Lesson Plans For Summer English Camp

Lesson Plan Day 1
Course Book: No required textbook

School: LCC Youth Camp
Date: June 9
Group/ Level: #2, #3, #4
Lesson Objectives
Students will be able to:
1. Introduce themselves.
2. Use can and cant for description.
3. Form simple sentences for description.
4. Use conjunctions and, but.
Anticipatory set
The teachers welcome the students to the grammar class. Ask what the camps topic is
(Heroes, Ideal Hero Characteristics for today). Teacher introduction. Ask what the students
know about heroes and what heroes can do.
Input: the teachers tell some things what they can do or cant do. Write on the board the
formula for a sentence: I can/cant (sing, fly, drive a car).
Guided practice: 1) the students write 2 things what they can or cant do and introduce
themselves reading those two things. (WG, Orally) (students learn about each other)
On board: My name is I can BUT I cant
I can AND I can
2) Guessing by abilities game (Groups, written, orally)
Teachers introduce the game: Two groups will get 2 things to describe. One
group describes, another group has to guess what has just been described. The teachers give
an example.
Teachers describe a monkey:
1. It can climb trees
2. It loves bananas
3. It has lots of fur
4. It cant talk
A watermelon:
1. People can eat it
2. It contains a lot of water
3. It has black seeds
4. You can buy it
5. You can also grow it
Group 1: A banana, a whale, a pizza, a sweater.
Other groups: a policeman, an athlete, a firefighter, a doctor, a chef, a musician.
Extra materials used: cards with things to describe and place for writing.
Homework: learn everybodys names
Lesson Plan Day 2

Date: June 10
Group/ Level: #1
Lesson Objectives
5. Introduce themselves.
6. Use can and cant for description.
7. Form simple sentences for description.
Anticipatory set
The teachers welcome the students to the grammar class. Ask what the camps topic is
(Heroes, Ideal Hero Characteristics for today). Teacher introduction. Ask what the students
know about heroes and what heroes can do.
Input: the teachers tell some things what they can do or cant do. Write on the board the
formula for a sentence: I can/cant (sing, fly, drive a car).
Guided practice: 1) the students write 2 things what they can or cant do and introduce
themselves reading those two things. (WG, Orally) (students learn about each other)
On board: My name is I can I cant
2) Guessing by abilities game (Groups, written, orally)
Teachers introduce the game: Two groups will get 2 things to describe. One
group describes, another group has to guess what has just been described. The teachers give
an example.
Teachers describe a monkey:
5. It can climb trees
6. It loves bananas
7. It has lots of fur
8. It cant talk
A watermelon:
6. People can eat it
7. It contains a lot of water
8. It has black seeds
9. You can buy it
10. You can also grow it
Group 1: A banana, a whale, a pizza, a sweater.
Other groups: a policeman, an athlete, a firefighter, a doctor, a chef, a musician.
Extra materials used: cards with things to describe and place for writing.
Homework: learn everybodys names
Lesson Plan Day 2

Date: June 10
Group/ Level: Group #2
Lesson Objectives
1 Form present simple declarative sentences.
2 Form 3rd person singular verbs for present simple.
3 Form present simple negation.
4 Form present simple questions.
Anticipatory set
Welcome to the class, ask how their day has been so far. Give out student folders.
Ausrine and Grace: Grace, what do you do? Grace: Usually I am a student, but now I am a
teacher. example of present simple
Input: Teacher writes the following words on the board: eat, travel by plane, get up, watch tv,
go to the camp. Ask what the students do every day. Write on the board two contrasting
sentences: I go to the camp every day. She goes to the camp every day and the formula:
Formation formula:
I, we, you, they + simple verb I go to school every day.

He, she, it + special verbHe goes to school every day.
Rules for special word formation:
i Most verbs take s Take-takes, talk-talks
ii If ss, -sh, -ch, -x, , -o, -es (go, goes, do, does)
iii If consonant+y drops y +ies (cry-cries)
iv If vowel+y takes s. (play-plays)
Guided practice:
Listening: Elvis song, fill in the gaps. (Worksheet)
Worksheet (table) (3rd person formation): Teachers read the example, do the second
one together. (Individual, written).
Check: everyone reads one word (ex1).
Input: The teacher write on the board: I live in Hawaii. Ask: Is it true? The students know it
is not true and answer: NO. Then write: I DONT live in Hawaii. Ask one student: Do you
live in Hawaii? Then write: She/he does not (doesnt) live in Hawaii.
Write formulas:
I do not (dont)+SIMPLE verb

He/she/it does not (doesnt) + SIMPLE verb
Do I/you/they/we/ + SIMPLE verb?
Does he/she/it + SIMPLE verb ?
Guided practice: Fill in the gaps (ex.2). T reads the example. Do the second one together.
(Individual, written)
Check as a whole class. Each S reads one sentence.
Extra materials used: Worksheets on present simple (Elvis song, 3rd person singular
formation, fill in the gaps (sentences).
Homework: no homework
Lesson Plan Day 2
Group/ Level: Groups #3 and #4
Date: June 10
Lesson Objectives
5 Tell about movie using present simple.
6 Use words: character, slogan, plot, setting, starring, genre, poster, director.
Anticipatory set
Do you like movies? What is your favorite movie?
Input: Show movie posters: Titanic, Bee Movie, Thor. Using movie posters introduce new
vocabulary:
Slogan: The God of Thunder, Born to be wild, nothing on Earth could come
between them. A short catchy phrase about the movie.
Genre: do you like comedies or horror movies? What other TYPES of movies
do you know?
Starring: famous people in the movie (always on poster!)
Character: all people in the movie
Plot: action sequence. What happens in a movie.
Setting: where the action takes place.
Guided practice:
Ask individual students:
to find on posters who is starring in the movies (Bee Movie, Thor, Titanic).
(individual, orally)
to say where the action takes place.
To tell what happens in the movie.
Remind what present simple is:
We use this tense to talk about daily routines and general truths. (Water freezes at 0
degrees). Ask SS give more examples.
We add s for some words. (He/she/it).
Teachers give an example: In the movie Titanic starring Leonardo DiCaprio and Kate Winslet
a ship called Titanic sets out across the Atlantic Ocean. However, the ship hits the iceberg and
starts sinking. There are many people on the ship: some of them are rich, some of them are
poor. One main character is Rose who is engaged to a millionaire, another main character is
Jack who is poor. In the movie Rose and Jack fall in love. When the ship starts sinking Jack
sacrifices his life for Rose whom he loves.
GROUP WORK (written)
Students in groups of 3 have to make a movie poster for one movie (from the list provided).
They must indicate: slogan (new one! Not what movie creators have created), who is starring.
Write 6 sentences on what happens in the movie in present simple.
Student presentation.
Other students have to listen and write down all present simple examples they hear.
(Individual, written).
Extra materials used: movie poster examples from the Internet.
Lesson Plan Day 3
Date: June 11
Lesson Objectives
8. Form present simple sentences.
9. Form 3rd person singular verbs for present simple.
Anticipatory set
Ausrine and Grace: Grace, what do you do? Grace: Usually I am a student, but now I am a
teacher. example of present simple
Input: Teacher writes the following words on the board: eat, travel by plane, get up, watch tv,
go to the camp. Ask what the students do every day. Write on the board two contrasting
sentences: I go to the camp every day. She goes to the camp every day and the formula:
Formation formula:
I, we, you, they + simple verb I go to school every day.

He, she, it + special verbHe goes to school every day.
Rules for special word formation:
i. Most verbs take s Take-takes, talk-talks
ii. If ss, -sh, -ch, -x, , -o, -es (go, goes, do, does)
iii. If consonant+y drops y +ies (cry-cries)
iv. If vowel+y takes s. (play-plays)
Guided practice:
Worksheet: Teachers read the example, do the second one together. (Individual,
written).
Check: everyone reads one word (ex.1 and 2).
THINGS WE DO GAME
Students fill in the table about themselves (worksheet table) (Individual, written).
Then the students find a partner and ask what the partner can do. (Pairs, orally).
Fill in the second part of the table about the partner (Individually, written).
Ask each student to tell one thing his or her partner can do.
Extra materials used: Worksheet on present simple (3rd person singular formation,
(sentences), things we do table.
Lesson Plan Day 3

Date: June 11
Lesson Objectives
1. Form present simple sentences (declarative, negation, and question).
2. Place adverbs of frequency on a timeline.
3. Form sentences with adverbs of frequency.
Anticipatory set
Ask what we learned yesterday.
Checking for understanding:
1. Ask for one volunteer to write on the board an example of simple sentence in present
simple.
2. new volunteer, the same sentence in different person
3. new volunteer, the same sentence in negative form
4. new volunteer, ask a question about the same sentence.
Worksheet: find the mistake. (Individual, written.)
Check as a whole class (WG, orally).
Input: Adverbs of frequency
Draw a timeline on the whiteboard. On one side write NEVER, on the other sideALWAYS.
Give some students cards (with some sticky tack on them) with adverbs of frequency on them
and ask them to stick the cards on the timeline where the SS think they should go. (WG,
orally?)
Provide help if needed.
Explain that these words are called adverbs of frequency.
Place in a sentence:
formula:
I OFTEN go to the cinema. WHO + How Often + Action

It is OFTEN cold in winter. WHO + am/are/is/was/were + How often +
action.
Guided practice:
Ask the students to give their own examples using adverbs of frequency. Give prompts: visit
grandma, go to school, go on vacation, etc. Model their grammar usage (form).
Truth or lie game: SS have to come up with three sentences using adverbs of frequency.
Two sentences must be true about them while one sentence must be a lie. (Individual, written)
SS have to read their sentences. Other students have to guess what was a lie. (WG, orally).
Model their grammar immediately.
Extra materials used: Worksheet (find the mistake, Present Simple).
Lesson Plan Day 3
Date: June 11
Lesson Objectives
1. Tell about a movie using present simple.
2. Form past simple sentences (declarative, negative, question).
3. Make a story using past simple.
Anticipatory set
Ask if the SS have something unfinished.
GROUP WORK:
Finish movie posters (5 mins) (Groups of 3, written).
Student presentation (movie posters) (Groups of 3 / orally).
Other students have to write all the words they hear that are in Present Simple (Individual,
written).
Input: Past Simple
Meaning: something what happened yesterday or earlier.
Form: V2, Did + Simple verb ?, Didnt + Simple verb.
Read several verbs from the list and ask the SS to tell the past tense of them. (WG, orally)
Give some regular verbs and ask the SS to form the past tense (WG, orally)
Ask individual students to give an example of declarative, negation, and question. (WG,
orally). Correct the mistakes immediately.
Guided practice: chain story
Stand in a circle. Give the beginning of the story: Last summers family vacation. Last
summer my family went on a vacation. We went to and throw a ball to Grace. She gives
one more sentence and throws the ball to somebody else.
Extra materials used: Craft materials, a ball.
Lesson Plan Day 4

Date: June 12
Lesson Objectives
10. Form ing verbs
11. Form present progressive declarative sentences
Anticipatory set
Introduce the topic: present progressive. You will learn how to say what you are doing at the
moment.
Input: Present Progressive:
The action happening at the moment or just this day/week.
EXAMPLE: I am not sleeping at the moment. I am teaching at the moment
Activity: READING/listening, and circling the song lyrics. (Lemon tree) SS have to put a
square on the pronoun, circle am/is/are, and underline the verb with ing. (Individual,
written)
Conclusion (purpose) of the activity: in Present Progressive 3 elements must be always
present: Pronoun, am/is/are V+ing.
Write on the white board:
Formation formula: WHO + am/is/are+ Ving
Guided practice:
Miming game. (WG, orally).
Each S gets a paper slip with a sentence written on it. E.g. You are driving a car. The
student has to mime/act out the sentence without using any words or sounds. The
class has to guess the sentence and form it using Present Progressive. E.g. She is
driving a car. Always remind the students to use Present Progressive.
Input: spelling rules
Write on the whiteboard:
a. e + ing taketaking
b. VCV double the consonant E.g. run-running
c. If it ends in L, double the L and add ing traveltravelling
d. Verbs ending with ie drop the ie, add y and ing: lielying
Give examples for each.
Guided practice: worksheet
1. Spelling: put the words in the correct box and add ing correctly. (Individual, written)
2. Fill in the gaps. (Individual, written)
Do first one together. Check as a whole group (WG, orally).
Extra materials used: Worksheet: song lyrics (Lemon tree)/present progressive
Lesson Plan Day 4
Date: June 12
Lesson Objectives
1. Form present progressive declarative, negative sentences and questions.
2. Use present simple and present progressive tenses in a sentence.
Anticipatory set
Introduce todays topic.
Ask students to give examples of adverbs of frequency. Ask for example sentences using
adverbs of frequency.
Input: Present progressive
Action happening now/at the moment. Write the formula. Ask student examples with Present
Progressive. One SS writes a declarative sentence. Another negative form, thirdquestion.
Explain the rules if necessary.
Usage: now/at the moment/just today/just this week.
Guided practice:
Miming game. (WG, orally).
Each S gets a paper slip with a sentence written on it. E.g. You are driving a car. The student
has to mime/act out the sentence without using any words or sounds. The class has to guess
the sentence and form it using Present Progressive. E.g. She is driving a car. Always remind
the students to use Present Progressive.
Guided practice: game/worksheet Present Simple vs. Present Progressive
Students have to fill in the worksheet. (Groups of 3, written)
Check as a whole class (WG, orally). Ask individual SS to read their answers.
Extra materials used: Worksheet/game
Lesson Plan Day 4

Date: June 12
Lesson Objectives
7 Form Present Perfect declarative, negative sentences and questions.
8 Fill in the gaps using Present Perfect tense.
9 Create a dialogue
Anticipatory set
Introduce todays topic: Present Perfect.
Input: Present Perfect
Form: Activity. Circle, square, underline in a given text elements of Present Perfect (Pronoun,
have/has, V3).
Negation: havent/hasnt + V3
Question: have/has + V3
Guided practice: ex 1 and 2.
1. Past participle formation. (Individual, written)
2. Unscramble the question, use Present Perfect, answer questions. (Individual, written)
Input: Time expressions: give examples using each time expression and ask the SS to explain
the meaning of them.
Since, for, how long, yet, ever, never, already, just, so far, recently.
Meaning: Actions that happened in the past but we dont know when or it is not important
when. I have seen this movie.
Action which started in the past and continues to present. I have known Grace less than for a
week now. (I still know her).
Actions that finished recently and the result is visible now.
Guided practice: ex. 3
Fill in the gap. (Individual, written).
Check as a whole class (WG, Orally).
Ex. 4 dialogue.
First each SS reads one sentence and fills in the gap with Present Perfect. (WG, orally).
Students in pairs have to create their own dialogue using the example from ex. 4. (Pairs,
orally).
Extra materials used: Worksheet from Grammarway 1.
Lesson Plan Day 5
Date: June 13
Lesson Objectives
1. Tell some tongue-twisters
2. Explain what a tongue-twister is
3. Use their, there, and therere appropriately.
Anticipatory set
Do you know some sayings in your language that you need to say really quickly? Give me
examples. These sayings are called tongue-twisters and today were going to learn some of
them in English.
Input: Tongue-twisters:
Activity: give out paper slips with tongue-twisters to SS. Ask each S to read it. Challenge to
read it for several times each time quicker and quicker. (WG, orally).
Fuzzy-Wuzzy: learning by heart. T reads the tongue twister in parts, SS have to repeat. Each
time T adds one more part to the previous. SS have to repeat everything. Result: SS learn the
Fuzzy-Wuzzy tongue-twister. Say it as a whole class. (WG, orally).
Input: their, there, theyre
Read the sentence: Theyre going to their house because you are not there. Ask the students to
write it down. (Individual, written)
On Whiteboard write: their, there, theyre. Check the sentence: which word they used in each
case? (WG, Orally).
Explain the difference: there-location, their-possesion, theyre= they are (subject and an
action).
Guided practice: worksheet their, there, theyre
Do first one together. Then the students have to fill in the blank themselves. (Individual,
written).
Extra materials used: Worksheet: their, there, theyre. Paper slips with tongue-twisters.
Lesson Plan Day 5

Date: June 13
Lesson Objectives
Tell the meaning of some proverbs.
Tell the meaning of phrasal verbs with take.
Match phrasal verbs with their definitions.
Form sentences using phrasal verbs.
Anticipatory set
1. What do you think it means to be smart?
2. Is there a difference between being smart and being wise? What is it?
3. Who is the smartest person you know? Who is the wisest person you know? What makes
him or her smart or wise?
4. How wise do you think you are? What are you wise about?
Input: Teachers go through the list explaining difficult vocabulary and meanings. (First ask
the students about the meaning and then clarify it if needed). (WG, Orally)
Constant dripping wears away a stone
You are the apple of my eye
Dont cry over spilt milk
Every horse thinks his pack the heaviest
Never put off until tomorrow what can be done today
A bad workman always blames his tools
Where theres a will, theres a way
A bird in the hand is worth two in the bush
Beauty is only skin deep
The last straw that breaks a camels back
As you make your bed, so you must lie on it
Time is a great healer
To err is human, to forgive is divine
Guided practice:
The students write explanations in their folders as the teachers explain them (Worksheet).
Teachers tell some sentences with proverbs to individual students and ask the students to
explain the meaning of the sentence.
Input:
The teacher asks what meaning of verb take the students know. What can you take? Can you
take a walk? Can you take turn? Take a book? Take a seat? Take a day off? There are many
things that you can take.
Take aback: e.g. if you won a million dollars, how would you feel? Would you
feel surprised? Usually take aback is used in passive form taken aback. E.g. I was taken
aback when I realized that I did not have to do any homework for tomorrow.
The teacher asks the students to talk to each other and to ask why (s)he was taken aback.
Or what surprised him/her. (Pairs, orally). The teacher picks one student to report their
conversation.
Take after: so I take after my father. My brother takes after my grandfather. In
other words, my brother looks like (takes after) his grandfather. Ask your peer if (s)he takes
after somebody in their family.
Take down: you can take down things from walls. If you wanted to take clean
this classroom, what would you take down?
Take in: If some clothing is too wide, you have to make it smaller, or to take it
in. Students in pairs talk if they had to take in clothes. One student reports their
conversation.
Take off: when you go on vacation in Turkey, you sit in the plane and it has to
take off. 2) when in winter you come to school or home, you have to take off your winter
coat. 3) and if I am not going to classes or work for one day, I take a day off.
Take over: when I am teaching you, I am taking over the classroom. When you
go on family trip with a car and your parents switch who is going to drive now, the one who
is going to drive is taking over the driving. If you take something from your friend, you take
it over. Do you have anything that you took over from your friend or sibling?
Take to: a person or a habit. Kelly has always liked Karlis, so she has always
taken to Karlis. I take to my best friend. I also take to cook. Who do you take to?
Take up: when I was 8 years old, I took up playing the piano. When I was 15, I
took up knitting. Also, if you have bought jeans that are too long to you, you have to take
them up. So when you buy new clothes, do you usually have to take them in or take them
up?
Guided practice:
Worksheet: Students match phrasal verbs with their definitions (Individual, written). Do first
one together. Check as a whole class.
Extra materials used: Worksheet with proverbs and matching exercise (take phrasal verbs)
WORKSHEET (KEY):
Take aback (to be taken aback) surprised

Take after look like
Take down take sth from up to down
Take in make clothes smaller
Take off 1) go up with a plane 2) replace 3) day of vacation
Take to to like a person or a habit
Take up to start a hobby
Lesson Plan Day 6
Date: June 16
Lesson Objectives
Form present continuous sentences (declarative, negation, question) (revision).
Tell the meaning of phrasal verbs with take.
Form sentences using phrasal verbs.
Match phrasal verbs with their definitions.
Anticipatory set
Ask the students to remember the Fuzzy Muzzy tongue-twister they learned on Friday. Then
ask what else the students learned last week. Remind if necessary: present progressive.
Ask for 2 volunteers. They write 2 sentences using present progressive on the board.2 other
volunteers rewrite the sentences in their negative form and 2 more volunteers make questions
from those sentences. Ask what three elements must be present in present progressive: WHO
+ am/is/are+ V-ing. (WG, orally/written).
Watch the Garfield show (one episode, 10 mins). Fill in the gaps of what Garfield and other
characters are doing. (Individual, written).
Check as a whole class. (WG, orally).
Input (phrasal verbs with take):
The teacher asks what meaning of verb take the students know. What can you take? Can you
take a walk? Can you take turn? Take a book? Take a seat? Take a day off? There are many
things that you can take.
Take aback: e.g. if you won a million dollars, how would you feel? Would you
feel surprised? Usually take aback is used in passive form taken aback. E.g. I was taken
aback when I realized that I did not have to do any homework for tomorrow.
The teacher asks the students to talk to each other and to ask why (s)he was taken aback.
Or what surprised him/her. (Pairs, orally). The teacher picks one student to report their
conversation.
Take after: so I take after my father. My brother takes after my grandfather. In
other words, my brother looks like (takes after) his grandfather. Ask your peer if (s)he takes
after somebody in their family.
Take down: you can take down things from walls. If you wanted to take clean
this classroom, what would you take down?
Take in: If some clothing is too wide, you have to make it smaller, or to take it
in. Students in pairs talk if they had to take in clothes. One student reports their
conversation.
Take off: when you go on vacation in Turkey, you sit in the plane and it has to
take off. 2) when in winter you come to school or home, you have to take off your winter
coat. 3) and if I am not going to classes or work for one day, I take a day off.
Take over: when I am teaching you, I am taking over the classroom. When you
go on family trip with a car and your parents switch who is going to drive now, the one who
is going to drive is taking over the driving. If you take something from your friend, you take
it over. Do you have anything that you took over from your friend or sibling?
Take to: a person or a habit. Kelly has always liked Karlis, so she has always
taken to Karlis. I take to my best friend. I also take to cook. Who do you take to?
Take up: when I was 8 years old, I took up playing the piano. When I was 15, I
took up knitting. Also, if you have bought jeans that are too long to you, you have to take
them up. So when you buy new clothes, do you usually have to take them in or take them
up?
Guided practice:
Worksheet: Students match phrasal verbs with their definitions (Individual, written). Do first
one together. Check as a whole class.
Extra materials used: Worksheet with fill in the gaps exercise (present progressive) and
matching exercise (take phrasal verbs).
WORKSHEET (KEY):
Take aback (to be taken aback) surprised
Take after look like
Take down take sth from up to down
Take in make clothes smaller
Take off 1) go up with a plane 2) replace 3) day of vacation
Take to to like a person or a habit
Take up to start a hobby
Lesson Plan Day 6

Date: June 16
Lesson Objectives
To form future tense (declarative, negation, question)
Talk about their dream job
Anticipatory set
What would you like to be when you grow up? What is your dream job? What would you do
if you did not have to make a living?
Input: Future Simple
Meaning: tell about future.
Form: Will+ Simple verb. / Will +Simple verb? / Will not = wont
Ask one S to write a declarative sentence on the whiteboard.
Another S negation of the previous sentence
One more S-Question about the previous sentence
Guided practice: SS have to make a poster of their dream job. Write 6 sentences in Future
Simple. E.g. In the future I want to be a doctor. I will cure people and this will make them
feel better. I will wear a white coat, and have a stethoscope. Etc. (Groups of 3, written)
Student presentation (Groups of 3, orally).
Extra materials used: craft materials
Lesson Plan Day 7

Date: June 17
Lesson Objectives
Indicate countable vs. uncountable nouns
Use appropriate question words: how much vs. how many
Anticipatory set
Today in the morning I was taken aback by bad weather. I was also surprised because I had to
take down our classroom whiteboard and make a new one since there was no space left for
writing! Ask the meaning of phrasal verbs.
Have several sheets of paper. Count: one page, two pages, three pages. Then take water and
count: one water, two waters, three waters. Does it work? Something is wrong, isnt it?
Input countable vs. uncountable
We cant count water. So we cant have the plural form. Anyway, you can know the amount
of water. How can you measure water? Glasses, containers, baths, jars, etc.
What else cant we count? Student examples. Write them on the board. (WG, Orally).
What can we count? Student examples. Write them on the board in a different column. (WG,
Orally).
Guided practice:
Worksheet: Students write C (Countable) or U (Uncountable) on the word list. Do first two
together. (Individual, written).
Input: how much vs. how many
How do we ask about the amount we want to get something? On the board on top of the
columns of countable and uncountable nouns write How many and How much. Ask one
student: How much sugar do you put in your tea? Ask another student how many spoons of
sugar do you put in your tea?
Guided practice:
Mixing your snack. Materials needed: some cereal, pretzel sticks, Reeses pieces, hard
candies. Pre-written recipes for snacks. Two students must come to the table. One student has
the recipe another student must ask: How much cereal can I take? You can take x cups of
cereal. How many Reeses pieces can I take? You can take x Reeses pieces and so on. The
students then put all the ingredients in their cups. (Pairs, Orally).
Extra materials used: Worksheet with countable and uncountable nouns. For snack recipes:
cereal, Reeses pieces, letter cookies, M&Ms, hard candies.
Lesson Plan Day 7
Date: June 17
Lesson Objectives
Create their own What if situations.
Form first and second conditional sentences.
Anticipatory set
What will you do if it rains in the afternoon? I would . . .
What if the sky started falling down? What would you do? I would Ask several other
students.
Input first conditional
Write formula on the board: If + Present Simple, I WILL.
If I get home earlier, I will . . . Ask several students to finish the
sentence.
Guided practice: worksheet ex. 1 : choose the correct form. Do first one together. Draw their
attention to two sides of sentences: the If side and the will side. If and will never meet
each other. (Individual, written)
Ex. 2 : write the correct form. Do first one together. (Pairs, written).
Input: second conditional
Beyonce If I were a boy ask the students to give the other half of the sentence. Write in on the
board. Am I a boy? NO! This type of sentences is used for unreal or imaginary situations.
Formula: If + PAST Simple WOULD. If and would never meet.
Guided practice:
Worksheet: ex. 3: which one of two sentences is correct one? Do first one together.
(Individual, written)
What if the sky started falling down? What would you do? What if animals started to talk?
What would you do? Now it is your turn to make your own what if situations!
Each student has to write a What if + (past simple) situation on a piece of paper. (Individual,
written). Then exchange cards and write full sentences using this pattern: If this happened I
would do this. (Individual, written). Then everyone reads the sentence (WG, Orally).
Extra materials used: Worksheet with first and second conditional exercises.
Lesson Plan Day 8
Date: June 18
Lesson Objectives
Use any and some in sentences
Use anything/anywhere and something/somewhere appropriately
Act a skit (situation in a restaurant)
Use Mr., Mrs., Ms., Miss appropriately
Anticipatory set
Welcome. Ask how many stickers everyone has collected already.
Ask for examples of countable and uncountable nouns. Ask how uncountable nouns can be
counted (we need a measure: a spoon, a glass). Ask what question words are used with
countable and uncountable nouns.
Input any/some
Ask student examples with these words. On board make two columns: one for any and one
for some. The student gives an example. If the example is correct write in appropriate
column. Then from the examples make conclusions:
We use ANY for negations and questions.
We use SOME for declarative sentences, requests, and offers (if you want to
give something or get something).
Guided practice:
Worksheet: Students fill in the gaps with any or some. Do first two together. (Individual,
written).
Input: anything/anywhere and something/somewhere
Write on the board the following words: anything/anywhere, something/somewhere. Ask the
students how these words are related to previous material. Highlight any and some in those
words. Write the following sentences:
She hasnt got ________________ to stay.
I want to go ___________________. (WG, Orally)
Ask students to insert anywhere and somewhere in the sentences. Explain that the same rules
that we use for some and any apply to words anything/anywhere and something/somewhere
and so on.
Guided practice:
Worksheet: something/anything exercise (fill in the blanks). Do first two together.
Role play: 3 students have to play a skit. They get their lines (with blank spaces where they
have to write any or some. The students play the skit and fill in the gap at the same time.
(Group, Orally).
Input: Mr./Mrs./ Miss / Ms.
Point out that in the skit the waiter had to use word Madam to address the woman (customer).
Ask how they would address a man, a woman, a girl. Write all the options and explain them.
(WG, Orally).
Extra materials used: Worksheet with some/any fill in the blank exercises.
Lesson Plan Day 8

Date: June 18
Lesson Objectives
Use first and second conditional sentences appropriately
Complete sentences using the correct form of the verb provided
Choose the correct verb tense sentences
Match the first part of the sentence with the correct ending
Answer questions about sentences
Anticipatory set
If you had three wishes, what would you wish for?
Ask which one is used for unreal or imaginary situations? Any examples?
Guided practice: worksheet: first and second conditionals mixed.
Ex. 1 Complete the following sentences using the correct form of the verb provided
Do first one together (Individual, written)
Ex. 2 Choose the correct verb tense in each of the following sentences
Do first one together Ask individual students to do the exercise on spot. (WG, Orally).
Ex. 3 Match the first part of the sentence on the left with the correct ending on the right
Do first one together. (Pairs, Written).
Ex. 4 Read the conditional sentences below and answer the questions that follow each one
Ex. If it werent raining, I would go for a long walk.
a. Is it raining? Yes. b. Am I going for a long walk? No.
Do first one Together. (Individual, written)
Play the watermelon game to energize the SS.
Extra materials used: Worksheet with first and second conditional exercises (ESL library).
Lesson Plan Day 9

Date: June 19
Lesson Objectives
Use little/a little/ few/a few in sentences
Use much/many in sentences
Know what a homonym is.
Chose the correct word from homonyms
Anticipatory set
Welcome. Ask what SS had for their breakfast. Ask to give the recipe using
some/any/much/many.
Input little/a little/ few/a few
Write on the board: little and few. Ask the SS what is the difference between these words.
Then write a little and a few. What is the difference NOW?
Write:
Countable
Uncountable
Few negative
Little negative
A few positive
A little positive
If I have little flour it means I dont have enough flower. If I have a little flour, it means I
have enough flour.
What about friends? If I have few friends, does it mean I have a lot of them?
Guided practice:
Worksheet: Students fill in the gaps with little/a little/ few/a few. Do first two together.
Input: homonyms
Remember we studied there, their, and therere. They sound similar, right? Words that sound
similar, but have different meanings are called homonyms. Examples: flower and flour, here
and hear. Do you know any homonyms?
Guided practice: homonyms

Worksheet: chose the correct word. DO first one together. (Individual, written)
Check as a whole class (WG, orally). Ask SS to tell the meaning of ALL homonyms.
Extra materials used: Worksheet with little/a little/ few/a few fill in the blank exercises.
Lesson Plan Day 9
Date: June 19
Lesson Objectives
Talk about their wishes/regrets in the past
Talk about their wishes/regrets in the present
Anticipatory set
Do you remember your wishes from yesterdays class? What were they? Try to think of
present and past situations and annoying situations. Each SS has to write one wish in their
folders.
Input: wishes/regrets
Write the following sentences on the whiteboard. Ask the SS to say what the difference
between the sentences is.
I wish we were in Paris now. (But we are not) is it about past/present/abilities?
I wish I could swim. (But I cant)- is it about past/present/abilities
I wish you had told me earlier. (But you didnt) - is it about past/present/abilities
I wish + Past Simple wish/regret about present
I wish + could + bare infinitive wish/regret in the present concerning lack of
ability.
I wish + Past Perfect regret that sth happened or didnt happen in the past.
Ask SS give examples for each case. (WG, Orally).
Formulas:
Guided practice: worksheet: Grammarway 2 p.105

Ex. 16 Form sentences about wish/regret in the present. (WG, orally).
Ex. 17 Form sentences about wish/regret in the past. Do first one together. (Individual,
written).
Input: annoying situations
Do you have a neighbor whose dog barks all day long? At the beginning of the class you had
to think of annoying situation. Share your annoying situations.
Do you want this situation to change? Here is grammar structure how you can express your
wish:
I wish + would. I wish it would stop raining. I wish the neighbors dog would
stop barking all day long.
Guided practice: Grammarway 2 p.106
Ex. 18 Form sentences to express a wish for change in a situation or someones behavior.
Do first one together (Individual, written).
Ex. 19: wishes/regrets (all material).
Fill in the gaps with the correct verb form. Do first 3 together. (Individual, written).
Extra materials used: Worksheet from Grammarway 2 (pp.105-106).
Homework: review the material for tomorrows test!
Lesson Plan Day 10
Group/ Level: all groups
Date: June 20
Lesson Objectives
Write a test (progress check).
Anticipatory set
Welcome. Congratulate on almost finishing the course. Today progress check. At the end of
the class the winning team will get two stickers (points from test and the game).
SS have to write a test (Groups of 3, written).
Check as a whole class. Each group gets a point for each correct answer. (WG, orally).
Game: SS have to think as many words (Location, famous person, food, color) starting from a
given letter. (same groups as for test/written). Group that has more answers gets a point.
Extra materials used: Test


Lesson Plans For Summer English Camp

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Lesson Plans For Summer English Camp

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Lesson Plan Day 1

Course Book: No required textbook

Group/ Level: #2, #3, #4

Lesson Plan Day 2

Lesson Plan Day 2

Group/ Level: Group #2

I, we, you, they + simple verb I go to school every day.

I do not (dont)+SIMPLE verb

I, we, you, they + simple verb I go to school every day.

Lesson Plan Day 3

Group/ Level: Group #2

I OFTEN go to the cinema. WHO + How Often + Action

Lesson Plan Day 4

Group/ Level: Group #1

Lesson Plan Day 4

Group/ Level: Groups #3 and #4

Group/ Level: Groups #1 and #2

Lesson Plan Day 5

Group/ Level: Groups #3 and #4

Take aback (to be taken aback) surprised

Group/ Level: Groups #1 and #2

Lesson Plan Day 6

Group/ Level: Groups #3 and #4

Lesson Plan Day 7

Group/ Level: Groups #1 and #2

Group/ Level: Groups #3 and #4

Lesson Plan Day 8

Group/ Level: Groups #3 and #4

Lesson Plan Day 9

Group/ Level: Groups #1 and #2

Guided practice: homonyms

Group/ Level: Groups #3 and #4

Guided practice: worksheet: Grammarway 2 p.105

Extra materials used: Test

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