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Here is my pdf version of a ppp lesson.

And here is the doc version.

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Here is my link to my PPP lesson plan https://docs.google.com/document/d/17-wKhsXDtuBRu-xdLbKfsqb19u992b9BJhTb1Iuy8tw/edit?tab=t.0

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Here is the link to my lesson plan. Links to the resources are (hopefully) embedded in the plan.

https://docs.google.com/document/d/1E2TeWrXRphBq8I8X1sewslGB5RsHlhZQTJgrkmbC9qs/edit?usp=sharing

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Here is the link to my PPP lesson plan for grocery shopping

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https://docs.google.com/document/d/1sOahpZWQfuOQ8UcUA1tHnRrtmSe6rTM15JanA6MF0vA/edit?usp=sharing

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This is a (very) rough draft of carrying on a real lesson I'll be teaching soon. Please pray it goes well it will be my first one!

Note-wrap up would be 10 mins and an extra would be carrying on production.

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Here is a link to pictures of the notes I wrote!

https://docs.google.com/document/d/1nepyBNMJeZ8UxX4dIJtQfpoumYWNU8tzsoeZV_6OZfo/edit?usp=sharing

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This lesson plan utilizes the PPP (Presentation, Practice, Production) framework to teach vocabulary related to food. The target audience is elementary-level students, and the lesson is designed to last approximately 60 minutes.

Main Aim: By the end of the lesson, students will be able to identify and use vocabulary related to various food items.

Sub-Aim: Develop spoken fluency by discussing food preferences.

1.Warm Up: tell them what kind of food do they like and tell them to explain why?

Presentation:

2. Presentation (10 minutes)

Set Context: Show flashcards of different food items (fruits, vegetables, fast food, etc.) and elicit responses from students about what they see.

Introduce Vocabulary: Present new vocabulary using flashcards. For instance, show a picture of an apple and say "apple." Ask students questions to check understanding, such as "Is it a fruit or a vegetable?"

Drill Pronunciation: Students repeat the words after the teacher to practice pronunciation.

3.Practice (15 minutes)

Matching Activity: Provide students with a worksheet where they match food vocabulary words to pictures.

Sentence Construction: Students write sentences about food they like and dislike, e.g., "I like pizza," "I do not like broccoli."

4. Production (20 minutes)

Survey Activity: Students prepare questions about their classmates' favorite foods and conduct a survey. They will ask questions like "What is your favorite fruit?" and record the answers.

Class Discussion: After the survey, students share their findings with the class, discussing the most popular foods and any surprising preferences.

5. Wrap Up:

Review the vocabulary learned during the lesson. Ask students to share one new food word they learned and one food they like or dislike.

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Lesson Plan Topic - Explore the City

Warm Up (10 min)

Start with a 20 Questions (8 min) activity. In a box bring a city map or a sight seeing hat of a place. Let the Students guess with up to 20 Questions what is in the box. Help them by drawing a yes/no diagramm on the board on which the answers are recorded.

Next do a Personal Link Activity (2 min) asking them "what do you like to do in your free time?" "What do you like to do when you visit a city?"

Presentation (10 min)

Introduce the vocabulary words (5 min):

Coffee shop, cappuchino, skate park, skate board, museum, painting, frisbee, park, historic monument, sightseeing, shopping, mall

Show a picture or realia for each vocabulary word. (Use as many realias as possible) Have students repeat pronunciation in a chorous.

Practise example sentence with a Would You Rather Activity. (5 min)

Example: Student A - Would you rather go to the mall or to a muceum. Student B - I would rather go to the mall because I like shopping.

Student B- Would you rather ride a skateboard or go visit a historical monument.

Student A - I would rather visit a historical monument because I like sightseeing.

Practise (10 min)

Start by doing a Sightseeing Information Gap Exercise (10 min.) Ever students gets to choose from different landmarks and places in the city you are in. This can be different historic shights, coffee shops, parks and recreation areas and even malls. Things that your students would actually like to do in a city. (You can use simple tourist information city guides). Each student then reads the paragrap on their respective sight. After that the teacher puts the students in pairs and they take turns sharing about the sight they chose in their own words. The student listening fills out a few questions about the sight: "What is is?" "Where is it located?" "Why did your partner choose it? Why do they like it?".

Production (10 min)

Next for the production you can play a Where Are You Role Play (10 min). Each student gets a map and chooses a landmark, sight, coffeeshop or random street corner on the map. The studens are put in pairs and seated in a way that they can't see their partners map. They are now having a role play phone call taboo style where they are going to describe their location to their partner in English without saying the actual name of the location. Once student B thinks they know where student A is they mark it on their own map and say: "I know where you are". Then it's time for the big reveal if they where right.

Wrap-Up: (5 min)

Lastly do a Think, Pair, Share Activity (5 min). You ask your students which was their favorite place in the city? Have them think about it by themselves. Then have them share with their neighbor. Lastly ask a few students to share with the whole class.

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Lesson Plan topic - Nature

Warm Up (10 min)

Start with a Do Now -a worksheet or exercise from a course book. T reviews with students.

Presentation (10 -12 min)

Define Nature and/or get feedback from Ss (there are several definitions, the one for the lesson is the meaning of outside, outdoors)

Introduce focus vocab for the day, use photos:

Tree

Flower

Grass

Mountain

Lake

Sun

Plant

Ocean

Waterfall

Glacier

Have students write down each word as it is introduced.

Do choral repetition while pointing to the photos. This is a/the _________.

Do a word scrambler worksheet or on the whiteboard. The letters of each word are scrambled and the students have to unscramble each word. Write it in blanks next to the scrambled word on the worksheet. If doing on the board, Ss take turns coming to the board and writing the word they have unscrambled.

Practice (10 min)

Have Ss come up with adjectives and descriptive words that can be used with each nature word. Practice in sentences. The T gives examples. Then the Ss can pair up to practice forming sentences.

The _________ is ___________

sun warm

The grass is green.

I____________ at the __________.

I fish at the lake.

I hike in the mountains.

Pictionary - Each vocabulary word is written on a slip of paper in a cup. Ss each pick a slip of paper and then go up to the board and draw the picture. The rest of class guesses. Keep going until all have had a turn or if running short of time have 4 or 5 Ss volunteer.

Production (10 min)

Do pair/small group work: Have the Ss come up with more sentences and dialogue on their own with minimal help from the T. Ex: I like to go fishing at the lake. They are now using -ing verbs with the vocabulary and can also add in adjectives they already know. Ex: I like to go walking on green grass in the warm sun. We went hiking in the mountains. It was cold.

Give students an opportunity to share in groups or with the class a personal experience they had in nature. This could also be a writing prompt. Give them 5 minutes to write something about their experience with nature.

Wrap Up

Think, Pair, Share

Ss think quietly about two things they learned today.

Ss get into pairs and share what they learned. Give anyone an opportunity to share in front of the class.

Encourage them to get outdoors and enjoy nature. Be prepared to share something at the next class about what they did.

Make any announcements

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Here is the link to my PPP

lesson plan!

https://docs.google.com/document/d/1LUAhAG0tsuDDzu0r7qb15ZTmPU7H4OQEYdlk0-RfPec/edit?usp=sharing

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PPP Lesson: YWAM Core Value #7: Be Decentralized  -  Hiromi Hernandez

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PPP Lesson: YWAM Core Value #7: Be Decentralized  -  Hiromi Hernandez

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YWAM uses the starfish metaphor to describe its governance model and structure from God. It contrasts with the common model represented by the spider. Included is a photo of my lesson notes and Information Gap worksheet.

My PPP Lesson Outline - submitted by Hiromi Hernandez

https://docs.google.com/document/d/1Xrv8jpj0dbX0ZRc7nS3_WdGkvtKY9M6W/edit

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This is the link to my lesson plan!

https://docs.google.com/document/d/11-Gi1yF7QCYT6WOCTmp34rq4sV0TIylI7Nre3opbz7Y/edit

My visual aid will be pictures similar to the one above that I will present to the class!

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Here is my PPP lesson plan! I also have a link to a visual aid that I can use for the BINGO activity! https://www.pinterest.com/pin/680043612506845287/

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Warm Up: 10 Minutes

Brainstorm Words

Have students get into groups of 3 or 4 and come up with as many words that have to do with break time.  Explain that they can name different beverages and food and objects they can think of when they take a break. Then have students share verbally or write on the whiteboard the words they came up with.

Personal Link: 2 Minutes

Ask students what is the same or different about break/coffee time in their culture compared to American culture.

Presentation

Present vocabulary words: 5 minutes

Present the vocabulary words one by one using real objects and setting them on the table as you say them. Write additional vocabulary words on the board to add to the words the class came up with. For example:(coffee, tea, milk, cup, spoon, sugar, cookie, scone, muffin, chocolate)

Present sentence samples: 5 minutes

Hand out fill in the blank worksheet and go over sentences

Hello, my name is __________________.

I like coffee/tea more than tea/coffee or I do not like coffee/tea.

I like/don’t like milk/sugar in my coffee/tea.

I like/don’t like cookies/scones with my coffee/tea.

Practice: 5 Minutes

Have students fill out worksheet and then share their answers with the class. If it’s a big class have them share with each other in groups of 3 or 4 and just ask a few students to share with whole class.

Present asking for coffee/tea: 5 Minutes

Write on the board

Would you like coffee or tea?  - Yes/No, I would like/wouldn’t like _________.

Do you want milk or sugar in your coffee/tea?    -Yes/No, I would like/wouldn’t like ___________.

Would you like a cookie/scone with your coffee or tea? –Yes/No, I would/wouldn’t like _____________.

Production: 10 minutes

Have one student come up and ask her/him the questions and let them answer while getting them a drink and snack.

Tell students to do the same in pairs while getting each other tea/coffee and snack.

Wrap Up: 5 Minutes

Wrap up by encouraging students for their work while they are enjoying their drink/snack. End by sharing about how different cultures do coffee/tea time the same or different.

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Attached is my PPP lesson plan titled Road trip

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PPP Lesson - Transportation (Kendyll Gunther) 

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PPP Lesson - Transportation (Kendyll Gunther) 

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Attached is my PPP lesson on transportation.

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Attached is my "Places" lesson plan.

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Agriculture is universal, because everyone eats food grown on a farm. I also like the idea because “farming” could cover a whole week. One day could be domestic animals, then fruits, and vegetables. At the end of the week Ss could share their "farming" experiences (gardens and even house plants can count, just have Ss share something about themselves)

Focus: Plurals. (I noticed a lot of my vocab words are exceptions to the “add an s to make it plural” rule, so I thought it might be something to talk about with more advanced Ss)

Level: Intermediate (Could be adapted for other levels too).

Word list: corn, rice, wheat, hay, beans, potatoes, peas, oats, tractors

Sample sentences:

This farmer grows lots of rice.

Other farmers grow lots of corn.

The farmer is driving a tractor in his field.

If I was a farmer I would prefer to grow potatoes instead of hay.

Wheat and oats grow at the end of long straight stems.

Peas and beans grow in pods on bushy plants.

WARM UP: need paper bags (something you can’t see through) and dried foods you can find in your kitchen

What’s in the bag? (7 min)

Fill a few paper bags with realia, based on what’s in your kitchen (I’d have rice, beans, oats, and potatoes). Then have Ss close their eyes, feel inside, and take turns trying to guess what’s in the bag. Then say something like; “What do these all have in common? They all grow on a farm!”

Personal Link (2 min)

Ss discuss in small groups: “If you had a farm, what would you grow?”

PRESENTATION: need example pictures

What’s going on in this picture? (8 min)

Show Ss a picture and have talk about it using words from the vocab list. (optional “challenge mode”: have students make sentences with two or more words from the vocab list for each picture) Mostly giving them the time to use the words they already know to talk about a new topic.

PRACTICE: need somewhere large enough all the students can get in a circle

Upset the fruit basket (10 min)

Explain the rules if necessary, assign everyone one of the food vocab words. I prefer the variation where the middle player has to make a sentence with their vocab word. It doesn’t need to be in a farm context, it could also be a sentence like “I like to eat baked potatoes.” Still fits to yell “Upset the food basket!”

PRODUCTION: need a timer so Ss are no more than 30 sec over/under.

Oral presentation: Two Minute speech (3 min for rules/thinking of what to say, 16+ min for speeches. This varies by class size, if there are more than 10 students split them into smaller groups and have them share in that group)

Different areas grow different foods (Japan has lots of rice paddies, U.S has more hay fields, Ukraine grows sunflowers, etc.) and everyone has their own methods (by hand, with oxen, with a tractor). Ss will have different experiences with farming, so each can pick a different question they feel best prepared to answer.

Choose 1:

What foods does your home country grow? (Recommended for those who might not have direct farm experience)

How does your home country grow these foods? (Recommended if you or a family member farmed)

How do they use this food in your home country? (Recommended if students are not confident enough to talk about either of the other topics.)

WRAP UP:

Think, pair, share (7 min)

Think of 2 things you learned about farming today, get into pairs, introduce yourself, and share what you learned.

Probably won’t need Extensions because of the 2 min speech activity (class size could easily be bigger than 8), but just in case, I’d need slips with individual vocab words.

Taboo

Pictionary

Sentence Jumble: "A farmer is someone who is outstanding in their field." Not all students would get the pun, but the sentence itself should still work for the activity.

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PPP Lesson Transportation: Isabella Hopson

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PPP Lesson Transportation: Isabella Hopson

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Topic: Transportation

Vocabulary:
Boat
Bus
Car
Airplane
Train
Bicycle

Sample Sentences:

I rode the bus to school today.

My family flew on an airplane to visit me!

I like to ride my bicycle when it's nice outside.

Waterskiing behind a boat is my favorite summer activity.

I just bought my first car!

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Example of a map used in my lesson plan #1

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Warm Up-  10 min
Mystery Box-   place a cool Hot Wheels car in small box and Ss play 20 questions to guess the object.
T-  "How would you feel if you were given a car like this one for free?"   (Discuss as class)
Personal link-  (Ask for volunteers to share)
"What is the nicest surprise you've ever had?"

Presentation - 10 min
(Print out photos of facial expressions representing emotions and tape to wall with identifying words:   Happy, Sad, Angry, Afraid, Surprised, Bored , Disgusted )
T - briefly introduce topic of feelings/emotions and then pronounce each vocab word
Choral repetition-  "This person feels  _____________."
Remove one vocab card at a time as Ss continue choral repetition.

Practice-   10 min
(Ss in circle)
Ball Toss-  S with ball says one of the vocab word emotions and tosses the ball to another S who demonstrates the emotion.

Production - 25 min
Small group activites-
#1 (10 min)    Ss in group take turns picking one of the vocab words and discuss the prompt-
"I feel ________________ when ________________"   ,  giving examples of what makes them feel certain emotions.
#2 (15 min)   Provide each small group with magazines or pictures (with lots of people
and activities)  , scissors, paper, glue sticks.
Ss find pictures representing  the vocab word emotions (or things that create those emotions)   and create a picture and word collage.

Wrap-up - 5 min
T-  reviews the photos / vocab words once more and asks Ss to give a thumbs up or down on each if it is a feeling they enjoy or not.
Extension-
Each small group demos and shares about their collage with the rest of class.

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Here is my PPP lesson. ✍️😁

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Warm Up: 10 min
Jumbled Sentences:
- Split students into teams (First team to finish putting their sentence together wins)
- Practice saying each sentence as a class.
- Ask/answer questions as needed.

Presentation: 10 min
- Present vocab using pictures.
Vocab list:
- seashell, waves, sandcastle, sunglasses, swimsuit, towel, sunscreen, palm tree, umbrella, hat
- Practice vocab using choral repetition

*check for comprehension before proceeding*

Practice: 15 min

- "Toss the Ball" activity using vocab and possibly descriptive words if you need to add more practice
- "Spot and Label" activity using a picture (laminated or projected onto a whiteboard) that has multiple vocab words pictured. have students circle and describe what they see.

Production: 15 min
- Open ended Questions
- Practice creating sentences (possibly tie this into the "Spot and Label" activity)

The Wrap Up: 10 min
- Think, Pair, Share - Ask questions about what Ss like to do on vacation or at the beach

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Warm Up:

8 min
"20 Questions"
- piece of fruit in a box
- have Ss guess what's in the box
- write answers in two columns (Yes/No)

2 min
"Personal Link"
- Ss discuss in pairs (What is your favorite kind of fruit?)

Presentation:

5 min
- Present fruit names using photos (print photos)
- Vocabulary List: banana, grape, cherry, orange, strawberry, kiwi, mango, pear, starfruit, plum.
- "Repeat after me . . . (choral repetition)
This is a __________. (singular)
These are __________. (plural)

The banana is yellow. (adj.)
The grape has thin skin. (adj.)

- T points to photo, Ss say the fruit name

Practice:

5 min
"Toss The Ball" (Blow up world)
- Get Ss in circle,
- Ss toss the ball and say a fruit name (ex. "banana")
- Review adjectives
- T points to a photo,
- Ss toss the ball and say matching adjectives (ex. "color, skin, juicy"

10 min
"Tic-Tac-Toe"
- Get Ss into 2 teams ("X" and "O")
- Draw grid on board (like pound sign) with fruit names and photos inside each square
- Teams work together to form sentences
Ex. "The banana is yellow and has thick skin."
(fruit)        (adj.)                  (adj.)

"The __________ is/are __________.

- When a team makes a correct sentence, replace fruit photo with "X" or "O".
- Play again, if time allows

Production:

15 min
Role Play "At The Market"
- Place fruit photos on the wall (Art Gallery)
- "We're going to the Market!"
- Get Ss into small groups
- Ss perform role plays while walking around the "Market"

Group 1 (Beg.) Name the fruits using as much action words as possible

Group 2 (Int.) Describe the fruits using as many descriptive words as possible

Group 3 (Adv.) Chat about where in the world the fruits came from, and discuss how they are grown: "Describe how they are grown and where they are grown (ex. on a bush, or on a tree, in the mountains, or in the valleys)

Wrap Up:

7 min
"Think, Pair, Share"
- Ss think quietly about 2 things they learned today
- Ss get into pairs, share about themselves with their partners ("Today, I learned __________.")
- Pairs get into larger groups, share about theirs partner with their groups ("My partner learned __________.")

Extentions:
- "Charades" (act out the vocabulary)
- "Pictionary" (draw pictures of the vocabulary)
- "Taboo" (describe the vocabulary)
- Make vocabulary slips
- "Write 5 sentences" (ex. "grapes have thin skin and are juicy")

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Vocabulary List:
-  Hammer, Screwdriver, Wrench, Pliers, Paintbrush, Saw, Drill, Tape Measure.

Warm-up: 10Min
Question in a cup- Place slips of paper in a cup and on each slip have a different question related to the topic of your lesson or the general topic you are covering that week/month. Get in a circle, pass the cup around the room and have each student grab one question from the cup, then slowly go around the circle letting each person share the answer to their question.

Present: 5Min
Establish Vocabulary using choral repetition and photos or realia for visual/Physical aids.

Practice: 10Min
Charades- Place the vocabulary words into a cup. Then have one student draw a word and act it out with the other students trying to guess which tool the student drew.

Production:15Min
Role Play- Create different scenarios where something is in need of repair or needs to be worked on. using realia or photos as learning aids have the students pick the right tool for the job by using the tool vocabulary word in a sentence.

Wrap up:10Min
Think, Pair, Share- Get your students to summarize the lesson on their own, while giving them one last chance to review the vocabulary at the same time. Give the class one last question to think about. Give hints about the next weeks lesson and send off students.

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Purpose: To develop the students ability to describe themselves and have words (Adjectives) to describe family, which skills are broadly to be applied in life.                         Student level: Beginner  (But a second Lesson to adapt this one or to serve higher level students in a mixed class, is to incoporate relay race and other things to teach demontratives and posessives-this that, they, those, my, his, her, ours, etc, uncle, aunt, cousin. )         Warm Up: Parachute man: introduce the vocabulary, via this game, have students guess letters. 10 minutes. I can illustrate the words, when they guess them and have them repeat after me. The vocabulary of this lesson may include: Grandpa, Grandma, Dad/Father, Mom/Mama, Son, Daughter, Brother, Sister, ; and descriptive words like big, tall, small, handsome, slender or skinny, fat, kind, generous, hairy-you name it.                        Presentation: Familial Pictures should be set around the room or on the board, with the corresponding vocabulary on or beneath the pictures. 5 minutes
We will use This is my_______. He is (and you procede to describe him) _____.  You teacher may describe your family. 10 Minutes.
Practice-10-15 minutes: To practice: we may play "toss or kick the ball" or Tic-tac-toe to reinforce the vocabulary. Another great game is Pictionary.
Students may draw their family, label and describe them. 10 minutes.  Students may also do a kind of portrait introduction of their own family, prompted by other students who say, "Tell me about your family," or some question.
Wrap-Up: SS think of what they learned, they share in pairs, then they share to somebody else. You may end the lesson with a dance party, with playing a song about family, or the song by Sister Sledge "We Are Family".

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(Ss are Beginners who know some words for body parts; communicative activities, photos)

Warm up:

(6 min) Parachute man: itching

-Have Ss raise hands to guess letters

(2 min) Personal Link: Ss discuss “Have you ever broken a bone in your body? Where, when, how old etc?”

Presentation:

(2 min) Present injury vocab list using photos

Vocab: sore, bruised, cut, wounded, scratched, itching, swollen, upset

(8 min) Repeat after me… (choral practice)

-T points to photos and Ss say what is show in the picture

My head is ______

My fingers are_____

*My stomach is upset.

-T points to photos and Ss say what is shown in the picture

His/Her arm is______

His/Her legs are______

His her stomach is upset_____

Practice:

(10min) Charades

-phrases with vocab words are put into cup and S picks one to act out and the rest of class guesses

His/her___ is/are_____

-When class guess right then S says

My____is _____

Production:

(15 min) Role Play:

-T writes up simple dialogue between doctor and patient with fill in the blank)

-Ss practice dialogue in pair, switch roles a few times

-Pair practice once dialogue for class and T one time

Wrap up:

(10 min) Think, pair, share

-Ss think quietly about 1-2 things they learned today

-Ss get in groups of 3 and share what they learned today “Today I learned______

-Ss share 1 thing with whole class that a student learned today “He/She learned____

(2 min) Honor one student

-Ss share one encouraging word or complement with this S

(The video I included as my visual does not match this lesson exactly but it fits with the theme)

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For this lesson, the topic will be wheels of all forms! 

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Lesson time: 60 min
Student level: Beginner/Intermediate

Vocabulary list:
Car, bus, motorcycle, wheels, truck, tractor, engine, skateboard, road, stop, go, sign, horn.

Warm up-20 questions (5 min.)
For the warm up, would create a mystery box, much like what Andy had in the first video. Inside I would put a toy car. I would have my students pass around the box, shake it and interact with it. I would also have the numbers 1-20 in a vertical line on the whiteboard. After each number question, I would put down what they asked, as well as either a red "X" if the question did not apply, or a green check mark if the question did apply. (If students are having a hard time figuring it out, I would put hints such as "you see this every day" or "it can fit people inside".) After the object is guessed I would have a student take the object out of the box.

2nd Warm-up activity: Personal link (5 min.)
Discuss with your partner: "Describe the coolest or funniest car you have ever seen." One person out of each pair can share their answer with the rest of the class.

Presentation: (5 min.)
Sharing vocabulary using visual aids and choral repetition. Describe what each vehicle is used for, and asking the students if they have seen any of the vehicles and where for an interactive presentation. Creating sentences using nouns/verbs/adjectives.
"Today I used the ____________ (green tractor, fast car) to ____________ (get to school today, go to the market.) (5 min.) This would be done as a class project, either calling on students or tossing the ball and using choral repetition.

Practice (20 min.)
Scavenger-hunt (5 min.)
Prior to the class, I will hide a variety of toy vehicles (cars, tractors, motorcyles, skateboards, etc.) around the classroom. The class will be divided up into teams, and will be given the task to search for as many vehicles as they can find. When they are done, one representative of the team will share the name of one of the vehicles they find.

Sorting game (5 min.)
The class will be divided up into teams. Each team will use the toy vehicles they collected and a board with squares that have the names of vehicles (tractor, skateboard, car, etc.) the teams will work together to organize the toys into the designated squares. This will help to put the picture and the name of the objects together in their memory.

I would then have snacks, give the students a few seconds to collect snacks and prepare for the next activity.

Predict-the-end-of-the-story (10 min.)
For the final practice project, I would play the clip from Pixar's "Cars" where Lightning McQueen and Mater go tractor tipping. I would pause the video before McQueen has his turn, and I would have students guess what will happen next. Some example sentences could be: "I think the car will be so loud he will wake all the tractors up."  or "The truck will chase the tractors." After a few minutes of students guessing, I would play the rest of the video, the students could see what actually happens, and we can all have a laugh!

Production (15 min.)
Practice conversations
This production task can be done in group or pair settings. I would give students the task of coming up with questions that have to do with the topic of transportation. Depending on the level, the questions could be anywhere from basic conversation questions or more complex ideas. Some examples can be:
Student A: "How did you get to school today?"
Student B: "My dad drove me in his truck. What are you doing this afternoon?"
Student A: "I am going to ride my skateboard in the park with friends. This morning my mom had to honk the horn at someone."
Student B: "Why did she use the horn?"
Student A: "Someone did not stop at the stop sign."
I would have the new vocabulary words written on the board and challenge the students to practice as many words as they can. They can even keep the toy vehicles in front of them and use them as visual and kinesthetic aids if needed.

Wrap-up (10 min.)
Do a round of Think, Pair, Share, where students can share takeaways in pair and group settings. Then, to help maintain the culture of unity in the class, I would honor a student, and have two or three other students to do the same for their fellow classmates.

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For this lesson I am planning a lesson about the farmers market with the hope of giving my students a quick recap of vocabulary of many different food types.
Lesson time: 60 min
Student level: Intermediate

Warm-up- Telephone (5 min.)
As a warm up I would like play a round of telephone: Giving sentences like "A place where you can find many flowers", "All the fruit and vegetables to can dream of", You can find a pear but not a bear". And acting out words like: "Bread-loaf", "Milk".
2nd Warm-up activitiy: Personal link. (2 min.)
Discuss with your partner: "Have you ever been to a farmers market? If so, where is your favorite one?"

Presentation: (5 min.)
Establishing vocabulary using Choral Repetition (5 min.) for the vocabulary list: fruit, vegetables, flowers, meat, breadloaf, stands, market, milk, farmer, cheese. And making sentences with the words.
At the farmers market we can find many _____________. (flowers, vegetables ...)
Today I want to buy ___________ . The ___________ with the __________ is next to the _______________.

Practise: (20 min.)
Toss the ball: What can you find at the farmers market (5 min) Since the students are intermediate I want to play a round of toss the ball that leaves them more freedom to express their own language level. They can use the vocabulary from the list for this lesson or their own words. As long as you can find them at the farmers market.

Taboo: (10 min.)
Students drawing words from a bowl, having to describe their word to their team without using it. These words would be partially on the vocabulary list for the day and partially words that are related that I know the students know from prior lessons. Such as: apple, cucumber, potato in regards to fruit and vegetables you can find on the market.

Upset the fruit basket: (5 min)
Each student being assigned one of the words that came up in this lesson.

Production (15 min.)
For the production I would like to do two excersises with my students. First I would like have them create a Imaginary phone conversation (5-10 min.) Where both students get a map of a farmers market with the different locations of stands. Each student has to decide a spot where "he or she ist standing". Then both students have to "find each other" by asking yes/no questions to dial down the spot where there partner is.
For the second excersise I would like my students to have a Create a Dialoge (5-10 min. the remaining time) where they take turns being seller or buyer at on of the stands of the farmers market.

Wrap-up (13 min.)
Doing a round of "Think, pair, share" (10 min.) where each student gets to share his or her takeaways. And after taking the remaining 3 minutes to honor a student. (3 min.)

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Warm up -
I'd like to start each class with a coffee and drinks bar where students can grab a cup of coffee, tea, water, juice etc. (Adult class) I imagine I would like to start my class asking everyone how they are feeling before starting the class and something interesting they did that they would like to share.

Flavors - I would like to do some lesson about this after the class has covered the basics of food and food groups.

I would set out 5 cups on my desk
Each cup will have a different scent

Cup one: vineagar - sour
Cup two: dark roasted coffee - bitter
Cup three: very thin hot sauce - spicy
Cup five: vanilla custard - sweet
Cup four: rosemary, sage, and thyme mix - savory

I'd let the students come to the front and smell each of the cups to get an idea.

Presentation -
I'd  write the words:

Spicy, sweet, savory, sour and bitter on the board but into columns.

I'd include visual aids such as facial expressions representing each flavor. A sour face or smiling eating something sweet for example.

We would practice these new words and repeat. I'd also like to include how these words represent more then flavor profiles but are also used as adjectives in every day life.

"This was a bitter situation."
"He savored this moment."
"The conversation turned sour."

Practice:
Each student would be given a brown paper shopping bag. Inside each bag, there would be cut out prints of spices and ingredients. EX - Ginger, chili, vanilla, sugar, thyme, salt, lemon, lime, dark chocolate,  coffee. Ideally, I'd like most of the spices and ingredients to be words we've already covered.

Everyone would get in pairs.

Student A would take out an item from their bag and then would complete these sentences with their partner.

Student A: (Takes out ginger) and asks other student
Student A: Do you like ginger?
Student B: I do/don't like ginger because it taste ______ (spicy).
Student B: Do you like ginger?
And it would repeat.

Students would go through all the items in the bag and repeat these sentences to each other.

After the students have asked each other these questions, we'd go back to the board and add any extra spices and ingredients that aren't on the list that represent each of the flavors.

Produce:

I'd have each student come to the front again. I'd want them to smell the scents but this time they have a paper with them. The need to figure out which cup is savory, which one is sweet and so on and so forth.

I'd provide a worksheet like paper that would have all 5 cups written down. Next to the cups they would have to write which of the 5 flavor/scents they think it is.

Once they're done. I will reveal what the scents actually are. I would then write it on the board under the correct scent.

I would also like to add compound words to this such as bittersweet. For example, dark chocolate is both sweet and bitter, so both answers are correct.

Wrap Up: Think, Pair, Share

I just really love this concept of reflection.
I'd have each student reflect and think about two things they learned. After that, they would get into pairs and share with their partner what they learned.

At the very end, I'd combine the pairs to make groups of four. There, they would share to each other what their partner had learned.

Extension: Food from home.

I'd love to have the students explain their favorite meal from their country. Is it sweet? Is it savory? etc.

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Taco Stand Lesson Plan

Vocabulary List:

Tortilla, Cheese, Salsa, Lettuce, Ground Beef, Shredded Chicken, Guacamole, Sour Cream, Beans, Rice, Onions, Topping

Warm Up: Favorite Foods(10 Mins.)

Ask the class what their favorite foods are to eat? Create a list where each st can write their favorite on the whiteboard in the front of the class.

Once all st’s have shared, take a poll to see which are the favorites of the class with each st only voting one time

Transition to one of my favorite foods, begin by describing it before telling what it is… until a st guesses that it is Taco’s.

Presentation: (8 Mins.)

Show a picture of a taco bar to the class. Ask students what items they see in the picture. List the items on the board. Be sure to include each vocabulary word on the list if it is not offered by the st’s

Use stems,

“I see a ______” or

“I like to have ____ on my tacos.”

Practice: Vocabulary Bingo(12 Mins.)

Each st will have a pre-made bingo board with images of taco stand vocabulary.

T will begin by calling out some words from a bag with words written on it.

As words are said, the class will repeat each word as they search their card for the image of the vocab word.

Play multiple rounds as time permits.

Production: Welcome to my taco stand! (15 Mins.)

Introduce, “My Taco stand” and a suggested role play conversation including the following parts,

Welcome

Number of tacos

Meat

Toppings

Total cost

Closing

St’s will partner up and create a conversation with each st playing the part of the customer ordering tacos and the employee receiving the order.

Sample conversion may look like:

Customer: “Hello!”

Employee: “Hello! Welcome to My(student name) Taco Stand! What would you like?”

Customer: “I would like one taco.”

Employee: “Okay, what meat would you like on that? Shredded chicken or ground beef?”

Customer: “I would like ground beef, please.”

Employee: “Okay, what toppings would you like on that?”

Customer: “I would like cheese, sour cream, salsa, and lettuce.”

Employee: “Okay, coming right up.”

*Employee makes and packages taco*

Employee: “That will be two dollars.”

*Customer pays employee, and employee gives change if needed*

Customer: “Thank you, have a nice day!”

Employee: “You’re welcome! You too!”

After a few minutes, give pairs an opportunity to present their conversation to the class.

Wrap Up: Exit ticket(5 Mins.)

Each st will describe using multiple sentences how they would create their ideal taco including toppings that they would exclude and why.

This could be modified based on the individual st’s level and their ability to write complete sentences with appropriate vocabulary.

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https://drive.google.com/drive/folders/1Eyv68k4idUGrTNL1KrMzJFUDVDV0BwI1?usp=sharing

This is my lesson plan and some pictures to go with the lesson!!

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This lesson plan is about learning all kinds of fruits for beginner class.
Students will learn fruits names and they also cover basic grammar. (verbs, adjectives) My teaching method is based on communicative language teaching.

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My lesson is on Family Relationships and my students get to learn the different relationships within the family through various fun activities.

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I would have them do a warm up activity of brainstorming of fruits and vegetables they may already know.

This would last 5 plus minutes.

Presentation:
Realia fruits and Veggies by saying This is a _______ and holding up the object. I would write the words on the board. My ten words are: Grapes, banana, apple, papaya, peach, lemon, orange, tomato, lettuce, onion, and potato.
This would take ten minutes.
Practice:
They would take paper name tags and match it to the correct food item.
Have them pull a fruit or vegetable from a brown, paper bag. They must try naming the food item using the list on the board. I can make teams and have it be a contest. I would give 20 minutes for these activities.

Production:
They must make a salad but first they must "order" the things they want from me. They must name the ingredients without any help. Afterwards, they will present their salads to the class and explain the ingredients they used.
This will take 20 minutes.

Wrap up:

Think, pair, share with the following questions
What food item did you like best?
What is your favorite fruit or vegetable?
What would you add to your salad that wasn't there?

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My lesson is on types of nature. In part 1 there is a link to my pictures.

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https://docs.google.com/presentation/d/1MlA21q78HGZ4SJ_5CnJzAUj4lvzN14noYlm0JtOQfPo/edit?usp=sharing

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My PPP lesson focuses on learning the vocabulary we use for every meal. The picture above shows some of the resources that I would use for this lesson.

To see my notes/outline for this lesson, please click the link below:
https://drive.google.com/drive/folders/1ThInTnGz2Vd6OPqCLdrOkJ4qjO6JxHkm?usp=sharing

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Part two…

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Three parts, I couldn’t post all the photos in one post.

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topic: family
vocab: mom, dad, aunt, brother, sister, son, daughter, children
sample sentences: Rachel is Tom's sister. Tom and Rachel are David's children. Ruby is Tom's aunt.
production activity: have students be able to look at a family tree diagram  and communicate titles and relationship. Students will need to know state of being verbs, as well as how to show possession

outline:
W (5)- review how to show possession and state of being verbs
P (10)- use a family tree diagram with names, explain vocab meaning, and show how it relates to the diagram
P (8)- have students fill in / make sentences using the diagram. have them write their own sentences using their own families and show how they are related. sentence ex: My mom is Rachel. My uncle is Tom.
P (5)- have students write sentences with no aids in pairs, and then read them to the class
W (5)- review vocabulary

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Beginner class
Topic: Kinds of transportation

Vocabulary: car, van, bus, train, plane, helicopter, ambulance, taxi, motorcycle, ship, ferry, boat, canoe, bicycle, on foot, kinds/ modes of

On the whiteboard would be written the date & topic of class including a couple simple points of what the students could expect that class
Ex:
Saturday December 4, 2021
Topic: Transportation
-Warm up questions
-Kinds of transportation
-Pairs work, matching & sharing

Warm Up: 10min
I would greet students, if it had just been a weekend possibly ask them one thing they did on the weekend, or if anyone would like to share something special that happened.
-Pick a question out of the bowl
I would have a bowl with slips of paper with various basic question on them. Ss would pick, read out the question and answer it.
This activity is to get students talking, hearing from each other and relaxing into the English class environment.
Sample Questions:
-What is your favourite icecream?
-What did you have for dinner last night?
-Can you swim?
-Can you drive a car?
-Who do you live with?
-Do you like cats or dogs better?

Presentation: 20 min
Open with a question that give it a Personal Link:
Q: How did you get to English class today? |
write on the whiteboard the kinds of transportation the students used
(bus, car, bicycle, on foot)

Kinds or MODES of transportation
Repeat after me "MODES of transportation"
"What are some other kinds or MODES of transportation?"
(write any said on the whiteboard)

-15 different modes of transportation flashcards
(car, van, bus, train, plane, helicopter, ambulance, taxi, motorcycle, ship, ferry, boat, canoe, bicycle, on foot)

Hold up each one and say...
"This is a bus. I go to English class by bus"
"This is a car. I go to English class by car"
"This is a bicycle. I go to English class by bicycle"

Walking = on foot
I walk to English class = I go to English class on foot

Mode of Transportation Guessing Game:
YouTube clip (5 min)
https://www.youtube.com/watch?v=3BXEEjE991U&t=4s

There are 10 images of different modes of transports hidden behind colored shapes. As the shapes slowly disappear, students must try to guess what transportation mode it is before it is fully revealed.
-After each mode is revealed pause the video and say :
"This is a bus, I go to school by bus."

Point out and motion:
"I go to school by________"
|"She/He goes to school by _______"
"They go to school by ______"
"We go to school by ________"
:
Practice: 10 min
Ss are given a worksheet with a table to fill in
"How Do you Go To School"
Ss are to ask their classmates
"How do you go to school?" and classmates reply "I go to school by _____"
I walk to English class = "I go to English class on foot"
(this is written on the whiteboard and on the top of the handout)
Ss are to ask each classmate the question and fill in their responses on the sheet.

Each student will then tell the class what one other classmate used
example sentence on Whiteboard now add under
"I go to school by_____"
"Mary goes to school by _____"

Total up and say and repeat after me:
In this class...
-Three people go to school by bicycle.
-Two people go to school by car.
-Two people go to school by bus.
-Three people go to school on foot.

Reinforce:
"I go to school by________"
|"She/He goes to school by _______"
"They go to school by ______"
"We go to school by ________"

Production: 15 minutes
In groups of 2 Ss will have their own set of flashcards with the modes of transportations on them and matching locations/places that they will match together what mode of transportation with what location.

Match the flashcard pictures of modes of transportation with various locations such as:
an ambulance & hospital; fire truck & fire station/fire; airport & plane; train & railway in the mountains, ferry & an island, canoe & a small lake, city bus & city, car & grocery store, ship & port and so on...

On the white board are sentences corresponding to the flashcards:
This is an ambulance. I go to the hospital by ambulance.
This is a bus. I go to the city by bus.
This is a car. I go to the grocery store by car.

One the Ss have matched their modes of transportation and the location pictures each student will pick one of their matching pairs and stand up and say the correct sentence on the board
ex: "This is an ambulance. I go to the hospital by ambulance."

Wrap-up: 5 minutes
Encourage the students with a job well done today. Next class: focus on modes of transportation at different places other than school (airport, grocery store, city, railway,)

Exit question: Answer the question from the start to of the lesson to leave class
Q: How did you go to school today?
A: I came to school by bus.

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For this lesson plan I imagined my students have an elementary level. They probably know some basic adjectives and some grammer, but not a lot.

Topic: the beach
Vocabulary: beach, sand, ocean, dunes, waves, wind, surfing, swimming, lifeguard and sea animals.

A sample sentence would be: the beach is fun. The sand is yellow.

Warm up: 8 min
- The parachute man. You can use all of the words or make some phrases. I personally like ¨we are going to the beach¨. I would reveal the topic of the lesson after they have guessed the phrase.
- Personal link. I think the question ¨what do you know about the beach?¨ is a good one to use in this activity. Keep in mind there are countries that do not have beaches, so it could be that some of your students have not
had a lot of experience with the beach yet.

Presentation: 10 min
- Here is where I will show pictures of every word and have them repeat after me.
- I will also introduce some basic questions and answers like ¨do you like surfing?¨ and have them repeat that.
- Lastly, I will introduce a few simple adjectives that they hopefully already know like ¨the ocean is cold, the wind is strong¨.
- First they will repeat after me and then they will also try it alone.
- I will also correct their pronunciation if necessary.

Practice: 20 min
- We will start with toss the ball. Each students will at their turn make a phrase using at least one of the words we learned, and one adjective. They have to try to make phrases we have not heard yet. If there are any more advanced students, they can try using multiple words and other adjectives to make the phrases a bit more advanced as well. (10 min)
- Pictionary will be our second activity to practice. The student that guesses the right answer has to first say a sentence in front of the class using the word he guessed. If the student is not able to do this, they can asked help to their classmates. (10 min)

Production: 15 min
In the case of this activity, I assume that all students have some type of device they can use, like a phone or a laptop.
- Describe the picture. Each student has to find their own picture related to the topic, which is in this case the beach. Then they have to opportunity to ´present´ their picture and describe it in front of the class. (10 min)
- For the second production activity, they have to form pairs. Now they can look closely at the picture of their classmate and ask a question about it. The other classmate answers and the it is their turn to ask a question. If you have time left over you can let them present their questions to the rest of the class. (5 min)

Wrap up: 3 min
- Think, pair and share. This is easy since they are already in pairs from the last activity. With their pair they can think about what they have learned and share that information.

If at this point you have still time left over, you can ask the pais to share what they have learned this lesson to the rest of the class. You can also give a hint about the topic of the next class.

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Vocab for Lesson:
Left
Right
Forward
Backward
Turn
Stop
Around
North
South
East
West

Sample Sentences:

Turn Left at the end of the road.
Go Forward until you get to the river.
Turn Around and go Right at the Stop sign.
Go North until you see mountains.
At the house go East.

Warm Up: (10min)
Personal Link: (8min)
Have students talk about a time they got lost or helped someone who was  lost. Focus on how they got help or helped.

Jumbled Sentences: (2 min)
Hand out sentences that have been cut into multiple words and have the students work in small groups to unjumble the sentences.

Presentation: (10min)
TPR Action: Using the vocab words have the students follow directions that the teach says. Example "move left" and students move left. After students have gotten the hang of it read a short story that the students then have to follow the actions of.

Practice: (15min)
Pick on student to come up front and the other students have to give them directions in different places of things in the classroom. To decide what they are giving directions to they can draw out of a hat so the student up front doesn't already know where they are being directed.

Production: (15 min)
Have students draw a map and then practice with a partner giving directions to different places on things on the map. Have the students show map to group and share directions on how to get to certain place on the map.

Wrap Up: (5min)
Think, Pair, Share
Ask the students to discuss in pairs what they have learned and class today?
Follow up question how can they use this outside of the classroom?

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My lesson plan (notes)

- Topic: Music Instruments

- Vocabulary: Piano, guitar, harp, drum set, trumpet, violin, cello, saxophone, flute, xylophone, ukulele, trombone, tuba.

- Students should use the vocabulary words in sentences. Examples could be:

This is a piano.

The drums are loud.

The cello has a soft sound.

I play the trumpet.

The tuba has a deep sound.

- Production activity: Communicative (Role-play, writing)

- Intermedium and advance students (This lesson could be used in a ESP classroom)

PPP Lesson Structure

Warm up (5 min.)

- Listen to a part (part 00:04 - 1:27) of this YouTube link (not watching): https://www.youtube.com/watch?v=Mi0uxjcuDvk

- Teacher ask what they are hearing. (Let the students describe until the come to the lesson topic.)

- Personal Link: Students discuss in pairs: What instrument they like.

Presentation (10 min.)

- Show a picture and ask the question: What you see in the picture?

- Present the instruments using pictures.

- Vocabulary list: Piano, guitar, harp, drum set, trumpet, violin, cello, saxophone, flute, xylophone, ukulele, trombone, tuba.

- Repeat after me the following sentence. (Group repetition)

This is a _______.

The drums are _______.

The _____ has a _____ sound.

Practice (20 min.)

- Taboo (5 min.): Students pick a random vocabulary word from a cup, and then describe it without saying the word. The rest of the class tries to guess the word. (Do it in teams to have some competition.)
- Dialogue (15 min.): Students write their own dialogue, including several back-and-forth exchanges between two characters ("Student A" and "Student B"). Afterwards students practice there dialogue with a partner. (Every student have to practice two dialogues. Their own and the one from their partner.)

Production (15 min.)

- Role play (In pairs): Student A is the owner of a music-shop and student B comes to buy an instrument, without knowing which instrument he/she would like to play. Student A has to explain the different instruments to student B, so student B knows in the end which instrument he/she would like to buy.

Group 1 (Int.): Describe the instrument using as many descriptive words as possible.

Group 2 (Adv.): Chat about where the instrument are used (Band, Orchestra, Jazz-Music, etc.) and how to take care of the instrument. Discuss which instrument is easier to learn and why?

The Wrap Up (5 min)

- Think, Pair, Share: Question given to the students is “What are two things you learned today?” Students think around a minute about it and share with a partner.

Extension

- Charades: Students pick a random phrase with one of the new vocabulary words from a cup, and then act it out without giving any other hints. The rest of the class tries to guess the phrase. (Do it in teams to have some competition.)

Here the link for my googgle drive notes: https://docs.google.com/document/d/1B0SXfk-YKrVAf-h3t2gg0rbmDzQIuGLI/edit?usp=sharing&ouid=102334699020063670946&rtpof=true&sd=true

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PPP Lesson Structure (Music instruments).docx

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For a beginner and elementary students who already knows some nouns, verbs and adjectives fairly well.
Since I plan to teach on-line I will give each student a letter to identify them and assign in pairs & teams.

WARM UP:
(4 min): "HANGMAN Game" to discover today’s “MYSTERY TOPIC”:  FARM ANIMAL

(2 min) "PERSONAL APPLICATION":   T-Divide up into pairs; Ss-Share with partner their favorite FARM ANIMAL and one reason why.  If more time, share farm animal you like LEAST and one reason why.

PRESENTATION  (10 min):  Learning farm animals: (See Poster image below).
Part 1:  T- Points to each picture, “This is a _________”,   Ss-repeat in choral repetition.

Part 2: T- Let’s do that again, but this time, after repeating the animal word, I will ask you to try to make the sound that animal makes!   Let’s try:  T-Cow, Ss-repeat; Now make a Cow sound:  “Moo”—Ss make their cow sound.  Continue for each animal.

Part 3: T- Writes Vocabulary list on Whiteboard :  cow, chicken, pig, horse, sheep, duck, goat, donkey.  T—“Repeat after me.  Ss: Repeat in choral repetition
Part 4: T-Now I want you to learn how the farm animal words change if there are 2 of that animal.

T- tells students  Follow this example:  Listen and repeat:  1 cow, 2 cows, etc. The last animal is  be SHEEP.  “REMEMBER- with SHEEP there is NO “S” added at end of the word if more than one.  The word stays the same:  “SHEEP”   So. .  1 Sheep or even 100 Sheep!  Still NO “s” is EVER added!”
Part 5:  Some review of verbs that relate to FARM ANIMALS:   T-  write and explain.

Verb: Lay         Example: “A chicken LAYS eggs.”

Verb:  Produce    Example: A cow PRODUCES milk

Verb: Milk     Example:  A person can “MILK” a cow.

Verb:  Ride    A person can RIDE a horse.

PRACTICE:  (15 min)

Practice-Part 1:   [if on-line class-use this INSTEAD OF Toss the Ball to choose a student: T—Before class make a random list ahead of time with paired Student Code Letters and picture number.  For example, If the student’s letter is C.  I can say, C-4.  Then Student C will look at the 4th picture and say: 1 horse, 2 horses.
Fill in blank using above example:  1 _____, 2 ______

Practice-Part 2: T-Calls on students to share 2 “ -ing” action verbs about each farm animal.    Example: Ss say "1 donkey is sleeping and 2 donkeys are eating".

Fill in blank:  1  _________ is _______   and 2 _________ are _________.

Practice-Part 3:  Answer my question by filling in the blank.

1.       Where do we get eggs?   A chicken _______ eggs

2.       Where do we get milk?   A cow ____________milk.

3.       How does a farmer get the milk?  A farmer ________ a cow.

4.       How does a farmer use a horse?  He _______  a horse

(15 min) PRODUCTION:

Today we are going to visit a farm.

Part 1 : T: Divide into pairs.  Imagine you are at the farm.  Ss-will describe possible activities of two farm animals they might see during the visit.

Part 2:  In pairs, tell your partner 1 thing you would like to do with the farm animals today if you could and give your reason why.

Part 3:  Work in pairs to have a Interview ROLE PLAY:  A TV reporter is coming to talk to the farmer about his farm animals.  Each student will get a chance to be the farmer and then exchange to be the TV reporter.  The interview question is:  "What two animals are the most important to your farm and why?"

WRAP UP:  (9 min)

Part 1: “Think, Pair, Share”:  T: Think of one thing you have learned today and tell it to your partner.  Listen well, because after you share with each other, you will then join your team and tell your team one thing that your PARTNER learned today.    Ss: share with each in pairs
Part 2:  Meet in their team group to share what their partners learned today.
Part 3:

“SING and LEARN”  T-Tell students:   Singing is a one way you can learn to use a language.  We are going to end today's class by learning to sing a fun children’s song: “Old MacDonald Had a Farm”.  Old MacDonald is the name of the FARMER who has some farm animals that you have learned about today.  The words for animal sounds are NOT important words to learn but are fun to hear.   Let’s listen, Sing and Enjoy!
https://www.youtube.com/watch?v=FUGQUFZ3pzw
EXTENSION:  If there is extra time, a simple "Charade":  A student can choose one farm animal and make it's sound.  The person who guesses it will say.  This is a ______,  but if there is more than one, I would say There are ___________.  This would be good revision.

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Vocabulary Words
Current state
Montana*

Bordering states
Idaho*
Wyoming*
North Dakota*
South Dakota*

America's Capital
Washington, D.C.

Directions
North
South
East
West

*States may vary based on the English class location.

This lesson is for beginner to elementary English level students but may be adjusted to include more states and locations for upper level learners.

5 minutes - Warm Up
S stand in a circle facing toward each other, t holds an inflatable globe and points on the globe to where t is from, then points to Montana in America to show where they are now. T tosses the globe to one s, who points to where the s is from then points to Montana in America to show where they are now. This process continues until each s has had their turn.

5 minutes - Present
Teacher puts a map with borders that show the 50 States of the United States of America on the wall for s to see.

T puts a star where the capital of America, Washington D.C., is located on the map, then writes and says the name.

T draws the number 50 next to the map and states that there are 50 states in the United States of America, then explains that the focus of the class will be on the state they are currently in and the states next to it.

T marks the state where S are currently learning English with a star or dot, then writes the name of the state on the map.
In a repeat after me format, T says the name of the state, spells the name while pointing to each letter, then again says the name.
S repeat by saying, spelling, and saying the name of the state they are in currently.

T puts a star where the capital of America, Washington D.C., is located on the map and labels it. T says the name of the country capital and s repeat.

T introduces directions of North, East, South, and West, pointing to a compass rose on the map and showing each direction.
T writes and has students repeat directional state sentences of "Idaho is to the west of Montana. Wyoming is to the south of Montana. North Dakota and South Dakota are to the east of Montana."

15 min Practice
T erases map or gets a new blank map and repeats the process with students following along at their tables using their own blank maps of the U.S. with state borders to label states.
T labels their current state, S label their current state, T spells the state aloud, S repeat, T says the name again, S repeat. This process is done for each neighboring state
being learned as well as for the capital of Washington, D.C. This process may be done more than once if needed and time allows, with T labeling and speaking and S modeling on their maps. S write directional state sentences of "Idaho is to the west of Montana. Wyoming is to the south of Montana. North Dakota and South Dakota are to the east of Montana."

15 min Produce
S are asked to get into pairs to talk about and write down the names of the states and capital discussed on a piece of blank paper (only the names, not place them on a blank map yet). T removes visual aid map.
S are given blank maps of America with state borders and individually label and place on their maps each location they wrote down earlier, the same locations T wrote on the map earlier. S also write directional state sentences of "Idaho is to the west of Montana. Wyoming is to the south of Montana. North Dakota and South Dakota are to the east of Montana."
T plays pleasant music in the background until S are done. S are encouraged to color in the states discussed if there is time.

5 min Wrap up
Exit Ticket
T has blank map of America with state boundaries available, S label or point to and spell aloud at least 1 location that was discussed in class and say what direction it is in regards to Montana before leaving. Optional:
S shares something they know or think about a state.

Extension Activities:
A. S get into pairs and ask each other travel questions about the United States in an interview form.

1. What states have you traveled to? What did you do there?
2. What states are you interested in visiting and why?
3. What states do you know someone in (past or present)?
4. What is the capital of the United States and what direction is it on the map?
5. What is one fact or opinion you can share about any state in America?

B. S add a compass rose to their maps, adding N,S,E,W for directions, then practice finding additional states the teacher calls out by name and direction by pointing on their maps to
where they think that state is, then T points to the state's location on the main map.

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Vocabulary Words
Red
Orange
Yellow
Green
Blue
Purple

5 minutes - Warm Up

To introduce the topic of colors, the teacher (t) creates and shows the class an art project rainbow and states that today we will be learning colors in English. The rainbow can be made with paint, crayons, markers, colored pencils, pieces of colored paper or colored fabric, or any other materials available.

The lesson will present the English colors in a rainbow order; red, orange, yellow, green, blue and purple (with more colors added into activities if time allows, such as pink, white, etc).

For the warmup, students (s) are instructed to get into groups based on matching the main color of their clothing tops (shirts, blouses, or dresses).
If a s does not match anyone in the class, that is ok. This can be done as an individual s or groups of various sizes.

10 minutes - Presentation
Students return to their places (desks or tables) and watch as the teacher re-creates the art rainbow, if possible, this time
one color at a time, while the t points to each color on the example rainbow, then speaks and writes each color in order on the rainbow, spelling each word out loud.
S repeat, saying color names and spelling colors in order after the t. The activity may be repeated a few times (listen and repeat while pointing to colors).

15 minutes - Practice
Students use paper and available art materials (see warm up for ideas) to make their own art rainbow of red, orange, yellow, green, blue and purple, one color at a time. S then write each color on the rainbow art. S can again repeat each color word after the teacher, saying the name of the color
and spelling it aloud in a repetitious chorus.

15 minutes - Production
T removes rainbow picture on the wall then s turn over or hide their rainbow pictures. S use a new piece of paper to write down the English color names in rainbow order (red, orange, yellow, green, blue, purple) without looking at anything for help. S then make a list of other words in English that are the same colors as each rainbow color - a list of things that are red, orange, yellow, etc.

S then write at least three of their words in a complete sentence,
such as, "The sun, a bee, and bananas are yellow."  Optional: s read their lists or sentences out loud to the class.

5 minutes - Wrap Up
Think, Pair, Share
S are asked by t to think about the question "What is your favorite color, and why"? Next S are asked to think about something s like that is that color and what s like about the chosen thing.
S pair up with the nearest person and discuss their answer to the question, "What is your favorite color and why"? T then gives an opportunity for s to share their answer with the class if they would like to.
Class is dismissed with encouragement in a culturally-appropriate manner for the group (bowing, applauding, an encouraging phrase,
goodbye greeting, etc).

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* This lesson would be directed towards individuals that are at a moderate/ advanced English level, but I believe the lesson could easily be adjusted for beginners by using easier description words. *
The learning outcome for this lesson would be to have students become more confident and familiar with social conversations, and pop culture topics in regards to fashion.

Warm up: (5 min)
I would want to start my class with a fun 5 minute game, of  " guess 5 " This game is when students try and find items that fit particular criteria I have chosen. i.e I would ask them each to give one example of foods that contain egg, or sports that are played with a ball.
Presentation: (15min) – 10 fashion words for the lesson are French, casual, dress, skirt, modern, polished, bold, pants, heels, and style.
I would begin explaining what this day’s lesson would be about. I would explain what I want the class to understand and gather from the lesson (social conversations and pop culture topics in regards to fashion.) I would write out on a board or sheet of paper the 10 words that we will be focusing on for that lesson. I would also cut out 10 pictures from a fashion magazine that directly show or correlate with the words for visual aids. After presenting this to the class I would give them a few minutes to practice each word, and look at each photo as we use repetition to solidify what we have just learned.

Practice:  (10 min)

My practice portion of the lesson would be a scavenger hunt. I would take all the magazine photos that I cut out and hide them around the class room then break the class up in groups of two. Each group would be given one of the words and then have to find the correlating photo that matches somewhere in the room. Once the group has found the photo I would encourage them to practice their word in sentence form and use different phrases that could come up in social situations.

Production: (10min)

I would have the class come together, and then do a role play activity. In their partners they could act out a scenario of being at a clothing store trying to pick out the latest trends for the season. One student could be the customer and the other the employee. They could hold up each photo as they practice the dialogue and get one of the words to fit into the conversation.

Wrap up: (5 min)

I would celebrate the lesson and emphasize with the students the soft skills that were learned for social settings and conversations. I would encourage them to try and use the words that were learned that lesson with their friends and family during the week, and incorporate it as much as possible through daily conversation.

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The learning outcome of this lesson is to have students become familiar with language involved in eating at a restaurant.

Supplies: Printed game for practice, scissors. White board markers & eraser. Real menus from restaurants.

WARM-UP 10 MINUTES
Brainstorm: In groups of 3-4, have students list as many foods as they can that they would find at a restaurant. Finish by having each team have a representative write their foods on the board (no duplicates from other teams).

PRESENTATION 10 MINUTES
New Vocab: Menu, drink, salad, restaurant, dessert, main dish, check "I would like...please", "I'm sorry, we've run out of...", "Yes, here you go"

To present the vocabulary and lesson, we will complete some practice fill in the blank sentences on the board.

"What would you like to drink?"
"I would like....please."
"Yes, here you go."
"Thank you."......etc.

PRODUCTION 25 MINUTES
GAME 1: https://www.teach-this.com/images/resources/can-i-take-your-order.pdf

It's a card game that is similar to "Go Fish."

GAME 2: Role play. The students will practice in groups of two-one server, one customer. They will use the phrases we've practiced with real menus from restaurants.

WRAP UP  15 MINUTES
Check pronunciation with choral repetition.

Teams of two share briefly with one another their favorite restaurant and what they like to order for a starter, main dish, dessert, and drink they like.

GAME 3 (Extension if needed) Find 1-2 other students who likes that same menu items you do.

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The focus of this lesson is talking about the seasons using complete sentences with the new vocabulary words introduced.

WARM-UP (5 minutes)
Play “Jumbled Sentence” with the sentence “The summer is hot.” (Lower level) OR “My favorite season is winter.” (Higher level). Once the students have assembled the sentence, they will read them out loud.

PRESENTATION (15 minutes)
New vocabulary words to be presented:
Winter        Hot
Summer    Cold
Fall             Snow
Spring        Rainy
Sunny        Windy

To present the vocabulary words to my students, I will use pictures of all four seasons from a magazine or the internet. Repetition will be used so the students can hear how to pronounce the words correctly.

To further help with their understanding and remembering the words, we will create TPR actions for each vocabulary word as a class. Then I will read aloud a few sentences, including the ones used in the warm-up, to test them.
***Extra sentences: “It is windy in the Fall.”
“I like to play in the snow.”

PRACTICE (15 minutes)
I will pair the students in groups of 2 and have them read aloud a dialogue pre-written for them. We will read the dialogue as a class and then the students will read to each other as Student A or Student B.
***Dialogue - Student A: “What is your favorite season?”
Student B: “My favorite season is summer.”
Student: A: “What do you like about the summer?”
Student B: “I like that the summer is hot.”

(5 minutes) In order to better prepare the students to create their own dialogue, take a few minutes to brainstorm other words or sentence structures (different types of questions or exclamations) as a class.

PRODUCTION (20 minutes)
Have students pair up and create their own roleplay, using dialogue that they have created. To ensure that the class is engaged, have the students perform the TPR actions while the pairs present.

WRAP UP (5 minutes)
Have the students journal what they liked about the lesson, what vocabulary words stuck with them and how they will practice at least one vocabulary word after class.

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I am currently teaching Level 1, so my students are in an elementary level and this PPP is planned accordingly for their level.

Warm Up (Total: 5min):
1. Connect: Normally I start my class asking my students how they are doing and connect in a personal way. If it's a Monday class, I ask them to share something interesting they did on the weekend (3min).
2. Brainstorm
Pair them up and ask them to write down as many items of clothing as they know in English (2min)

Presentation (Total 15min):
3. Teach new vocabulary and grammar connected to it that they are going to be using in today's lesson.
Vocab: Coat, socks, suit, blouse, t-shirt, shirt, pants, jeans, dress and skirt.
The plan is to get some of my clothes, and borrow the others I don't have and bring as "realia" to class.
Put some of the clothes close (this and these) to me and others far (that and those) from me (as long as the students can see them).
Explain: This is a suit; These are socks; That is a coat; Those are pants.
Ask: What is this? What is that? What are these? What are those?
Hide + TPR: Hide the clothes and get the students to repeat once again the new vocab but with them "pretending" to have that type of clothes on. They say "coat" and mimic is cold and they have something with longs sleeves on.

Practice (Total: 10min):
4. Tic-Tac-Toe:  print 9 pictures of clothing they learned today and get them  say sentences about it: This coat is blue; Those dresses are cute (5min).
5. Dialogue: follow a dialogue the textbook presents (Student A and Student B). Play the audio so the students know the right pronunciation and get the students to practice the same dialogue among themselves (5min).

Production (Total: 10min)
6. Role Play: have students (they are still paired up) change the dialogue for items of clothing they currently have (change the colors and so on). Give the students some time to practice before. Get the students to play in front of the whole class without reading the book.

Wrap up (5min)
7. Think, Pair, Share: start with them paired up, ask them to share with each other what they learned in today's lesson. Then get them to share in a small group.

Extension
8. Crossword: I use this activity a lot. We are going to be using the vocabulary they learned (and they need to have their books and notebooks shut). You can see the example in the picture below. I will draw on the board the game,  and the students will have to guess the letters and then the words, if they already know. Normally I divide the class in two teams, and the team that guesses the majority of the words wins a little prize.

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I decided to create another PPP lesson like you suggested, this lesson was allready a bit easier:-)

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Warm up (10mins)

Teacher come before class and write some vocabulary on whiteboard.

Apple, Banana, Mango, Watermelon, Strawberry.

And put all the fruit in the basket and bring to class that the students won’t see. And when the class start teacher ask to them to close their eyes and take one. They can touch or smell it. And guest what is the fruit name?

Presentation (10mins)

I use the real fruit and say the name and students repeat after. And make the sentences:

Ex  This is an apple

There are mangoes.

Practice: (15mins)

Students stand in the circle and when i play music they have to pass the ball to the person next to them, and when the music stop, whoever has the ball they have to say the sentence. Do this until  everyone got to say it.

Production. (8mins)

Teacher give a piece of paper to student that have variety of fruit and let them fill the name of fruit .

Wrap up  (5mins)

Teacher ask them to think what did they have learned today, ask them to share in pair.

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This lesson is designed for adult learners. I have in mind a relatively small class (i.e. 5-6 students). Time frames are flexible.

Warm up (10 min): Students have been asked (before this weeks' class) to bring an object to class that represents their childhood, or reminds them of a fond childhood memory. Each student will be given the opportunity to present their object to the class and explain the story behind it. Other students are encouraged to ask the presenter questions. For example, I might bring an old ballet shoe to class, because I loved dancing and performing as a young child.
Presentation (10 min):
Key words:
Nouns- Baby (ies), Toddler, Child(ren), Kindergarten, Primary School, Playground, Toy/s, Play-mates, Tantrum.
Adjectives- Young, Cheeky, Curious, Precious, Messy.
Verbs- Play, Learn, Crying.

On the whiteboard, I plan to pin up three (large) printed pictures (of three different scenarios):
1. Picture of a new-born infant, sleeping in his mother's arms.
2. Picture of a toddler having a tantrum, e.g. throwing his toys
3. Picture of an older child in kindergarten,  playing on the playground.

I will then take the class through the vocabulary, challenging the students to tell me which scenario each word applies to, and why. E.g. which one is a picture of the "baby"? Which of these children would you describe as "messy"? Why? I will spend time explaining less familiar words, such as "kindergarten", "toddler" & "tantrum".

Practice (10min): Speed test
Now for some more close-up photos! This is a very visual lesson, and I will repeatedly break down the words as nouns, adjectives and verbs.
I will hand out a random stack of close-up pictures of babies, toddlers and children with different facial expressions to each student. Students must write one appropriate noun, adjective and verb on the back of as many photos as possible photo, using the vocab provided.
E.g. for the photo attached: "Toddler, Cheeky/Messy, Playing."
Students get 5 minutes to get through as many as possible!!
After the time is up-
Students pair-up and each choose 3 photos from their stack. Using the vocab they wrote for those photos, they must form a sentence.
E.g. "The cheeky toddler was very messy when she was playing!". I will go around and listen to their sentences.

Production (10 min):
* Integrating some quick revision: Together as a class, we are going to repeat again the new words we learned. I will also put up on the board some old vocab we have learned in previous lessons.
Now we will go through sentence templates on the board and "fill the gaps". E.g:
When I was 5 years old, I went to X, I enjoyed X.
My daughter is 12 months old, she is X, she hates X.
He is just a X, let him play with the X.
We will do this until I am confident the class has a strong grasp of vocab regarding this topic.
* Celebrity heads
The student who WON the Speed test (above) gets to go up the front, facing the class. Class will play celebrity heads. A description will be written above the head of the student [using the new vocab], describing some kind of child, e.g. "a precious toddler learning ABCs."
The student can ask "yes/no" questions, until they can guess the noun, adjective and verb (toddler, precious, learning).

*Extension- if more time, students can take turns and keep playing celebrity heads.

Wrap up (5-10min)-
Rehearse the vocab one more time by going around the class, getting each student to say a word from the list until all words have been said.
Ask for volunteers to share what kind of child they were. Were they cheeky? Well-behaved? Adventurous or quiet? Are they still child-like? Do you miss being a child? Depending on the numbers of students, this could be done in partners first.

Announce to the class that next week, they need to bring an object that represents them as a very old person in the future XD

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WARM UP (10mins)
Words in a Cup
Fill a cup or hat with words from the previous weeks vocabulary lessons. Go around the room and have each student grab a word from the cup. They will then need to share a sentence with the class using the word they grabbed. If the words from the week before are more action based, they could also act out the word they get and the students have to guess what it is.

PRESENTATION (5mins)
Vocabulary words: Table, Chair, Plate, Fork, Knife, Spoon, Napkin, Placemat
Bring in physical objects and “set a table” as you say what each thing is.
Go over each item a few times, repeating it’s name.
Write the following sentences on the board:
She sat in her chair at the dinner table.
He used a fork to eat his dinner.
She ate her dinner with a spoon.
Bring your chair to the table.

PRACTICE (10mins)
Place the objects across the room (best in a large room setting). When you say a word, the students must run to the object mentioned. The student who first grabs the object can then say the next vocabulary word the class must fnd.

PRODUCTION (15mins)
Pictionary - a student draw a scenario on the board that uses the vocabulary words. When the class guesses the vocabulary words, then the student drawing would share a full sentence using the words.

WRAP UP (7mins)
Honour a Student - Pick a random student and highlight the qualities you see in them in front of the whole class. You can do this by writing one student's name on the whiteboard and let all of the students write something encouraging about that person on the board.

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Now that I'm teaching, I'll use a real life example!

Warm Up: 10min
Each student is given a dice, and I drew on the board a question for each number that they roll. Some questions were review from the previous week, others were new. Old ones were "how is the weather today" and newer ones were "how are you feeling today?" Go through every student two-three times.

Presentation: 10min
I then handed out a piece of paper with 12 emotions + faces on it. I then drew the 12 faces on the board as well. One by one I said the emotion out loud, and they repeated. We did this twice through them all, and then I pointed to different ones out of order, focusing on harder ones they weren't getting.

Practice: 15min
I then asked each of them to find a partner and ask each other how they are feeling today based off the page, and then I asked each individually but they had to say a different one than the person before them.

Production: 20min
I then handed out two more pieces of paper where they had to individually complete a matching exercise between face and name, as well as a writing exercise for the names to practice spelling. I left space for questions and I had an EA who was helping as well.

Wrap Up: 10min w/ dice
I did the same game as before but with new questions. Questions like "name me 3 emotions" or "what emotions describe being sad?" Then said goodbye :)

For all these I used esllibrary.com, which was a source that the ESL school I'm helping at has me using :)

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RESOURCE: Fun Activities for Teaching English (Updated Version)

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RESOURCE: Fun Activities for Teaching English (Updated Version)

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For a list of popular activities that you can use for your PPP lesson, check out our helpful guide called "Fun Activities for Teaching English"

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Access Google Drive with a Google account (for personal use) or Google Workspace account (for business use).

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Warm up: Parachute 10 mins
We will take 10 mins to play a game of Parachute or Hangman with the words Touchdown! and Goal! When the Ss figure out the puzzle I will tell them that 'today I am going to learn what your hobbies are'. This is a great opportunity to introduce Hobbies as a new word so I will describe what that means if they are beginners.

Presentation: 15 mins
I will start with a video of me skiing and explain that "I like Skiing." Have class repeat with "Tommy likes skiing." Show another video of a soccer player. "He plays soccer." Go through 10 videos of hobbies and have class fill in the blank. "He/she plays... He/she likes... He/she is..."

Practice: Pictionary 15 mins
Draw vocab words from a hat and have students draw pictures of white board. Split into teams and have a prize for the winners. Vocab words will include but arent limited to, Soccer, Football, Baseball, Painting, Singing, Reading, Skiing, Hiking, Basketball, Writing, Excersising.

Production: 10 mins
Have Ss get into pairs, introduce themselves, and ask each other what they enjoy doing for fun? After this have them join with another group and introduce their partner and explain what their hobbies are.

Wrap up: 10 mins
Encourage students to think for a minute about one of their classmates hobbies. Take volunteers to come up front and recall and share with the class what they remember about their classmates hobbies. Prizes for the brave volunteers.

If there is extra time play vocab tic tac toe with vocab. Break into two teams.

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This has been a terrible struggle for me, it took me a full day in total of searching/getting distracted by other things on the web and doubting myself. Wauwww I truly appriciate and admire all teachers even more now:-|

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Lesson Fruitsteaching 10 different fruits and colors

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Warm Up (7 minutes)

Ask the question: How do people recognize birds?  Have the students Brainstorm in pairs while looking at the pictures of the birds.  They should write down a list of as many answers as possible in 3-4 minutes.  Have each pair share one or two items from their list and ask a student or two to write the full list on the board.

Answers might include:  color, size, shape of the bird, shape of the bird’s wings, shape of the bird’s tail, shape of the bill or beak, behavior, where it lives, does it fly, does it swim, does it wade, what does it eat, type of nest, song or call.

The Presentation

1.  Identify all the birds.  (5 minutes): Bald Eagle, Barn Owl, Canada Goose, Chickadee,
Hummingbird, Northern Flicker, Stellar's Jay, Western Tanager, Wild Turkey, Wood Duck.

2.  Pronunciation practice through Choral repetition (2 minutes)

3.  What’s happening in this picture?  Explore the hints in the picture that tell us about identity through behavior, color, shape and size.  Are there any more items to add to our brainstorm list? Ask students to form sentences. Example:  What color is the Bald Eagle’s head?  The Bald Eagle’s head is white.  Which is bigger, a Bald Eagle or a hummingbird?  (15 minutes)

Practice

Tic –Tac- Toe (8 minutes)

Place a picture of a bird in each box of the grid and ask for an accurate sentence for each bird.

Dialogue (5 minutes)

Student A:  One way to tell birds apart is by color.

Student B: Yes. Stellar’s Jays are blue and Western Tanagers are yellow.  Another way is by what they eat.

Student A:  Eagles eat meat and hummingbirds eat flower sugar (nectar).  Birds build nests in different places.

Student B:  Bald Eagles build large nests on the top of big trees.  Chickadees live in little holes in trees.

Production (10 minutes)

Have the pair of students continue the dialog above.  Ask them to add at least 5 bird names and 3 exchanges per student.

Wrap Up (5 MINUTES)

Think, Pair, Share

What are two things you learned about identifying birds today?  Share with partner and then with larger groups.  In the larger group, share what your original partner learned.

Extensions

Continue with Think, Pair, Share

Fill in the blank listening exercise.   Examples:

The bald eagle can be recognized by its ______ head.

The Barn Owl has a face shaped like a_______________.

A large bird with a black neck and a white cheek is a _________.

____________ nest in trees.

Most birds ________ to attract a mate.

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Here is another example of the same lesson, with a few more details added (typed)

WARM UP:

20 Questions (8 min)

Draw “Yes” | “No” columns on the board. Play “20 Questions” with a toy Elephant (or other animal) hidden in a box. Place box in front of class or pass it around and let Ss shake it. As Ss guess what’s in the box, write their guess in the correct column. Set a time limit for each S’s chance to guess, otherwise this activity might take too long.

Personal Link (2 min)

Have Ss discuss at their tables: “What is the strangest animal you’ve ever seen?”

PRESENTATION:
Choral Repetition (5 min)
Present the animal names to the class, one at a time, using the animal pictures for the Tic-Tac-Toe game. Vocabulary list: elephant, lion, giraffe, orangutan, ostrich, owl, squirrel, polar bear, platypus (Plural: platypuses or platypodes, not platypi)

Once all the Animal Photos are on the board, check comprehension one last time by pointing to photos randomly and having Ss say the name together.

Sample Sentences:

The elephant is painting a beautiful picture.

The lion is sleeping quietly.

The giraffe is chewing his food.

The monkey is smiling and eating a banana.

The ostrich is walking with a man on its back. The man is riding the ostrich.

The owl is flying through the air.

The squirrel is eating a nut.

The polar bears are playing.

The platypus is swimming in the water. The platypuses are not swimming.

PRACTICE:
“Toss The Ball” (5 min)

Get in a circle (or multiple circles), toss the ball and say one of the Animal names out loud, repeat the game around the circle.  If extra time remains, T might name one Animal, then Ss must say some descriptive quality instead (e.g. “big”, “2 ears.”)

“Tic-Tac-Toe” (10 min)

Get into 2 Teams (“X” and “O”), explain the rules if needed: Teams take turns saying a sentence using one of the Animal names and an “-ing” action word. (E.g. “The platypus is swimming in a river” …or you might use one of the plural forms “platypuses.”).

Play “Tic-Tac-Toe” using the following sentence starter: “The ________ is/are ________.”

PRODUCTION:
Role Play: "At the Zoo" (15 min)

Tell the class: “You are going to the zoo with a groups of your friends…”

Place animal pictures on the wall around the room before starting this activity. If you have multiple levels in one class, then you can break them into three groups (based on beginner, intermediate, advanced levels), or simply choose the following Role Play that best suits their level. Hand out cards, and give Ss 2 min to look at their card and prepare before starting.

Group 1 (Beginner): Name the animals using as many action words as possible.

Group 2 (Intermediate): Describe the animals using as many descriptive words as possible. (What color are they? What emotions do they appear to have?)

Group 3 (Advanced): Chat about where in the world the animals came from, and discuss this moral dilemma...What is better for these animals: Living in a zoo (in captivity), or living in the wild? Explain your answer and give specific examples.

When Ss are ready, have them perform the role play by walking around the “zoo” and discussing what they see.

WRAP UP:

Think, Pair, Share (7 min)

When finished with this lesson, have the Ss reflect on what they learned in class today by doing a “Think, Pair, Share” reflection activity.

Have Ss think quietly about 2 things they learned today. (30 sec)

Have Ss find a new partner (pair) and talk about what they learned. (2 min)

Have those pairs get into small groups and share with the new students what their partners learned. (2 min)

# data[].attributes.body
Here is an example of something you can do to share your lesson with the class (photo of my notes and a few resources)