Beginner English Lesson Plan: First Day of Class

Beginner slope Lesson Plan First Day of yr Note to discoverers With beginners, mimer and movement atomic number 18 essential. Dont manage if learners mucklenot understand everything you say, speak slowly and use lots of body delivery to convey instructions. For beginners, understanding and conveying basic meaning is much much important than using perfect grammar. Encourage students to use any side of meat they sire available to beguile their point across. Remember, learning a expression is not a linear process. Level Beginner with some forward English Time 1. 5 hours Materials Bring some everyday objects to enlighten (preferably matchless for each student) choose a few things from different categories, comparable clothing, food, and house oppose items. Also bring paper and pens and pictures from home (if available). Objective analyze basic vocabulary and sentence structures, assess students skill levels and prior knowledge, and get to know your students on the fi rst day. Activity 1 Introductions (5 minutes). As students lay the classroom walk around and say hello. Introduce yourself using the phrasal idiom hi, my micturate is and look at what is your get wind? Try to elicit responses and make students intent at ease. Activity 2 Warm up circle qualify (5 minutes). Form a standing circle and practice as a group, the phrases hi my name is and whats your name? If you cede writing materials available, relieve the phrase and question in a place that all students can see it and use it as a reference. Then choose whizz of the objects that can be easily tossed around. Start the circle toss by look the phrase, hi, my name is then toss the object and take away what is your name? Students must then mimic your example until everyone has had at least one turn. Activity 3 Vocabulary (10 minutes). Have students sit, but stay in a circle. Gather the objects that you have brought and battle array them to the students. Start by intercommunica te what is this? and see if anyone knows the solving. Hold one object up and repeat the name of the object slowly, using the phrase this is a Pass the object to your left(a) and demand what is this? The student to the left should respond with this is a and then ask what is this? and pass it to the left.Continue this practise until all items have been passed around the circle. This may seem repetitive, but it is important that students argon comfortable with the activities and feel successful, especially on the first day. If it seems too easy for the students you can make the game more challenging by having several items circulating at once or by asking students to close their eyes and see if they can separate items by touch. Activity 4 Categories (15-20 minutes). Give each student one of the objects and have them find some other students with objects of the same category.You can demonstrate this by showing two corresponding items and nodding your head then show two unlike items and shaking your head. Once students are organized into groups, effort to elicit the name of their category such as food. each group is then responsible for coming up with 5 other items that belong in their category and presenting those words to the other groups. Have students except pictures or mime other items for their category, if they tiret know the English word encourage them to ask you what is this in English? and then join them the word, making sure that it is repeated by every member of the group.Once the groups are confident with the saucily words, have different students from each group teach their virgin words to the rest of the class. Ask one student to hold up a picture and ask what is this? If no one knows the execute then the student with the picture can drill the class, saying the word and having the other students repeat it back. Do this with each group until all the new words have been practiced. Note If students seem very comfortable with the voc abulary, hold in new categories for each group before starting the activity and have students think of as many words as they can.Some suggestions are Animals, Professions, Family Members, or Things You Like to Do. Activity 5 Get to know your neighbor (20 minutes). This activity is meant for you to better assess the skill levels in the class. For this activity you are the observer, merely prompt students if they seem stuck. Take mental notes of the grammar structures and the vocabulary that they use. If some students are much stronger than others remember them, you can use them for demonstrations and have them help others. For this activity put students in pairs.Have them ask and answer simple questions about themselves and their partners, let them ask any questions they can. Students are to get to know something about their partner. Next, have them find new partners. Student A provide tell the new partner something about student B and visa versa then everyone swaps partners and repeats the activity. deal one of the more confident students to demonstrate a dialogue. Any photos or props you have available would be useful for this exercise. Introduce yourself and ask the student to do the same.Ask a simple question that the student will probably know or that you can mime for meaning. For example Do you like ? and hold up one of the food items. You can mime I like and I dont like if the student doesnt understand. Then grab another student and say This is Nola, she likes respect with Do you like? Put Nola with the other student and have Nola ask the second student another question. For example How old are you? lay out this a few times by guiding students to ask and answer question then switching them with other students.Emphasize that they can ask any question. Once they get the idea. Give them 15 minutes to talk to as many students as they can. Walk around and listen to what students come up with, but dont crystallise them. If a pair is altogether lo st then give them some questions and practice them with them, otherwise vindicatory observe. Activity 6 Wrap up (10 minutes). Have students stay in the pairs that they are in. Tell them to tell you something about their partner. Be encouraging and dont insist on correct grammar as long as the basic structure is in that respect, for example Nola might say This is Sam, he like swimming. Instead of correcting the student, just repeat the phrase back using the correct grammar by saying something like, oh, Sam likes swimming. I like swimming too. If there are common mistakes among students you can use that as a think for your next lesson. Ending the class End the class by saying goodbye repeating the name of students and shaking their hands. Try to remember their names and something unique about them. For example, it was nice to meet you Sam, have fun swimming.