Young Learners, Levels 3 & 2: Lesson outlines

For Saturday 6th July 2019. Everybody Up 3 (U 1, L 3); Everybody Up 2 (U 1, L2)

LEVEL 3

Unscramble and find

To review recent vocabulary, board the following:

ocprpno / toopat shicp / repepp / bagbcae / traew

Around the room stick some flash cards. In twos, students have to unscramble the word, then find the flashcard and stick it on the board, saying the word loudly and clearly. For the last one, there is no card, so the students will have to find some ‘traew’.

Word snap

Students put into small groups and given a board and marker. They have to write five items from the first lessons. They then ask another group, “Do you need (onion, carrot etc) ?”. The answer must be a sentence, “Yes, we do,” or, “No, we don’t.” The first team to guess all five items is the winner. For my class of 15, we can have four teams.

Vocabulary Review

From last week: Give me a word or phrase that means:

A lot, very much or many

Great

Two adverbs (HCM is hot / HCM is ___ hot)

A person who watches to make sure nothing bad happens

Run and write relay

Students, in teams, have to run to the board and write these words, one word per student. First student runs, writes then runs to the second student who has to be seated.

Vegetable or snack ?

Select a top student; that person becomes teacher and reads out various food items. Class must put hands up and say whether it’s a vegetable or a snack.

E.g. chocolate / carrot / potato / potato chips / soda / tomato / popcorn / corn / banana etc

Can change student-teacher. This also helps to break the usual teacher – student dynamic, and allows the students to spend more time speaking to each other in English.

After, we have a lot of prepared work today including a listening test and extended book work. Hopefully, there will be activities left over, for me to use in the next lesson.

LEVEL 2

This is a new class so I don’t know if it’s going to be good or a nightmare. In my experience, levels 1 & 2 are at least 50% classroom management and trying to control the students; the teaching is incidental and slipped in between shouting at students to sit down, stop talking, stop fighting etc …

Board: He is = he’s / She is = She’s / It is = It’s

Key text – emotions – excited / bored / sick / tired

Warm up: Mingle – get the students to walk around and ask each other their names:

“What’s your name ?” “My name is …. ” or “I’m ……”

Review: Flashcards from previous lesson.

Show a card and ask the students if they are … happy, sad, hungry etc. Answer to be in a sentence (“Yes, I am”, “No, I’m not”).

Run ‘n’ write: Show a card and say, “I am …” Students, in teams, one against each other, must write on the board, then slap the board and say the word loudly.

Pre – teach: Yes, he is / No, she isn’t

Using the same Lesson 1 flashcards, ask question, eliciting either a positive or negative answer which has to be in the above form, not simply ‘yes’ or ‘no’.

Book Work: Introduce new vocabulary

Sticky Ball

Quick, kinetic game. Put various flashcards on the board and the students, in two teams, have to aim for the correct picture, one team telling the other, thus encouraging more inter-student communication.

Charades. Select some top students. Show them an emotion flashcard, and they have to act it.

Book work, song and work book. Prepare handouts for fast finishers.

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