Lesson Plan: English World 1, Day 1

Posted on September 12, 2012 by


If you haven’t already seen TLG’s new lesson planning forms, they’re quite nice. Go ahead and take a look. This lesson plan will use that form as a framework. Notes can be found below the plan.

Our complete guide to lesson planning can be found here.

Lesson Plan: Welcome to English World!
Local English Teacher: Ana TLG Volunteer: Neal Z.
Grade: 1-2 English World Textbook Level: 1
Lesson Objectives/Target Language:
– teach some basic classroom language: say, stand up, sit down, shh
– teach basic greetings/address: hello, everybody, (names)
– establish a routine
EW1 Language:
– Hello, I’m (name)
– Say (hello, goodbye)
– chalk
– crayons/markers
– paper
– pencils
Brief Description of the Lesson, Activities:

0. Attendance, introduction (5 min):
It’s the first day of school, so settling the class in is the first challenge. The LET will calm the class down, introduce the TLGV, take attendance, and handle any other introductory matters needed. You may find it helpful at this point to write your name on the board to point to when you say it, although of course most of your students will not be able to read yet.

1. Teacher Introductions, Call and Response (presentation, 3 min):
Each call-and-response is repeated until the entire class responds well:
TLGV: “Hello, I’m Mr. Z!”
LET: (prompt students to reply, if necessary)
Class: “Hello, Mr. Z!”

TLGV: “Hello, everybody!”
LET: (prompt students to reply, if necessary)
Class: “Hello, Mr. Z!”

LET: “Hello, I’m Ms. Ana!”
TLGV: (prompt students to reply, if necessary: “say hello to Ms. Ana”)
Class: “Hello Ms. Ana”

LET: “Hello everybody.”
TLGV: (prompt students to reply, if necessary)
Class: “Hello Ms. Ana.”

2. Student Introductions, call and response (practice, 3 min):
Student: “Hello, I’m Giorgi!”
Class: “Hello, Giorgi!”
Try to cover whole class. Try to get students to jump in quickly. Stop if students get bored.

3. Class Instructions: (presentation, 3 min):
Give the following instructions. Repeat if necessary to make sure they are followed.
TLGV: “Everybody say ‘Hello!'”
LET: (translate if needed)
Class: “Hello!”

TLGV: “Everybody say ‘Hello Mr. Z'”
LET: (translate if needed)
Class: “Hello Mr. Z!”

TLGV: “Everybody stand up!” (you should stand up too)
LET: (translate if needed)
Class: (stands)

TLGV: “Everybody sit down!” (sit down)
LET: (translate if needed)
Class: (sits)

TLGV: “Everybody shhhh!” (put finger over lips)
LET: (translate if needed)
Class: “Shhhh.” (put their fingers over their lips)

4. EW1, page 4: Do Activities 1 and 3 from teachers book. (5 min)
– LET leads these activities in Georgian. TLGV checks that students are following, pointing, singing as appropriate.
– Play CD track 1, have students point to the speaker. Repeat as necessary.
– Play CD track 2, have students listen, then sing along. Track 3 has just the music.

5. Class Instructions (practice, 2 min).
– Start with “Everybody shhh”. Do stand, sit, say hello Mr. Z, hello Ana.

6. Nametags (presentation, 5 min)
1. LET explains the instructions: teachers will come around, each student must say their name, we will write their name, and they must color in the letters. Ask the students to use dark, visible colors – dark red, blue, purple, black, green – not yellow, orange, pink, light blue.
2. TLGV and LET go around, listen to student’s name (prompting if necessary), write their name in light pencil
3. Students color in nametags. Teachers make sure the students color reasonably legibly.

7. Shh! (practice, 1 min)
At this point the class will be talking while coloring. Play “Everybody shhh!”. If they need extra help settling down, do Stand and Sit.

8. Show off nametags, self-intro (practice, 3 min)
A repeat of activity 2, but the students stand and show their nametag when they say their name. Try to start with any kids who didn’t do activity 2.

9. Say Hello (practice, 3 min)
Play CD tracks 2 and 3 again. Have students sing along.

10. Say Goodbye (practice, 2 min)
TLGV: “Everybody, say goodbye!”
Class: “Goodbye!”
TLGV: “Everybody, say goodbye Ms. Ana!”
Class: “Goodbye, Ms. Ana!”
LET: “Goodbye, everybody!”
Class: “Goodbye, Ms. Ana!”
LET: “Everybody, say goodbye Mr. Z”
Class: “Goodbye, Mr. Z!”
TLGV: “Goodbye, everybody!”
Class: “Goodbye, Mr. Z!”

(to be filled in during/after class)

Notes on this lesson:

  • Remember to talk this whole thing over with your coteacher before attempting to use it. Make adjustments together if needed.
  • This lesson assumes a 35 minute class period. Adjust it depending on how long you have.
  • LET is your coteacher. TLGV is you. “Mr. Z” is my name (I find being called “NEELEE” obnoxious, so…) and Ana is my theoretical coteacher’s name. Make substitutions as you see fit.
  • This assumes you will only do the first page of the book on the first day. If you need to move faster, you can switch out the Nametags activity and do the second page of the book instead.
  • The “Say Hello” song is ridiculous. The kids LOVE it.
  • Make sure you stress the BYE in “goodbye” extra hard, because in Georgian they will naturally tend to stress the “good.” Sure, we could all benefit from learning to stress the “good” – just not in “goodbye.”
  • A major goal of this lesson is establishing a routine and some classroom management tools that you can use to keep things from getting out of hand. The “Hello” and “Goodbye” call-and-responses are simple, but establishing a ritualized greeting and… ungreeting… help in several ways. One, they put a definitive start and end on class, which helps put students in the right frame of mind at the beginning and lets them know they can’t start leaving class until the end. Two, they energize you and the class. Three, doing this in unison minimizes the chain of a thousand “hello”s and “goodbyes” that you will hear otherwise. Similarly, having a “shhhh” call and response gives you a ritualized tool for quieting the class and cuts down on the students yelling at each other to be quiet. If hearing fifteen six-year-olds yelling “gachundi, bitcho!” over and over again doesn’t sound like a good classroom activity, teach them “shhh” from day one.
  • This lesson and the activities herein are only suggestions, based on my particular teaching style and my experience teaching in Tbilisi. Adjust it to suit yourself and your students. Your mileage may vary!
  • If you do end up using this lesson, please, give us feedback! Comments and questions are always appreciated.