SPEAKING-FOCUSED LESSON PLAN
Level: Age: No. of Ss: Duration: Coursebook/ Unit:
A1 7-9 years old 8 students 10 minutes Let’s go 4 Unit 1: The Great Outdoors
TOPIC: Pet animals
· Language Focus:
● Vocabulary: warm, cool, hot, cold, snowy, foggy
● Structure:
○ “Is it going to be hot?” - “Yes, it is.”/ “No, it isn’t.”
○ “How is the weather going to be?” - “It is going to be warm.”
● Skill focus: Speaking
● Other practiced skills: Teamwork
Anticipated Problems Solutions
problems & Possible - Students are easily to lose focus on the lesson - The teacher asks directly passive students to answer questions.
solutions - Students tend to get bored with long explanations - Students can involve themselves in the lesson through interactive questions and self-
and inactive activities.. discover the knowledge.
- Students are very talkative and often talk to others - The teacher uses a bell/ clapping his hands to gather students’ attention. Teacher
during class. organizes more activities that require discussion to cope with students’ enthusiasm for
discussing.
Teaching aids Whiteboard, markers, printed worksheets, flashcards
TEACHING CONTEXT
● Teaching Outcomes: By the end of the lesson, students will be able to:
○ Ask and answer about future weather using “How’s the weather going to be?” and respond with “It’s going to be…”;
○ Form and respond to yes/no questions using “Is it going to be…?” with appropriate short answers (Yes, it is / No, it isn’t);
○ Use weather-related adjectives such as hot, cold, cool, warm, foggy, and snowy in short spoken exchanges;
○ Gain more confidence in using spoken English to ask and respond to simple future-tense questions on everyday topics.
● Assumed knowledge: Before the lesson, students:
○ Have learned and can recognize basic weather vocabulary such as sunny, rainy, windy, hot, cold, ....
○ Can understand and produce simple adjectives to describe conditions (e.g., hot, cold, big, small);
○ Have basic listening and speaking skills to participate in pair work or short exchanges;
○ Can respond to yes/no questions and produce short answers (e.g., Yes, it is / No, it isn’t);
○ Have had some exposure to future tense with “going to”, though they may need modeling and guided practice.
TEACHING PROCEDURE
Stage/ Content Content Activities Anticipated Problems & Materials/References
Solutions
Introduction Introduce the - T repeats the classroom’s rules to the class:
1-2 minutes classroom’s rules 1. Listen to the teacher
2. Raise your hand to speak
3. Ask questions when you don’t understand
- T reminds the silent cue to the whole class. T can use either
version of the silent cue below:
○ The clap
■ T claps his hand loudly while saying “Teacher
says, Student…”
■ Ss answers “Listen” as they shift their focus
back to the T.
○ The bell
■ T rings a bell.
■ Ss shift their focus to the T and stay quiet.
○ The keychains
■ T shakes his keychains loudly in front of the
class with a finger on his mouth indicating
silence.
■ Ss shift their focus to the T and stay quiet.
- T invites another S to repeat the classroom’s rules
Pre-teaching Review the - T shows flashcards: hot, cold, snowy, warm, foggy, Some Ss may find this Flashcards
vocabulary about cool. boring.
weather - Firstly, T shows the word printed side. → T can change the tempo
Skill focus: - Ss repeat after T. to engage the students
Listening & - In the second phase, T shows the illustration printed more.
Speaking side.
- Ss repeat after T.
- In the final phase, T lets the Ss read outloud the word
while showing the illustration side of the flashcards.
While -Teaching Practice structure: Activity name: The weatherman Flashcards
○ “Is it going to - T write the day of the week on the whiteboard and stick Whiteboard
be hot?” - “Yes, the illustration randomly to the day of the week. Markers
it is.”/ “No, it - T acts as a weatherman introducing the weather to the
isn’t.” Ss.
○ “How is the - In the first phase, T presents the structure to Ss
weather going - Ss repeat after T.
to be?” - “It is - In the second phase, T invites some Ss to act as the
going to be weatherman.
warm.”
Skill focus:
Speaking
Post-teaching Review vocabulary Activity name: The weather interview Some Ss can be
and sentence Preparation overcompetitive, which
structures - There are 2 versions of printed worksheets leads to potential accidents
Skill focus: - T hands out the 2 versions of worksheets to the Ss during the game due to
Speaking randomly. pushing others or cheating.
- T prepares a space for Ss to move in this exercise. → T should monitor the
How to play classroom carefully and
- In this game, Ss act as members of the weather make sure that each S needs
information gathering team, and they need information to interview at least 3 Ss.
for next week's weather forecast.
- In the worksheet, there is some missing information and
some given information. However, there are some false
points in the given information.
- Using the structures and vocabulary, Ss go around the
classroom to interview other Ss and fill in the missing
information, as well as checking their information and
correct it.
- The first person to complete the information sheet wins
the game.
Homework/ Further Practice: At home, Ss do the remaining exercise at the back of the worksheet, which is to write a short weather description of a week.
WRITING-FOCUSED LESSON PLAN
Level: Age: No. of Ss: Duration: Coursebook/ Unit:
A1 7-9 years old 8 students 10 minutes Let’s go 4 Unit 1: The Great Outdoors
TOPIC: Pet animals
· Language Focus:
● Vocabulary: warm, cool, hot, cold, snowy, foggy
● Structure:
○ “Is it going to be hot?” - “Yes, it is.”/ “No, it isn’t.”
○ “How is the weather going to be?” - “It is going to be warm.”
● Skill focus: Speaking
● Other practiced skills: Teamwork
Anticipated Problems Solutions
problems & Possible - Students are easily to lose focus on the lesson - The teacher asks directly passive students to answer questions.
solutions - Students tend to get bored with long explanations - Students can involve themselves in the lesson through interactive questions and self-
and inactive activities.. discover the knowledge.
- Students are very talkative and often talk to others - The teacher uses a bell/ clapping his hands to gather students’ attention. Teacher
during class. organizes more activities that require discussion to cope with students’ enthusiasm for
discussing.
Teaching aids Whiteboard, markers, printed worksheets
TEACHING CONTEXT
● Teaching Outcomes: By the end of the lesson, students will be able to:
○ Ask and answer about future weather using “How’s the weather going to be?” and respond with “It’s going to be…”;
○ Form and respond to yes/no questions using “Is it going to be…?” with appropriate short answers (Yes, it is / No, it isn’t);
○ Use weather adjectives appropriately in writing freely and correctly;
○ Gain more confidence in expressing familiar topics in writing using simple future tense structures.
● Assumed knowledge: Before the lesson, students:
○ Have basic knowledge of weather vocabulary such as sunny, rainy, hot, cold, and have likely encountered the new words orally;
○ Can write simple A1-level sentences in the present tense (e.g., It is hot.);
Have been introduced to or can recognize the “going to” future structure orally (e.g., It’s going to rain.);
○ Are familiar with writing yes/no questions and answers (e.g., Is it a cat? – Yes, it is.);
○ Can spell common short adjectives and recognize basic sentence structure with support.
TEACHING PROCEDURE
Stage/ Content Content Activities Anticipated Problems & Materials/References
Solutions
Introduction Introduce classroom’s - T repeats the classroom’s rules to the class:
1-2 minutes rules 1. Listen to the teacher
2. Raise your hand to speak
3. Ask questions when you don’t understand
- T reminds the silent cue to the whole class. T can
use either version of the silent cue below:
○ The clap
■ T claps his hand loudly while saying
“Teacher says, Student…”
■ Ss answers “Listen” as they shift their
focus back to the T.
○ The bell
■ T rings a bell.
■ Ss shift their focus to the T and stay
quiet.
○ The keychains
■ T shakes his keychains loudly in front
of the class with a finger on his mouth,
indicating silence.
■ Ss shift their focus to the T and stay
quiet.
- T invites another S to repeat the classroom’s rules.
Pre-teaching Review the vocabulary - Ss complete a word search to find weather Some Ss may find this Worksheet
about weather and vocabulary. difficult.
structure: “How is the - Ss place each word in the correct weather box or → T can go around and give
weather going to be?” - sentence frame. the student hints of the word
“It is going to be warm.” - Then, Ss draw a picture to represent each weather location in the word search.
Skill focus: Reading & word.
Writing. - During checking, T invites students to present and
explain their drawings.
While -Teaching Practice structure: - Ss match the phrases from 2 columns to make a Worksheet
○ “Is it going to be correct response to the provided illustration.
hot?” - “Yes, it is.”/ - Then, T check the answers with the class.
“No, it isn’t.”
○ “How is the weather
going to be?” - “It is
going to be warm.”
Skill focus: Reading
Post-teaching Review vocabulary and Activity name: My perfect day Worksheet
sentence structures - Ss draw a picture of their perfect day.
Skill focus: Writing - Ss write short sentences describing their perfect
week and what they are going to do in that
week.
