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ENGLISH LESSON PLAN FOR FIRST TERM SEVENTH GRADE

Football- sports
Stage
Discussion:
feedback
Role play:
preparation

Role play

Role play:
feedback

Procedure
Ask the learners to return to their small groups from the
start of the lesson to compare their answers from the
discussion with the players ideas.
Tell the learners that before they do the role play, they
have to do a visualisation exercise. Tell the learners the
date (10 years in the future). Tell them that they are like
the Premier League players and have moved to England
(or another English speaking country) to work and have
become really successful. Role play: preparation Hand out
2: Future selves Ask the learners to look at the futureselves questions and think about the questions. There is
no need for the students to make notes, but they can if
they want.
Tell the learners that they are going to take part in a role
play interview for a popular weekly magazine. Role play
Tell the learners that before they do the role play, they
have to do a visualisation exercise. Tell the learners the
date (10 years in the future). Tell them that they are like
the Premier League players and have moved to England
(or another English speaking country) to work and have
become really successful. Role play: preparation Hand out
2: Future selves Ask the learners to look at the futureselves questions and think about the questions. There is
no need for the students to make notes, but they can if
they want. The magazine in your country runs a feature
on successful expats (people living abroad). Your learners
are going to take turns playing journalists or their future
selves. Tell the journalists that they can use the questions
on the future-selves handout or they can make them up.
Ask the learners to watch the video on Premier Skills
English. This is a fluency activity so it is important that
you give your learners time to repeat the role play, each
time, swapping between reporter and successful expat.
Give each learner the opportunity to play the journalist
and expat 3 times. Be sure to have your learners swap
partners each time. If you have room, you can arrange
the chairs in your classroom into two rows with learners
facing one another. This way, you can have one set of
students move left and the whole class will have new
partners
Keep the feedback focused on the future-selves. Ask
learners who has the most interesting future plans.

All about me
Stage
Preparation

Procedure
Write up three sentences on the board about
themselve.
Use or adapt the following: Ive got an older sister. Last
week I went ice-skating. I really like going swimming.
Tell students that these sentences are about me .
Elicit questions they need to ask to find out more about
these facts, e.g., How old is your sister? Whats her
name? Who did you go ice-skating with? Did you fall
over? How often do you go swimming? How many lengths
do usually you swim? etc.
Write up the questions on the board.
Invite students to ask me these, and other, questions.
Answer their questions and explain that if a question is
very personal you can respond with Id rather not answer
that question. You could drill this response as students
may need to use it later in the lesson
. Elicit Me too and Me neither by asking students if they
have a sister or brother (or dog, cat) and then
responding appropriately
. Ask what you can say if someone tells you something
very surprising, e.g., Really? No way! Youre joking! You
could practise this language by telling students a few
surprising things, e.g., I got married in Las Vegas. My
dog has only got 3 legs. etc and have them respond
appropriately. Project a copy of worksheet 1 onto the
board (or hand out copies).
Tell to the students that they are going to listen a
completing sentences with some ideas. They shouldnt
write anything yet. All they have to do is listen and ask
you questions or give a response after each sentence.
Draw their attention to the useful language at the bottom
of worksheet 1 and ask them to use these prompts to ask
you questions or give a response.

Feedback

Explain that they can ask you anything they like but that
if a question is very personal you might respond with Id
rather not answer that question

Class journals
Aims:
To set up a class journal with a group
To build the writing habit, by doing several journal writing activities during
the class
To read what other students have written in response to the tasks set
To reflect on learning and to discuss this in class
To discuss class attitudes to error and correction, and establish the
correction guidelines for the teacher.
1. Creating a front cover

Procedure
Use the journals that students have
brought with them, or give the
students journals that you have
brought, which could be made by
stapling a number of A4 sheets
together, preferably with a colourful
card cover. On the front cover,
students draw a shield and, in each
quadrant of the shield, they draw
images of things that they identify
with in some way. The first quadrant
might represent their
neighbourhood/home. The second
one could be their hobbies. The third
one a place that they have visited /
like very much and the fourth one
could represent a favourite person/
pet / belonging. Once they have
finished, they swap journals, and
describe their shields to their

partners.

2. first page of the journal

Learning questionnaire: second page of


the journal

Set students a personalised writing


task. If you often start a course by
writing a personal letter to the
students, they could read your letter
at this point, and write a reply to it in
their journal. You can ask them to
include similar information to you.
If you are introducing the journals
later in the course, you could set up
a personalised task like this: Write
the list below on the board. 3 things
that you enjoy doing 3 people that
are important to you 3 places that
youve been to / would like to go to 3
things you did last weekend 3 things
you own which are important to you
3 items of clothing that you like
what is their history? 3 films / books
/ TV programmes that you like, and
why you like them. Ask students to
choose 1, 2 or 3 categories to include
on the first page of their journals.
They should write as much
information as they can in about 10
minutes. Play some background
music while students are writing.
Students turn to page 2 of the
journal.
Dictate the following sentence stems
to the students. They have to write
the sentences and complete them, so
that they are true for themselves. I
think that learning English is The
most difficult to me about English
is The easiest thing is... The best
way to remember vocabulary is... I
will get better at speaking if I... One

way for me to improve my English at


home is to... I want to speak English
in order to... Once they have
finished, set up a pyramid discussion
as below: Firstly, students compare
their ideas in pairs, and add new
ones to the list if they want.
Secondly, the pairs join up to make
groups of four. Finally, conduct
feedback as a whole class
Save the water
Introduction
This lesson looks at the causes of water shortages locally and internationally
and learners will produce a poster giving advice on saving water in the
home or in the school. Learners are encouraged to ask questions about
water conservation in their area and to write to their local authorities with
their questions (optional activity). This lesson is suitable for teens who are in
elementary level and should be around 60- 90 minutes long.
Procedure
Daily activities with water bingo (cut ups and boards) This first stage
introduces daily activities that involve water and provides vocabulary for the
discussions in later stages.
Preparation
Copy and cut out worksheet A so have enough to give one game board to
each learner. Copy worksheet B and cut out two sets of 8 picture cards per
group of 4 learners.
In class
Divide the class into groups of 3 or 4.
Give each player a board from worksheet A with 4 pictures on it (game
boards A-D).
Give learners enough time to look at the pictures and decide what is
happening. Individuals should ask their group before asking the teacher for
help.
Put a pile of loose cards from worksheet B face down in the centre (2
copies of the picture cards is best between 4 players)
The first player picks up a card and the others have to find out if its one of
their pictures by asking a question such as Is she watering the garden?
(they can use he or she)
Players take turns to ask until the person holding the picture says yes.
When the player with the picture answers yes, the player who asked the
right question wins the card and puts it on their board. That person takes
the next picture and the others ask them the questions

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