survey

Language Skills: Listening, Speaking, Writing, Reading

Lesson Objectives: Students make up a survey on how people damage the environment, plot the results and write a short conclusion about it.

Resources: Worksheets, article, documentary

Warm-up: Scatter litter around the class as soon as entering, have them try to guess the topic of the lesson.

Pre-task:
Prepare the worksheets.

Teaching 1: Read an article to the students about pollution caused by people.

Task 1: Students answer a worksheet about the article.

Teaching 2: Make students watch a short documentary about pollution caused by people.

Task 2: Have a discussion about the documentary.

Teaching 3: Divide the students into groups ask them to construct a survey about how people are contributing to the environmental issues with their lifestyles.

Task 3: Students make up the survey, plot the results and write a short conclusion about it.

Follow-up: Students fill in each other’s surveys.

Make sure to contact us to find out about TESOL courses in Australia.
Or call 1300 723 928 and email our TESOL expert at marie@ataonline.edu.au to find out more today!

FREE ESL Lesson Plan- Letter A, and the word Apple

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The best way to start your English teaching career is to

become a TESOL teacher with ATA TESOL Australia.

Topic: Letter A, and the word Apple

Level: Beginner

Age: 3–4 years

Length: 45 minutes

TESOL Methodology: Eclectic Approach, Lexical; Flashcard, letter mats, race game

Lesson Objectives: By the end of the lesson students will be able to recognise and say the letter A and A is for Apple.

Teaching 1: When you come to class bring in enough apples for the entire class, hide them around the classroom. Makeup letter mats and have them laminated so they can be reused. Cut out a fairly large letter A

Task 1: Point to the letter A on the board and tell the students what letter it is, repeat it 5X with the students listening not repeating. When you have repeated the letter 5X ask the students to say it all at once. Get them to do this several times.

Teaching 2: Place a picture of an apple on the board next to the letter A.

Task 2: Ask the students if they know what the picture is of. If any of them answer correctly praise them. Point again to picture of the apple and say “A” is for “Apple”, repeat this 5X and then get the class to join in repeating “A is for Apple”.

Teaching 3: Hand out the letter mats to each child and give them each a marker pen.
Task 3: Ask the children to look at the mats and see if they can find the letter a and A on the mats and colour over the letter. A copy of each letter is in the left-hand corner.

Teaching 4: Get the children to all stand in a straight line at the front of the class. Tell them they are going to have a race.

Task 4: Say ready set go and get the children to find 1 apple each and bring it back to the front desk. When all the apples have been found get the students to sit in a circle in the class and tell them they can eat the apples.

Make sure to contact us to find out about TESOL courses in Australia.
Or call 1300 723 928 and email our TESOL expert at marie@ataonline.edu.au to find out more today!

FREE ESL Lesson Plan- Animals

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The best way to start your English teaching career is to

become a TESOL teacher with ATA TESOL Australia.

Topic: Animals

Level: Beginner. Students may speak a little; will try to distinguish one word from another in spoken English; may repeat phrases and questions rather than responding to them. They cannot typically read or write in English and have little or no sight word recognition. Beginner students may recognize some letters but have trouble pronouncing them.

Age: 6-8 years

Length: 45 minutes (with 10-minute physical activity outside the classroom)

TESOL Methodology: Eclectic Approach, flashcards, games, poster drawings, games and song

Language Skills: Listening, Speaking

Lesson Objectives: By the end of the lesson, the students will be able to make the sounds of well-known animals; point to the correct image flashcard when the sound is made showing visual-sound recognition and image association. Students will be able to verbally name the animals on the flashcards by the end of the lesson.

Resources: Using flashcards (downloaded from http://www.eslkidslab.com/flashcards/set2/animalcards/index.html), CD player, poster drawings (downloaded from http://www.eslkidslab.com/flashcards/set3/pets/index.html) and songs (‘Old McDonald’ downloaded from http://www.youtube.com/watch?v=t5yvIKMCIPs)

Pre-task:
Have a CD player ready with “Old McDonald” to play. Have flashcards stuck to different walls around the classroom? Have big poster drawings of animals laid out across the front of the classroom.

Teaching 1: Have children sit on floor in front of the classroom and point to each individual flashcard around the room, making the sound of that animal 5x.

Task 1: Students repeat the sound of the animals on the flashcards 5x. Then choose one of the best students, point to a flashcard and motion them to make the sound of that animal 5x (choral drill).

Teaching 2: Students gather around poster drawings of large animals on the floor. Teacher says out loud the name of ‘cow’, ‘dog’, ‘sheep,’ ‘fish’ and ‘cat’ 5x while always pointing to poster.

Task 2: Motion to students to name each poster drawing animal 5x, then choosing one student at random to do the same,

Teaching 3: Take students outside with portable CD player to a grassy area, and sing the chorus of ‘Old McDonald’ to them 5x.

Task 3: Ask students to try to sing along 5x with you.

Follow-up: Take the flashcards outside with you. Place them around the grass. Play ‘run to the flashcard’ for 5-10minutes with the teacher making the sound of the animal and letting the students run to each flashcard.

Homework: Have one flashcard for each student printed for them to take home with them. When they return the next day, the student will be asked to make the sound of that animal, and name the animal as well.

Make sure to contact us to find out about TESOL courses in Australia.
Or call 1300 723 928 and email our TESOL expert at marie@ataonline.edu.au to find out more today!

FREE ESL Lesson Plan- Travel

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The best way to start your English teaching career is to

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Topic: Travel

Level: Upper-Intermediate. These students have a broader reception and expressive vocabulary. They may become confused by local expressions and have gaps in knowledge and culture. For the most part, their conversations in English, as well as an understanding of new culture/s, have improved. Upper-Intermediate students have an increased understanding of the English grammar system and can initiate and maintain a conversation. They can also follow basic verbal instructions without help.

Age: 12-13 years

Length: 1 hour (including 10 minutes individual journal writing time outside)

TESOL Methodology: Eclectic Approach, Macrologue, Micrologues, PowerPoint Presentation, Journal writing

Language Skills: Listening, Speaking, Reading, Writing

Lesson Objectives: By the end of the lesson, the students will be able to brainstorm around the theme of ‘travel’, based on their own micro-world experiences, as well as their broader macro understandings. They will be able to map these examples out using a Macrologue, and develop their interpersonal skills to discuss with fellow students to build the map. They will call on their basic computer skills using the PowerPoint software and the internet to find pictures of people travelling, and in groups, write a short sentence which describes what they see in the picture. Students will call on their speaking skills in order to present their mini-projects to their fellow students. Given their grammar skills should be improving, further analysis of their use of tenses will be examined in their homework journal entry piece.

Resources: PowerPoint Presentation of collection of travel images (images collated from http://www.google.com.au/imgres?imgurl=&imgrefurl=http%3A%2F%2Fwww.compressionstockingssite.com%2Findex.php%2F2011%2F08%2F05%2Fwhy-you-should-wear-flight-socks-even-if-you-are-not-the-pilot%2F&h=0&w=0&sz=1&tbnid=1PAZE0K7QUPPGM&tbnh=183&tbnw=275&zoom=1&docid=PkxkmKzj1vUhwM&ei=0JvqUeJ1xJmSBY2YgZgJ&ved=0CAEQsCU; https://www.google.com.au/search?q=presentations+to+teach+children+about+travel&source=lnms&tbm=isch&sa=X&ei=c5vqUbblKKeSiAe8r4GQDQ&ved=0CAcQ_AUoAQ&biw=1280&bih=709#tbm=isch&sa=1&q=travel&oq=travel&gs_l=img.3..0l10.3986.4596.1.4821.6.6.0.0.0.0.199.535.3j2.5.0….0.0..1c.1.20.img.SZN6EU8GvYE&bav=on.2,or.r_qf.&fp=e1f3f91908b4c85f&biw=1280&bih=709&bvm=pv.xjs.s.en_US.c75bKy5EQ0A.O&facrc=_&imgdii=_&imgrc=dgg0d3L5gsSzQM%3A%3BA0T_PlJvg0UsUM%3Bhttp%253A%252F%252Fplanettravelstours.com%252Fimages%252Fmainimage.jpg%3Bhttp%253A%252F%252Fplanettravelstours.com%252F%3B1280%3B800; https://www.google.com.au/search?q=presentations+to+teach+children+about+travel&source=lnms&tbm=isch&sa=X&ei=c5vqUbblKKeSiAe8r4GQDQ&ved=0CAcQ_AUoAQ&biw=1280&bih=709#tbm=isch&sa=1&q=passport&oq=passport&gs_l=img.3..0l10.4132.6840.1.6930.16.13.2.1.1.0.213.1552.4j5j3.12.0….0.0..1c.1.20.img.pzMGu1KprYs&bav=on.2,or.r_qf.&fp=e1f3f91908b4c85f&biw=1280&bih=709&bvm=pv.xjs.s.en_US.c75bKy5EQ0A.O&facrc=_&imgdii=_&imgrc=lzIyagAKMhWWRM%3A%3BNfPZovmyGRQN9M%3Bhttp%253A%252F%252Ftravelhub.insureandgo.com.au%252Fwp-content%252Fuploads%252F2012%252F07%252Faustralian-passport_.jpg%3Bhttp%253A%252F%252Ftravelhub.insureandgo.com.au%252F2012%252F07%252Fhave-you-ever-lost-the-their-passport-travelling%252F%3B866%3B577; whiteboard; Microsoft PowerPoint (with internet access on 5x computers)&work books.

Teaching 1: Have children sit on floor at front of classroom and ask them to name as many words they can think of that remind them of travel – either from their own experience or from what they have seen on television.

Task 1: Choose one student to write the words onto the board, creating a class macrologue.

Teaching 2: Students are grouped into groups of 5 around the five computers to create mini-presentations.

Task 2: Students are to use the internet to find pictures associated with travel, including a world map.Using the words mapped in the macrologue, they are to put together a basic PowerPoint presentation on their favourite things about travelling, incorporating headings, images and sentences that describe the action, place, city or country. They are to use their speaking, discussion and interpersonal and writing skills to work together to make the presentation.

Teaching 3: In their groups, students are to lead their own mini-presentations.

Task 3: Students are to present their PowerPoint presentations to the group. Given at their level, their expressive skills should mean they can describe a place using adjectives, the students are to as a group describe one place of their choice, and the image they have found that assists with their description.

Follow-up: Teacher to come back to the class macrologue and the initial presentation. Invite the students to reflect on the word travel and what they have learnt so far in the lesson, especially from other student’s presentation. Allow a good 5 minutes discussion here as a group.

Homework: Take home journal activity. Students are to use the macrologue words that they have written down in their journals, to create a micrologue – a short story based on current, past or future events. The students are to imagine they are a fictional character exploring the world using one of these three tenses and produce a short story to discuss in class next.

Make sure to contact us to find out about TESOL courses in Australia.
Or call 1300 723 928 and email our TESOL expert at marie@ataonline.edu.au to find out more today!

FREE ESL Lesson Plan- Review Writing

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The best way to start your English teaching career is to

become a TESOL teacher with ATA TESOL Australia.

Topic: Review Writing

Level: Upper Intermediate

Age: 15-17 years

Length: 45 minutes

TESOL Methodology: Communicative, Macrologue, Opinionative writing, COPS Editing Strategy, Review writing

Language Skills: Listening, Speaking, Reading, Writing

Lesson Objectives: Students will be able to practice writing opinions through two of the key writing skills – opinionative & review writing. The students will write in the format of a movie review in a column of a newspaper, and to practice writing in the format of a prescribed template structure. Their use of vocabulary will be assessed as well as how succinctly, clearly and creatively they write their opinionative review. The COPS Editing Strategy will be taught to ensure that students are aware of the importance of checking different aspects of their work separately.

Resources: Enough notepads & pens for the class; “Film Review: The Hunger Games: Catching Fire” http://www.filmjournal.com/filmjournal/content_display/reviews/major-releases/e3idcb7266fb6746762cfc945ddf2cdb112?imw=Y

Teaching 1: Opinionative Writing

Task 1: Ask students to think of a movie that they have watched recently. Ask the students on their own Macrologues to write down what they thought of the movie; did they like it? Did they like the ending? Did they like the main characters? What did they think of the actors in the movie? Did the plot make sense? Was the conclusion well done? Did the movie evoke any emotion? This task is designed to prompt students to state their own opinions on various examples of movies and give a supporting statement as to why they hold that opinion.

Teaching 2: Movie Review

Task 2: Provide students with the following template and ask them to choose the movie from Task 1 and the notes from their Macrologue to draft a review. Instruct students that this is only a draft, and point form is acceptable at this stage.

Follow this guide:
Title of the movie
Paragraph 1 You will need to include the following: name of the film, prominent stars of the film, basic setting ( time and place), and type of film ( comedy, adventure, drama, etc.)

Paragraph 2 You will need to write a plot summary for the movie. Do not reveal the ending. Discuss at least 5 events and be sure to cover the entire scope of the movie, except the very end.

Paragraph 3 Discuss one aspect of filmmaking. You may choose from acting, direction, editing, costume design, set design, photography, background music, or anything else you may think of. Be sure that you are specific and cite examples from the movie.

Paragraph 4 Discuss another aspect of filmmaking. You may choose from acting, direction, editing, costume design, set design, photography,

Teaching 3: COPS

Task 3: After the students have written their rough drafts using the above template have them exchange their work with another student. Provide students with the following worksheet that will allow them to check different aspects of each other’s writing separately:

The COPS Editing Strategy

C – CAPITALISATION
Are the first words in each sentence as well as the proper names capitalized?
O – OVERALL
How is the overall appearance and readability? (think about spacing, how readable it is, how neat it is, and whether complete sentences are used)
P – PUNCTUATION
Is this correct?
S – SPELLING
Is this correct?

Follow-up: Students are to hand back each other’s work and review what was circled and commented on. Teacher to discuss the importance of checking work each time.

Homework: Students are to write up their review using the template provided, their Macrologues and drafts to produce a movie review in the style of a newspaper column. Provide students with the link to “Film Review: The Hunger Games: Catching Fire” to help them see how a journalistic style of review is written.

Make sure to contact us to find out about TESOL courses in Australia.
Or call 1300 723 928 and email our TESOL expert at marie@ataonline.edu.au to find out more today!

FREE ESL Lesson Plan- Jungle Animals

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The best way to start your English teaching career is to

become a TESOL teacher with ATA TESOL Australia.

Topic: Jungle animals

Level: Beginner

Age: 7 years

Length: 45 minutes

Language Skills: Speaking, Listening, Reading

Lesson Objectives: Students will be able to identify and say the names of five jungle animals

TESOL Methodology: Lexical Approach, game, flashcards, game, worksheet, game

Resources: Ball, stereo, little drum, flashcards, game, worksheet

Warm-up: Ball throw game. Students throw the ball to one another. When a student has the ball they say ‘My name is _____’ and ‘His/her name is ______’ and pass the ball to the next person who repeats with their own name in the first phrase and says the name of the person who threw the ball to them.

Pre-task:
Play ‘The lion sleeps tonight’ in the background. Stick flashcards of a lion, tiger, elephant, monkey and bear to the board. Position little drum near the teacher.

Teaching 1: Point to a flashcard and say the name of the animal x 5 slowly. From the third time you repeat the animal, play the drum to each syllable so students can get accustomed to the sound emphasis.

Task 1: Gesture to the class to repeat in the choral drill, play the drum. Pass the drum to each student randomly and ask them to repeat while playing the drum to each syllable.

Teaching 2: Four Corners Game. Stick flashcards of animals to five different areas of the classroom. Ask the class to split up and choose an animal area. Provide an example by gesturing for students to pick an animal and go to that area. Then close eyes and start counting to 10. On the count of 10 shouts, the name of an animal and the students standing in that animal area are out. Motion to the students standing in that area that they are out.

Task 2: Select a student to be the counter. Play Four Corners. Repeat until only one student left who is the winner.

Teaching 3: Match the picture worksheet. Demonstrate to the class to connect the word with the correct animal picture.

Task 3: Students complete worksheets

Follow-up: Guess the animal game. Teacher chooses a flashcard and gives three hints to the students. For example 1. I am very big 2. I have big ears 3. I have a very long nose. Use gestures such as making a big nose motion from your nose to depict an elephant or point to your ears. Students have to guess the animal.

Homework: Word search worksheet. Find the names of the animals.

Make sure to contact us to find out about TESOL courses in Australia.
Or call 1300 723 928 and email our TESOL expert at marie@ataonline.edu.au to find out more today!

FREE ESL Lesson Plan- Body Parts

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The best way to start your English teaching career is to

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Topic: Body parts

Level: Beginner

Age: 8-9 years

Length: 45 minutes

TESOL Methodology: Eclectic Approach (Lexical, TPR) flashcards, song, game, game, worksheet

Language Skills: Listening, Speaking

Lesson Objectives: Students will be able to identify the body parts head, hand, arm, leg and foot and say the names of each body part.

Resources: Stereo, flashcards, worksheets

Pre-task:
Play the Hokey-Pokey in the background. Stick flash cards of body parts to the board.

Teaching 1: Hold up a flashcard and say the name of the body part x 5 slowly

Task 1: Ask students to repeat the name on the flashcard x 5 in choral drill then ask different students to say the name on the flashcard. Mix the flashcards up going a little faster and ask the class together to say the name.

Teaching 2: The Hokey-Pokey. Arrange the class into a circle. First, play the song to the students emphasising the body parts. Repeat the verse at least three times so students get the hang of the song.

Task 2: Play the song with students now doing movements.

Teaching 3: Parts of the body memory race. Divide the class into two lines. Stand at the front of the class and point to a body part or say the name of 5-10 body parts. The students in line should say the body parts in order. The first student should say the name of the first body part mentioned, then the 2nd student inline the 2nd body part mentioned, and so on. Students who said the order of the body part correctly may sit down and watch the rest of the game The student who couldn’t guess the body part first goes to the back of the line to repeat the task.

Task 3: Play Parts of the body memory race.

Follow-up: Simon Says game. Demonstrate Simon Says game to students by touching the body part that Simon Says eg. Simon says touch your head. Start by demonstrating but slowly ease off doing the action yourself so that students need to think for themselves.

Homework: Fill in the blank worksheet. This worksheet has pictures that relate to a certain part of the body and fill in the blank sentence describing the action in the picture. Eg. The hat goes on my _________.

Make sure to contact us to find out about TESOL courses in Australia.
Or call 1300 723 928 and email our TESOL expert at marie@ataonline.edu.au to find out more today!

FREE ESL Lesson Plan- Action Verbs

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The best way to start your English teaching career is to

become a TESOL teacher with ATA TESOL Australia.

Topic: Action verbs

Level: Upper beginner

Age: 9-10 years

Length: 45 minutes

TESOL Methodology: Eclectic Approach, flashcards, song, game, cloze activity, colouring worksheet

Language Skills: Listening, Speaking, Writing, Reading

Lesson Objectives: Students will be able to identify and say the name of five action verbs learned in class and use them in a sentence.

Resources: Stereo, flashcards, baton, worksheet.

Warm-up: Ask students 1 – 2 simple questions (of previously learned material) and give students 5 minutes to write down their answers. Select a few students to read out their answers.

Pre-task:
Play ‘If you’re happy and you know it.’ Have flashcards of actions such as jumping, clapping, singing, running, skipping stuck to the board. Arrange desks so that there is space in the middle.

Teaching 1: Point to each flashcard and say the action x 5.

Task 1: Ask students to repeat in choral drill x 5. Pick each student randomly to say action and get the class to do the action.

Teaching 2: ‘If you’re happy and you know it’ song. Play a verse of a song x 3 then repeat that verse and play the rest of the song doing the actions.

Task 2: Play a song for students to join in the actions. After students are familiar with the song, sing the song without music in the background and when it comes to naming the action, pick a student to say the action and everyone has to do that action.

Teaching 3: Cloze activity. Demonstrate by filling in the blank with a verb.

Task 3: Students complete worksheet.

Follow-up: Action Relay Race. Take the class outside if space is limited for running around. Divide the class into four teams and position one member of each team in a different corner so that in each corner there is a member of different teams. Give one person from each team a baton. Explain that the person with the baton gets to the next teammate by doing an activity that they have learned in class. This action is decided by the person passing the baton who calls out the action as they pass the baton. The teacher will call out the first action. Explain that you can’t pick the same action twice.

Homework: Worksheet. Complete the word then match the word with the picture. Colour in the pictures.

Make sure to contact us to find out about TESOL courses in Australia.
Or call 1300 723 928 and email our TESOL expert at marie@ataonline.edu.au to find out more today!