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Guide to ESL Lesson Plans

What is a lesson plan? A lesson plan is a teacher’s guide to classroom instruction. Teachers prepare
the lesson plan prior to the student’s arrival (based on the curriculum) and then implement the lesson
during the class. The depth and detail of a lesson plan will vary depending on the preference of the
teacher, subject being covered, and the need and/or level of the children.

Developing effective lesson plans: An effective lesson plan is generally 2-3 pages in length and
should reflect the needs and interests of the students. Likewise, it should constitute the duration of the
class; meaning, if the class is 50 minutes long then the lesson plan should incorporate 50 minutes of
instruction. As an English teacher it’s important to develop lesson plans that provide the students with
ample opportunities to speak; therefore, implementing classroom activities that promote conversation,
questions, answers, brainstorming, etc. is ideal.

Common ESL Lesson Plan Topics

• Clothing
• Directions
• Emotions
• Family
• Famous Places
• Food
• Friends
• Gestures
• Hobbies
• Introductions
• Seasons
• Sports
• The Future
• The Past
• Transportation
• Travelling
• Weather
• Etc.

What to include in a lesson plan: Lesson plans should be written plans that explain how worksheets
and potential images and classroom resources will be used.

Worksheets and images should not be used to make your lesson plan appear longer or more in-
depth. Only place your worksheet or images after your 2 full pages of single spaced text in length.

Using the EPIK lesson plan template: Please remember to use the lesson plan template that’s
provided on the last page of the EPIK application form and one the next page. Lesson plans should be
no less than 2 full pages of single spaced text in length.
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Lesson Plan Template Lesson Planning Guide Example Lesson Plans
Page 2 Pages 3-5 Pages 6-79
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Lesson Plan Template

Any application with a lesson plan that is short will not be given an interview.

※ Minimum 2 full pages, single-spaced

Maximum 5 pages including all attachments

Date:
► Subject: English or ESL
► Unit (Title):
► Grade (No. of Students):
► Objectives: By the end of the lesson, students should be able to…
1.
2.
► Key Expressions: Students will focus on using the following language.
1.
2.
► Teaching Aids/Materials: The instructor will require the following materials.
1.
2.
► Steps and Procedures
 Introduction (5 min.): greetings & warm up, review, class arrangement, presentation of
objectives
 Development ( 30-40 min.): presentation of today’s activities, practice, production
 Conclusion (5 min.): summary (review), evaluation of objectives (formative test), wrap up &
assignment, presentation of the next lesson

As for the timing of the lesson:

• 40 min. in elementary school
• 45 min. in middle school
• 50 min. in high school

Depending on how long your class is, the ‘Development’ will stretch and contract as necessary. In other
words, your ‘Introduction’ should be five to ten minutes, your ‘Conclusion’ five minutes, and your
‘Development’ should be whatever time remains in between for the students to practice the target
language. )
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Lesson Plan Guide

This is meant to be a concise statement of what you will need to think about for each stage of a lesson
plan while you are putting it together. As you can find many examples of excellent lessons through your
own research, this will be a general statement and discussion on the lesson planning process.

I. On Lesson Plan Template

The first parts of this section on the template Date, Unit (Title), Grade (No. of Students) will be largely
self-explanatory, so only brief mention will be made of 'Unit (Title).’

 Unit
For a particular topic, you should be planning (approximately) five different lessons, so the ‘unit’ or
theme should be the same over those five lessons, e.g. ‘Fruit’, ‘Transportation’, ‘Sports’, etc.

The remaining three items in this section, ‘Objectives’, ‘Key Expressions’, and ‘Teaching Aids/Materials’
will require a little more explanation:

 Objectives
It is in this section where you must describe the skills that a student should have by the end of the
lesson. Of course, whether or not every student will grasp the objectives is another story, but you
must list the goal(s). For example, you might put, “By the end of the lesson, students should be able
to identify items on a menu and order a meal.”
 Make sure that your objectives are about conversation not memorization! It is not a good
objective to have simple vocabulary as the only target, e.g. “By the end of the lesson, the
students will know the names of fruit in English.” This could be a beginning, but it would
have to be followed by a contextual skill for that vocabulary, e.g. “By the end of the lesson,
the students will be able to tell each other their favorite fruit.”

 Key Expressions
Here, you would list the main phrases that the students should, at a minimum, master during the
lesson. For the ‘Objectives’ examples above, an example might be, “I’d like ..., please.” Or, “My
favorite fruit is …”
 The important thing here is that you don’t write your key phrases in your objectives. The
objectives are the context within which the key expressions would be used.

 Teaching Aids/Materials
Anything that you will use in the course your lesson should be listed here. Are you going to use a
text, a worksheet, video, something from the internet? Write it down and list where you got and where
you can find it again. Knowing how to access your materials again (especially if you need a URL) is
pivotal to the flow of your lesson and it will also help any future teachers who teach it.

II. Introduction
The Introduction to your lesson will consist of, Greetings & Warm-up, Review, Class Arrangement and
Presentation of Objectives.

 Greetings and Warm-up

This isn’t just a space for you to write ‘Hello’ or ‘How are you?’ It’s from this point where you set the
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entire lesson. Again, in line with the example of ‘Objectives’ and ‘Key Expressions’ above, your
‘greeting’ could be, “Hi, class. Do you know my favorite fruit? What do you think it is?” Or you can
start the class off with a fun game to warm up the class. Engaging a class, getting them to think right
away, and giving them the focus of the lesson is what you should try to do in the greeting.

 Review
This could be an interactive question/answer about what you did with the students’ last class, or it
could be accomplished by showing the students some of the material that you used last class to
spark their memory. Most importantly, you should review what is linked to the material that you will
cover in the current lesson. Even if you’re moving from ‘fruit’ to ‘vegetables’, you could still show
them the flashcards from the former class and ask, “Do you like fruit?” and follow it with, “What food
don’t you like?” to lead into vegetables.

 Class Arrangement
Will the students need to be in groups, pairs, or threes? Or, will you need to put something special on
the board or walls; something on the video screen, perhaps? This is where you would list the use of
any aids/materials that will be placed around the class, too.

 Presentation of Objectives
This can be done in many different ways, but it’s important that students know what they are going to
accomplish so that they are prepared to learn. A common spot on the black board that always has,
“Today we will…” for the students to see what they’ll be doing, or a Power Point slide of the day’s
‘Key Expressions’ to which the students can continually refer is acceptable. It’s even acceptable to
elicit the objectives from the students to present them: After a review, asking, “So, what do you think
we’re going to do today?” (with a little prompting) will often result in the students outlining for each
other what they are going to work on.

III. Development
The Development of your lesson is the most student centered part of the process. Therefore, all the
activities must be what the students are going to do. The teacher will definitely need to facilitate the
activity, but they must also stand back and let learning happen between the peer groups of the class.

Will the students do a mill drill – an activity where class members must move around the class speaking
to other class members on a certain topic – or will they play Go Fish with flashcards matching the topic of
the day? Will they act out a sport, or recite a recipe for the rest of the class to guess what they’re
playing/making? Will they have to do a running dictation – going in and out of the class individually to
listen to a cassette for a limited amount of time to come back and tell their group so the whole script can
be recited by the entire group once all the members have put it together – or will they create a sketch?
This is where you write it all down.

It might be the case that one activity is sufficient. For example, a game of Go Fish can be a lengthy
process, but if the first activity you have planned is a mill drill, a class of thirty-five (an average Korean
class size) will exhaust a short dialogue in about ten minutes, so make sure you have an idea of how long
an activity will last so you are prepared to use as many activities as necessary to reach your lesson
objectives.

IV. Conclusion
The three parts of the Conclusion, Summary, Evaluation of Objectives and Closing would be as follows:

 Summary
A good idea here is to go back to your ‘Presentation of Objectives’ portion of the lesson and repeat
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what was done here. If it’s on the board or a Power Point slide, the students should be able to say
what the ‘Key Expressions’ were and identify what was achieved with an appropriate prompt, e.g.
“What’s your favorite fruit?” for the student to respond, “My favorite fruit is…”.

 Evaluation of Objectives
Moving on from the ‘Summary’, once the students have re-visited the day’s objectives, they should
be able to demonstrate that they have reached your objectives by performing the dialogue,
identifying one of the cards from their game of Go Fish (and then asking for it the way they would
have in the ‘Development’), or reporting what the other groups showed them in a game of charades
about, for example, My Favorite Sport, saying, “My favorite sport is … & group one’s favorite sport is
…”; & so on .

 Closing
Just as ‘Greetings’ isn’t about ‘Hello’, the ‘Closing’ isn’t about ‘Good-bye’. This is the most important part
of your next lesson because it is here where you let them know what you’ll be doing in the next class.
After praising the students for their performance in the ‘Summary’ and ‘Evaluation of Objectives’, you
should tell them that next class they’ll be continuing with more work on the day’s topic, or that they’ll be
moving on to something different. If it is different, now would be a good time to see how much prior
knowledge that your students have by eliciting some of the vocabulary you might be using. Saying that
you’ll be looking at transport and getting them to list, ‘car’, ‘plane’, ‘train’, is a good finish and good
preparation.

Refer to the following pages for lesson plan examples ▼

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Lesson Plan
Date: March 4, 2014

► Subject: English or ESL

► Unit (Title): Likes and Dislikes

► Grade (No. of Students): 2nd Grade (30 Students)

► Class Time: 40 Minutes

► Objectives: By the end of the lesson, students should be able to…

1. Identify their likes and dislikes using basic sentence structure.

2. Ask their fellow classmates about their interests using basic questions.
3. Ask questions using second and third person.
► Key Expressions: Students will focus on using the following language:

1. I like… (statement)
2. I don’t like… (statement)
3. He/She likes… (statement)
4. He/She doesn’t like… (statement)
5. Do you like…? (question)
6. Does he/she like…? (question)
► Teaching Aids/Materials: The instructor will require the following materials:

1. Worksheet for asking fellow classmates about their interests by finishing incomplete
sentences.

2. Flashcards of various subjects i.e. hobbies, pets, food, etc.

3. Whiteboard/Blackboard and markers/chalk for demonstration.

4. Korean to English dictionaries for student use, if needed.

► Steps and Procedures [times viable to change depending on length of class]

1. Introduction – 5 Minutes: Greeting and roll call. Students’ desks will be arranged into groups of
four to five, depending on the amount of students in class. Students will be grouped according to
their English level. Each group should be evenly mixed between students, with higher levels of
English comprehension, with students who have lower levels of English comprehension. To begin,
the teacher should ask students if there are any remaining questions from the previous class or
from their homework assignments. If there are no questions, the teacher should move on into a
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brief introduction of today’s class objectives.

2. Development – total 30 Minutes:

a. Presentation - 10 Minutes: Using the flashcards, the teacher should give a brief vocabulary lesson.
The vocabulary words should include a range of sports, pets, foods, and hobbies. Students are
encouraged by the teacher to utilize the Korean to English dictionaries if needed. After the
students have learned the provided vocabulary words, the teacher should begin with introducing
the subject. The teacher should then write the statements, “I like .”, “I don’t’ like .”,
“Do you like ?”, “He/She likes .”, and “He/She does not like .” While
pointing at each statement/question, the teacher should read enunciate slowly for the students.
Then the teacher should give an example such as, “I like rock climbing.” The teacher should
gesture to himself/herself. When giving the example, “I dislike (subject),” the teacher should give
a signal to show dislike such as shaking his/her head or showing an X with his/her arms. The
teacher should then ask the students using the same subjects used, “Do you like rock climbing?”
If the student likes the example subject, then state, “(student’s name) likes rock climbing.” If the
student does not like the example subject, then state, “(student’s name) does not like rock
climbing.” The teacher should consistently point at the board with each statement or question
used.
The teacher should then pass out the worksheets and explain to the students about the worksheet.
Students should use the six subjects on the worksheet and ask their group members, “Do you like
(provided subject)?” Students should fill in their classmate’s name and their given answer.
b. Mingling Activity – 10 Minutes: Students should be interacting with their group members and
asking the questions, “Do you like (provided subject)?” The teacher should visit each group to
ensure that proper pronunciation and structure is being used. The teacher should also ensure that
all students are participating. If there are shyer students, the teacher should help facilitate
interactions between the quieter students and their group members. The teacher will briefly
review the students’ worksheets to make sure their spelling is correct. The teacher should take
notes of what interests the students have as he/she monitor the groups, in preparation for the
guessing game activity. Towards the end of the ten minutes, the teacher should ask to make sure
all worksheets have been completed.
c. Guessing Game – 10 Minutes: After the students finish asking questions and filling out their
worksheets, the teacher should regroup the students according to their interests. Their shared
interests should be hidden from the students. For example, if five students like pizza then they
will form a group, and so on. The teacher should then explain that each group is formed based on
a shared interest.
Students in the normally formed groups should ask their new group members, “Do you like
(subject)?” Each group member should be asked and ask questions until they reach a decision on
what their shared interest is. The teacher should monitor and assist if needed, especially with the
shy and or quiet students. The teacher should occasionally ask, “Does (student’s name) like
(subject)?” to help expedite the game. At the end of the guessing game, when all groups have
found their shared interest, the teacher should ask, “What does your group like?” to each group to
reveal their shared interest. Since that question was not explained prior to the group activity, the
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teacher should gesture to show he/she is asking about the entire group and not just a single
individual. Once all the groups have revealed their shared interests, they should return to their
original seats.

3. Conclusion – 5 Minutes:
a. The teacher should randomly call on several students and ask the question, “Do you like
(subject)?” to ensure that students know how to properly answer. By the end of the class,
students should know to answer with either, “I don’t like (subject)” or “I like (subject).”
The teacher should briefly tell the students what to expect with the next class’ material or
subject matter. After the brief explanation, students should be praised for their hard work
and effort in class. The teacher should explain the homework due next class: Students
should ask their family members about their interests. Students may ask their family
members about their interests in Korea if their family members do not speak or understand
English. The students should then translate their answers into English. Students are
encouraged to utilize dictionaries to find new vocabulary words.
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Likes and Dislikes Worksheet

Instructions: Students are to use the subjects identified in the pictures and find out their classmates’
interests using questions in proper sentence structure.

1. 1.
2. 2.
3. 3.
4. 4.
5. 5.

1. 1.
2. 2.
3. 3.
4. 4.
5. 5.

1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
 NATIONAL EPIK APPLICATION FORM 5/54

Lesson Plan
Date: 4/1/2014

► Subject: English or EFL

► Unit (Title): Adverbs of Frequency

► Grade (No. of Students): 3rd Grade, 30 students

► Objectives: By the end of the lesson, students should be able to…

1. Use adverbs of frequency to answer common questions encountered in daily life, such as information
about daily routine activities, in simple present tense.
2. Be able to express how often something happens in simple present tense.
► Key Expressions: Students will focus on using the following language:

1. I always brush my teeth.

2. I usually clean my room.
3. I sometimes go to the movies.
4. I never drive a car.
► Teaching Aids/Materials:

• Whiteboard/chalkboard for objective and introduction of words/sentence structure in teacher lead

section
• Handouts #1 and #2 for group section in the development.
• Prizes indicated on the game board (for example: mini erasers, starburst, lollypops)
► Steps and Procedures

1. Introduction/Engagement (5 Minutes)
2. Development/Explore (30 minutes)
a. Teacher lead section (15 minutes)
b. Group section (15 minutes)
3. Conclusion (5 minutes)

1. Introduction (5 minutes)
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Before students enter the class, the chairs should be arranged to form groups of two, and the following
should already be written on the board:

Objectives

Today we will learn:

I Always… I Usually… I Sometimes… I Never…

Greet the class and take roll. The teacher will begin by engaging students in a conversation about their
week, asking questions like “how has your week been?” and “can anyone tell me something they did this week?”
The teacher should lead the discussion in the direction of “is that something that you never do?” The teacher
should give a brief review of the previous class about general adverbs, reminding students that that adverbs are
words that modify. They often tell when, where, why or under what conditions something happens or happened.
Additionally, that the class had discussed how there are many different kinds of adverbs and they serve many
different purpose.

The teacher should then give a brief explanation of what students will be doing today and how these
lessons correlate to each other. The types of adverb they will be focusing on today are adverbs of frequency. It’s
important to explain that adverbs of frequency are the ones used to describe things that happen in daily life, for
example, to tell a story. The teacher should explain how they will be doing a class activity as a whole, and then
will work with the person sitting next to them as a pair to play a game about adverbs of frequency where they
will have the chance to win prizes.

2.Development (30 minutes)

Teacher Led Section (15 minutes)

The next part of the lesson is designed to introduce correct sentence structure in the simple present
tense for adverbs of frequency. The teacher will ask the students to give 3 examples of things they do every day,
such as shower, go to school on time, and eat lunch – the teacher will write this under “I Always”. With these
three examples, the teacher will help translate/explain that something you do everyday can be something you
always do, for example, “I always go to school on time”. Next, the teacher will ask the class to give three
examples of things they only do 1 or 2 times a week, such as go to piano class, see a new episode of their show
on TV and read a book before bed – The teacher will write this under “I usually”. With these three examples, the
teacher will help translate/explain that something you do a lot but not all the time can be something you usually
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do, for example “I usually read a book before bed”. Then, the teacher will ask the class to give 3 examples of
things they do once a year, like go to the beach, open presents, and eat at a nice restaurant – the teacher will
write this under “I Sometimes”. With these three examples, the teacher will help translate/explain that
something you don’t do a lot can be something you sometimes do, for example “Sometimes, I go to the beach”.
Finally, the teacher will ask students to give 3 examples of something they never do, such as drive a car, eat from
the trash or ride a horse – the teacher will write this under “I Never”. With these 3 examples, the teacher will
help explain that something you never do should be phrased as, “I never eat form the trash”.

After each column has been filled with three words, the teacher will go on to explain the question “How
often do you…” Beginning with the first column, the teacher will ask students “How often do you…” and ask them
to repeat after her until pronunciation is accurate. An explanation of the question will follow, along with how to
answer this question. For example, the teacher will say: “How often do you brush your teeth?” the students will
repeat this. Next the teacher will say, “I always brush my teeth,” and the students will repeat this, as well. The
same should be done with every word/phrase in the column. The teacher will then move on to explain the same
sentence structure with “I Usually,” then “I Sometimes,” and last, “I never.”

Group Section – student speaking & Writing game (15 minutes)

The teacher will hand out a game board (handout #1) to each pair of two in the class, along with a
worksheet (handout #2) with fill in the blank questions. The teacher should explain that each pair will receive a
“board game” which will earn them prizes if they use the correct sentence structure, meaning the use of “I always/
sometimes/ usually/ never” in the simple present tense. Students will be divided between student A, and student
B within each individual pair by the teacher. Student A will be in charge of the game board, and form “How
often do you,” questions using the phrases in the squares. Student B will answer the questions with the
help of the worksheet, and will fill in the blank with the right word. The teacher should also explain that the
board game will have a few spaces with a smiley face. When students land on this space, the student asking “How
often…” questions will make up his/her own question, and the other student will answer accordingly. After student
A has completed the game board, the students will switch roles making Student B the one asking the “How
often do you…” question and student A coming up with the “I always/ sometimes/ usually/ never….” Answer.
During this activity, the teacher should be walking around making sure that all the students are using the
correct sentence structure and pronunciation of words in simple present tense, and handing out the small prizes
they are able to win throughout the game.

3.Conclusion (5 minutes)
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Using the answers each student wrote on their worksheet, go over the sentences with the class by asking
the “How often do you questions…” and have the students respond back with the answer they wrote (some
students answers may be different than others). This will help the teacher as well as the students identify what
was achieved through the lesson and to solidify correct sentence structure. The teacher will then let the class
know how well they did, and that they are now experts in adverbs of frequency in the simple present tense. The
teacher will go on to explain that the next class will also be about adverbs of frequency, but in the simple past
tense. Bid the class goodbye, until next time!

Handout #1 – Game Board

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Handout #2 for pair activity – 15. I dream at

questions: night.
16. I watch
football/soccer on TV.
1. I watch a 17. Write the answer to your classmates question
movie. below:
2. I go to the a.
beach.
3. I shop at 18. Did you get the last question right? You get a
the mall. prize!
4. I eat dinner. 19. I eat pizza.
5. Did you get the last question right? You get a 20. I quack like
starburst! a duck.
6. I wear 21. Keep going!
shoes. 22. I say I love
7. I go to a you.
party. 23. I hug a
8. Write the answer to your classmates question friend.
below: 24. I celebrate
a. my birthday.
25. Write the answer to your classmates question
9. Keep going! below:
10. I stay up a.
late
11. I read a
book.
12. Did you get the last question right? You get a
prize!
13. I eat out of
the garbage.
14. I wear a
skirt.
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LESSON PLAN

Date: March 2014

Subject: English
Unit (Title): Past Simple Tense
Grade (No. of Students.): 8th Grade, 30 Students
Class time: 45 Minutes

Objectives:

• Identify sentences/ verbs that are in the past simple tense.

• Identify differences between regular and irregular verbs.

• Construct sentences in the past simple tense.

Key Expressions:

• I went on holiday.

• We flew by plane.

• I played football at the weekend.

• I lost my keys.

Teaching Materials:

• Presentation worksheet-Ten sentences that the students have to change the verb from the
present to the past tense.

• Prepared flashcards/ comic strip pictures for ‘My Terrible Holiday exercise’ (plane/ hotel/
ambulance/ rain.)

• Whiteboard to show examples and to write up vocabulary for later reference.

Steps and Procedures.

• Introduction-10 Minutes

• Presentation-15 Minutes

• Practise.-15 Minutes

• Conclusion-5 Minutes

Introduction (10 Minutes.)

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Prior to the class, the classroom will be arranged so that the students are seated in pairs. I will
begin the class by recapping the previous lesson, going through the homework set, answering any
questions that students may have and explaining the objectives for today’s class. Initially I’ll get the
students to think of what activities they enjoy doing, eg I enjoy playing football/ I enjoy swimming and
ask where the verb is in the sentence. I will then ask the class what a verb is (verbs are doing words. A
verb can express a physical action, a mental action, or a state of being) and go round the class and
ask the students to think about what verbs they know, elicit the answers from them and write the
vocabulary on the board. I will then get the students to think about what they did yesterday. I’ll provide
an example to start: ‘I walked home after school, and cooked myself some dinner.’ I would write the
sentence on the board and ask the students to identify the verbs in the sentence (walked/ cooked.) In
their pairs, the students will discuss what they did yesterday and get the students to write down three
sentences each. Go round the classroom and ask each student for an example and write the
sentences on the board, for later reference.
Using a timeline, I will ask the students, are we talking about now or the past? (the past) Keep
the timeline on the board for reference throughout the lesson.
Using the sentences on the board, ask the students to identify the verbs and underline them on
the board. The aim of this exercise is to get the students identifying the verb(s) in a sentence and also
to start thinking about the differences between verbs in the present and the past tense.

Presentation (15 Minutes.)

Using the examples on the board, and other multiple examples, the teacher will explain and
demonstrate how to change the verbs into past tense, and to show the differences between regular
and irregular verbs. I will write the instructions on the board so that the students have it for reference
throughout the lesson.

• Regular verbs like work, talk, look and stay, are changed by adding an “-ed” to the end.

• Sometimes the spelling changes eg. Study becomes studied.

• Irregular verbs such as fly, go, speak and eat change form in different ways. Provide
example, eat becomes ate.

• Some verbs do not change, such as cost or hurt.

To give students some practice of changing the verb from the present tense to the past, I would
use the prepared worksheet, the students need to change the present form of the verb, into the past
form, using the instructions demonstrated by the teacher, for example ‘I (study) English
last night.’ (studied.) Do the first sentence as a class exercise, to demonstrate what to do and get the
students to complete the other sentences on their own. There are ten sentences in total for the students
to complete.
I would initially get the students to do it on their own before giving them a chance to discuss
their answers with the person next to them. This gives the students a chance to check their answers
and help each other if there are any problems. I’ll walk round the class, listening for answers and to
listen out for any problems that the students are having with the worksheet. I would then elicit answers
from the class, write the vocabulary on the board for future reference and ask the students if it is a
regular or irregular verb. Ask if there are any problems and answer questions the students might have
about regular and irregular verbs.

Practice (15 Minutes.)

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After the explanation of regular and irregular verbs, I’ll do a whole class exercise of ‘My Terrible
Holiday.’ I will hold the prepared flashcards/ comic strip pictures (such as a plane/ hotel/ ambulance/
rain) up and tell the students we are talking about a really bad holiday, which happened in the past (last
month/ last year) and elicit what happened, to create a story. Using one of the pictures I’ll provide an
example to the class, for example, I flew by plane. Elicit what the verb is and then get the students to
say what the other pictures are, eg a hotel/ an ambulance. Ask the students what verb they would use
for each picture, for example, for hotel elicit the verb stay and for ambulance, ride.

Reminding the students that we’re still talking about the past, elicit what happened to create a terrible
holiday story.

I flew by plane
I went on holiday.
I stayed at a hotel
It rained all the time.
I ate a lot of food.

Elicit from the students what the verbs are in the sentences, eg. Stayed/ went/flew/rained/ate.
Ask the students what the present form of the verb would be, for example went is the past for ‘to go’
and elicit if the verbs are regular and irregular.

Continuing the ‘terrible holiday’ theme, I’ll change the pairs in the classroom, have someone
new to work with and I’ll get the students to think and talk about their own holiday experiences or they
can make up a story if they have never been away. Tell the students it can be about a summer holiday
they might have had, a winter holiday, beach holiday, city holiday or any holiday they may have been
on. Provide the students with questions to think about and answer to help them create their story.
Where did they go on holiday? What activities did you do? Where did you stay? Who did you go with?
Write the questions on the board, so the students can refer back to them. Before beginning the
discussions, use concept questions to see if the students understand the exercise: Are we talking
about now or the past? Are you talking in pairs or a group?
Each student spends a couple of minutes talking about their holiday experiences to their
partner and then swap over. As they are discussing their holiday story, get the students to write down
5-6 different sentences/ examples. When the students have finished discussing their holiday
experiences, I will go round the class and ask students to share their experiences with everyone. I will
write some examples on the board, get the students to write down the vocabulary/ sentences and
again elicit what the verb is and if it is regular or irregular verb.

Conclusion (5 Minutes.)

Once the students have finished writing down the vocabulary from the board, I’ll ask the class if
there are any questions or anything they are unsure of. If there is still time, I would conclude the lesson
by getting the students to write down five regular and five irregular verbs, in pairs, tell the other person
what answers you came up. The teacher will walk around the class listening to the examples the
students are coming up with. This allows the teacher to see and hear which students are okay with
regular and irregular verbs and which students still seem a bit unsure. Finish by getting the students to
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write some of their answers on the board, this allows students to briefly recap the lesson and a chance
to recap the objectives of the lesson and see if they’ve been achieved.
I would set some homework, which would consist of the students writing a small paragraph, of
about 10-12 sentences, about what they did last week or last weekend. At the beginning of the next
lesson, some of the students would present their paragraphs to the class and would start the next
lesson by recapping the past simple tense and regular and irregular verbs.

Student worksheet-Past Simple Tense exercise.

Change the verb (in brackets) into the past form, following the example below, and decide whether it is
a regular verb or irregular verb.

Example:
I saw (see) three police cars this morning.

1. I (study) English last night.

2. I (buy) a present for my friends.

3. Sarah (write) a letter to John last night.

4. Last night I (lose) my keys.

5. I (go) to America last year.

6. He (see) that film last year.

7. Lucy (break) her leg.

8. I (play) football last Monday.

9. Last year I (visit) Paris.

10. I (finish) my exams finally. I’m so happy!

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Lesson Plan

• Date: February 17th, 2014

• Subject: English
• Unit: The Five Senses
• Grade: 3rd Grade, 20-30 students (8-9 year olds)
• Objectives: By the end of the lesson students should be able to…
1. Identify senses vocabulary and sense statements
2. Express and use sense statements to describe an experience
• Key Expressions: Students will focus on using the following language...
1. I see .
2. I hear .
3. I smell .
4. I taste .
5. I feel .
• Teaching Aids/Materials: The teacher will require the following materials…
1. Vocabulary cards for the five senses
2. Little Red Riding Hood story and illustrations
3. Handout with activities
4. Paper and drawing tools (crayons, colored pencils, markers, etc.)
 Steps and Procedures
• Introduction (5 minutes): Greetings, review and introduction of today’s concept
• Development (30 minutes): Presentation of senses vocabulary and statements, story reading,
activities and drawing task
• Conclusion (5 minutes): Volunteers to present drawings, assign homework, answer questions

Lesson Layout

Introduction: (5 min.) Greet class and collect the previous lesson’s homework. Last class the students learned
body part vocabulary. Quickly review this by pointing to different parts of yourself and having the students
provide the vocabulary. Pay special attention to the parts of the face and body related to the five senses (eyes,
nose, mouth, ears, hands). To begin to introduce the topic, point to your nose, and the other related body parts,
and ask, “How do we use it?”. Write today’s concept on the board “The Five Senses”. Explain that today we will
be learning how to make statements about the five senses.

Development:
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1. Presentation of senses vocabulary and statements (5 min.) Get out your prepared flashcards. They
should be large and colorful so that all students can see them clearly, no matter where they sit in the
classroom. On one side of the card will be a picture of a five senses body part (eyes, nose, mouth, ears,
hands) and the other side will be the verb infinitive and sense statement that the students are learning
written in big bold letters (to see/I see, to smell/I smell, to taste/I taste, to hear/I hear, to feel/I feel). Start
by having students repeat the infinitives and sense statements after you, clearly presenting both sides of
the cards as they do. Next have the entire class give you the infinitives and sense statement upon seeing
the body part. After the class does this effectively move on to drilling students individually. There is no
need to spend too much time doing this, simply go down the rows of desks or call out names, present
them with a card and have them provide you with the infinitive and sense statement. Using pins or
magnets, put the infinitives/sense statements on the board or wall so students can reference them
throughout the class.
2. Little Red Riding Hood Story (5 min.) Tell the students that they will now listen to a story that will use
what they just learned. Instruct them to listen for body part and sense vocabulary as it will help them with
the activities they will do after the story. Now you can read Little Red Riding Hood. Make good use of
the illustrations, use gestures and be enthusiastic so that students will be engaged.
3. Handout with activities (10 min.)
a. Give each student a handout and have them get in pairs. Explain that the first activity will involve
identifying the new vocabulary in the story. Before them they have the dialogue between Red
Riding Hood and the Wolf. You will read that section one more time and then the students
will have to work together to fill in the vocabulary they have just learned. Once done reading give
them a minute to fill in the blanks and then go over the answers with the class.
b. Let the students know that they will now be moving on to the second activity on the handout. On
this activity they will work separately. On one side of the sheet they have the sense statements
they learned earlier and on the other side they have words/pictures (depending upon the difficulty
of these words you may want to have a little illustrative picture next to it). Their job is to
decide which sense statement works best with each picture. Once students complete it go over
their answers. Since it will inevitably come up that students have different answers this would be
a good time to address how we use many of our senses at the same time. For example, we can
see, taste, smell and feel a banana but we cannot hear it. Some things we use more senses for and
others we use fewer (the sun we can see and feel but we can’t taste, smell or hear it). If time
permits it might be a good idea to have a brief discussion on this, perhaps going through each
word/picture on the handout and letting students provide what senses can and cannot be used for
it. Before moving on though make it clear that the point of this activity was to see which sense
fit best (banana and taste, flower and smell, etc.).
4. Drawing task (10 min.) Hand out paper and drawing implements. Explain that they are going to draw
any scene from Little Red Riding Hood they want. Make sure to draw something for each of the five
senses. On your picture write sentences to correspond with these objects/things/people. Be creative! (An
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example of an expected performance would be drawing a picture of Little Red Riding Hood in the forest.
“I see Little Red Riding Hood. I smell flowers. I taste cookies. I hear birds. I feel grass.”) Walk around to
answer questions and provide any vocabulary that they may not know. Once they are finished, have
students get in small groups and share with their peers.

Conclusion: (5 min.) If time permits let a couple volunteers present their drawings. Collect drawings to display
in the classroom. Give students their homework assignment: they are to write a paragraph that describes their
favorite place in the world, using the sense statements and vocabulary they just learned. Answer any questions
students may have before releasing them.

Handout

Activity #1

1. “Oh, Grandmother, what big you have!” said Red Riding Hood.

“The better to feel you with, my dear,” said the wolf.

2. “Oh, Grandmother, what big eyes you have!”

“The better to you with, my dear.”

3. “Oh, Grandmother, what big you have!”

“The better to hear you with, my dear.”

4. “Oh, Grandmother what a big nose you have!”

“The better to you with, my dear.”

5. “Oh, Grandmother what a big you have!”

“The better to taste you with, my dear!”

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Activity #2

I taste music

I smell a cat

I see a banana

I feel flowers

I hear the sun

Story: Little Red Riding Hood

(adapted for this lesson)

One day Red Riding Hood’s mother gave her a basket filled with cookies and said, “Red Riding Hood, take this
to your grandmother’s house in the woods. Be careful, though! The woods are dangerous so don’t talk to
strangers and don’t leave the path.”

While on the path in the woods Red Riding Hood came across a wolf.

“Where are you going, little girl?” asked the Wolf.

“To my grandmother’s house at the end of this path.”

Red Riding Hood saw some beautiful flowers deep in the woods. “Pretty!”, she said and left the path to pick
some. The Wolf excused himself and ran through the woods to grandmother's house. He knocked on the door.

“Who is it?” called grandmother.

Making his voice high and childish the Wolf said, “It is me, Grandmother, Red Riding Hood. I have brought you
a treat.”

At this Grandmother let the Wolf in. And just like that the Wolf gobbled her up! “Yummy!,” he exclaimed. Next
the Wolf put on one of Grandmother’s nightgowns and her nightcap before settling into bed.
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Soon Little Red Riding Hood knocked on the door. “It is me, Grandmother, Red Riding Hood. I have brought
you a treat.”

Making his voice tired and sickly sounding the Wolf called, “Come in!”

Red Riding Hood entered the house, and although it was dark inside, she could tell something was strange.

“Oh, Grandmother, what big hands you have!” said Red Riding Hood.

“The better to feel you with, my dear,” said the wolf.

“Oh, Grandmother, what big eyes you have!”

“The better to see you with, my dear.”

“Oh, Grandmother, what big ears you have!”

“The better to hear you with, my dear.”

“Oh, Grandmother what a big nose you have!”

“The better to smell you with, my dear.”

“Oh, Grandmother what a big mouth you have!”

“The better to taste you with, my dear!”

At this the Wolf lunged forward to gobble Red Riding Hood up but she was quick and slipped away from him.
“Help!” she cried. “A wolf ate my grandmother! And now he’s trying to eat me!”

Outside in the woods a woodcutter heard Red Riding Hoods cries. He burst into the house and forced the Wolf to
spit Grandmother out. Once he was sure that Grandmother and Red Riding Hood were safe, the woodcutter
chased the Wolf away never to be seen again.

From that day forward Red Riding Hood learned not to talk to strangers
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LESSON PLAN

► Subject: English or ESL

► Unit (Title): Sports

► Grade (No. of Students): Elementary / 30 students

► Aims:

1. To introduce the vocabulary of different sports

2. To introduce extra vocabulary explaining why they like/don’t like a particular sport
3. To develop pronunciation skills
► Objectives: By the end of the lesson, students should be able to…

1. Recognise and name different sports

2. Be able to structure together sentences about sport
3. Be able to have a basic conversation about sport
► Key Expressions: Students will focus on using the following language.

1. “What sports do you like to play?”

2. “I like to play ….. because ….”

3. “What sports don’t you like to play?”

4. “I don’t like to play …. because …..”

5. “How often do you play sport?”

6. “I play ….. once a week/month”

7. “What is your favourite sport?”

8. “My favourite sport is …. Because …..”

► Teaching Aids/Materials: The instructor will require the following materials.

1. Printed hand outs, provided by myself, written up on word. Hand outs to include
numerous different sports, and extra vocabulary to help with dialogue.
2. A printed sheet with identical words in two columns for the sentence race game.
Provided by myself (not supplied here).
► Steps and Procedures

 Introduction (5 min.):

(0-5 min) - Greetings & warm up – Greet the class and review the previous class to see how
much they remember. I will then explain the aims and objectives as well as what activities
we will be doing in the class today and that we will be playing a fun game at the end to test
 NATIONAL EPIK APPLICATION FORM 20/54

what they have learnt from the lesson.

 NATIONAL EPIK APPLICATION FORM 21/54

Review – I will review vocabulary from the previous class, shopping, to make sure they have
been practicing what they have learnt. I will link it into today’s class, for example “I went
shopping yesterday and I bought myself a new football”, and then explain how it links in with
today’s class.

Class arrangement – Students will work individually for the mind map and the activity sheet.
Students will work in pairs, moving around the classroom, for the speaking activity. For the
sentence race game, students will be split into two groups on either side of the classroom.

Presentation of objectives – Objectives will be explained to the class at the beginning after
reviewing the previous class. The objectives will be written in the corner of the board so the
class can see them.

• Development (30 min.):

(5 - 10 min) – To begin the class, I will start with a gentle warm up activity to get the
students thinking. I will ask the students to carry out a mind map, listing as many sports as
possible. I will ask each student to name a new sport that hasn’t been said, from their mind
map. This can be made fun by applying it to the game and the end of the class. Just like
boggle, I will ask if any student has written that sport down, if they haven’t then that student
wins an extra point for their team at the end.

(10 - 15 min) – Students will then carry out an activity sheet (below), writing what sport they
think the image represents from the list of sports at the top of the page. Students will then
swap with the person next to them and they can mark it. I will ask the students what they
think the answer is before correcting or agreeing with the answer, allowing the students to
be involved with the marking of the sheets, reinforcing the vocabulary. This will get the
students thinking and speaking so they are ready for the main activity.

(15-20 min) – For the main part of the class, students will need to structure a few sentences
together which will then be used for a basic conversation activity and the final activity at the
end. To help the students with this, I will distribute a vocabulary sheet and go through it
reading the words, explaining what they mean and how to pronounce them. The class will
need to repeat the words after me. The vocabulary sheet will contain words that will be
helpful for structuring a sentence together and allow a range of possible sentences and
questions for all levels of abilities in the class. The sheet contains words such as “weekend”
and “days of the week”. These words will allow the students to be a bit more creative with
their sentences if they feel comfortable. Types of sentences as a minimum should include
the ones given in the key expressions above and can range to more advanced ones such as
“what sport did you play at the weekend?” or “I play table tennis twice a week”. If students
are struggling we can spend extra time where I can help with the phasing of the questions
to make sure they achieve the basic key expressions. This exercise is designed to
get the students thinking and help improve their writing skills.
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(20 – 30 min) – For the speaking activity, students will work in pairs practicing asking and
answering questions about sport. They will alternate between asking the questions and
answering them, choosing phrases from the vocabulary sheets to help them. Once they
have done so with one pair, they will find a new partner and practice with them to vary the
amount of answers they will hear depending on each of the students’ levels and abilities. I
will listen into the conversations and help where students are struggling. This exercise is
designed to help the students improve their confidence in their speaking and listening skills.

(30 – 35 min) – The last activity is designed to test the students in what they have learnt
today by reviewing some of the vocabulary and structuring of sentences. The students will
play the sentence race game. The class will be split into two groups; each group will have a
set of enough identical words for one each. These words will include sports or words relating
to sports that could be used for reasoning’s for liking or disliking sports. I will call out a
word from the list and the student with that word has to race up to the board and write a
sentence using that word. The student to write a correct and clearly written sentence first
wins a point for their team. The team with the most points at the end wins.

• Conclusion (5 min.):

Summary (review) – I will conclude the lesson by answering any questions the students may
have about today’s class, followed by going through the objectives stated at the beginning
and on the board, I will evaluate the activities carried out in the class to see if the students
have completed the objectives.

Evaluation of objectives (formative test) – the dialogue activity will allow me to evaluate how
the students pronunciation is coming along and how well they are advancing at composing
sentences together. The sentence race game will be a good way for the students to
demonstrate to me that they have reached the objectives for the lesson and to be able to
evaluate how their writing skills are progressing. Students should have learnt new
vocabulary and gained confidence in speaking and writing from the day’s activities.

Presentation of the next lesson – I will tell them that we will be moving onto a new subject in
the next lesson; this will be “hobbies”. I will inform the students that like at the start of today’
s class; I will be testing them at the start of the next lesson on things they learnt today, so
make sure they practice as it will link in with hobbies. Ask if they know any words that would
count as a hobby.
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Sports

Taekwondo Football Basketball

Tennis Rugby Baseball

Ice Hockey Badminton Fishing

Golf Skiing Snowboarding

Table tennis Kite flying Wrestling

Surfing Cricket Boxing

Running Swimming Cycling

1 …..…………………………… 2………………………………………... 3………………………………..

4………………………………… 5…………………………………… 6………………………………

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7………………………………… 8………………………………… 9…………………………………………..

10…………………………………… 11…………………………………… 12……………………………………….

13…………………………………. 14…………………………………… 15……………………………………

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Lesson Plan
Date: February 25, 2014

► Subject: English or ESL

► Unit (Title): After School Activities

► Grade (No. of Students): Grade 2 (25 students)

► Objectives: By the end of the lesson, students should be able to…

1. Students will learn vocabulary for after school activities.

2. Students will say up to 5 things they would do after school.

3. Identify the part of day when school is over.

4. By the end of the lesson students will be able to say what they are doing after class.

► Key Expressions: Students will focus on using the following language.

1. After class I’m going to .

2. I will after school.

3. What are you doing after class today?

4. Later in the Evening I will .

► Teaching Aids/Materials: The instructor will require the following materials.

1. Images of the vocabulary through a power point.

2. Worksheet with those images and sentence order

3. American cultural after school activities story.

4. Props that represent the vocabulary.

• Introduction (5 min.):
 Greetings and warm up
 Students will enter and sit in their assigned seats. The instructor will greet them with the
right time of day and then ask “What are you doing after class today?” “Is there anything
you like to do when class is over?” If the students can respond then the instructor will hear
their response, if not then the instructor will continue with the introduction.
 Review and class arrangement
 Each student will then form groups created by the instructor and then the instructor will
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hand out a worksheet with pictures and the meaning in English. The worksheet will be a
matching game with the picture on the left and the sentence on the right. The instructor
will pronounce the images and then ask the students to repeat in unison, and then have
them repeat in their groups. They will then ask each other “What are you doing after
class?” and the students will respond with one of the images posted in front of them, or
use any situation they have previously learned about.
 Presentation of Objectives
 The instructor will write on the board “After class I’m going to .” Then the instructor will
respond by saying “After class I am going to play soccer.” The instructor will also say at
least 5 ways of responding to the question that is said above.

• Development (30 min.):

 Vocabulary (7 min.)
 The instructor will show a power point presentation of the vocabulary that is to be learned.
This will include up to 5 situations students could do after class. There will be different
pictures of the same situation and the students will have to repeat each phrase. They will
then be called on individually after the power point to use the objective sentences with a
situation that they just learned. Each student at this point should be able to say at least
one thing they have learned to retain the information.
 Group Activity (7 min.)
 The classroom will now be transformed by moving all the desks in a circle. The vocabulary
that was presented in the power point will now have props to match that situation. For
example a soccer ball will be a prop and the student will receive that prop and have to say
“After class I’m going to play soccer.” The props will be placed with different students and
then pass them clockwise.
 Story time (5 min.)
 The instructor will explain some of the American cultural activities that students would do
after class using examples of the vocabulary and some new situations too. This is where
the instructor will explain how to use the time of day referencing to “Evening” and
preparing the students for the next activity.
 Practice (5 min.)
 This is where the students will repeat all the expressions and vocabulary provided by the
instructor. They will then be called on to ask the instructor the question “What will you do
after class?” and then the instructor will ask respond with a situation and then ask the
students to respond using “Later in the evening I will .”
 Group work (6 min.)
 The students will now receive a partner and be asked to speak with them using both the
question and answer from what was taught in class. The props will be introduced randomly
to improve their memory and then be passed around after. Once the students have said all
what was requested they will then write down all the situations and title it their notebooks
as “After School Activities.” They will then ask their partner which after school activity is
their favorite and write it down in their notebook too.
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• Conclusion (5 min.):
 Summary
 The students will then be asked to repeat what their partner’s favorite activity was and
what activity they preferred as well. The instructor will only call on random students for
this part. After they will be handed a short take home assignment that will cover the
lesson’s vocabulary.
 Presentation of the next lesson
 The instructor will then begin saying new phrases such as “This weekend,” and
“Tonight/Tomorrow I will ,” and use the after school activities to fill in. This will hint at
the next lesson which will combine using days of the week, weekend, and activities to start
forming conversation about what the students do outside the classroom.
 Closing
 The instructor will thank the students for attending and remind them about the homework
assignment. The students will then be able to leave class after they say “After class I’m
going to ,” with one of the situations that have been taught in the lesson.

• Images of the Vocabulary:

 Hanging out with friends – picture of friends talking
 Studying – picture of student reading
 Playing Soccer – picture of professional soccer player kicking a ball
 Eat Dinner – picture of a family eating
 Tae Kwon Do – picture of the students doing this

• Worksheet of Vocabulary
 This will be a matching worksheet with the images said above with 5 sentences on the right
hand side. The images will be labeled a-e and the sentences will be labeled 1-5. The sentence
will all have the same word order starting with “After class I’m going to ,” and then use the
vocabulary that corresponds with the image.
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LESSON PLAN

Date: 6/25/2014

► Subject: English or ESL

► Unit (Title): Family and relationships

► Grade (No. of Students): Grade 3 (30 students)

► Objectives: By the end of the lesson, students should be able to…

1. Students will be able to label and identify members of their family.

2. Students will be able to discuss their own family structure.

3. Students will become familiar with the family diversity of their peers and others from different regions.

► Key Expressions: Students will focus on using the following language.

1. “At home, I live with my…”

2. “I have a , but he/she/they doesn’t/don’t live with me.”

3. “Who lives with you at home?” “Do you have any extended family?””

► Teaching Aids/Materials:

1. Basic family member flashcards

2. Family Tree PPT, transparency or board on which to draw the Family Tree.

3. Paper, markers or crayons, tape.

4. Matching vocabulary handout.

Introduction (5 minutes):

• Class Arrangement: I will ensure the classroom is prearranged with name place cards, assuming I have a roster
ahead of time.
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• Greeting & Warm Up: I will start my class with a warm greeting and will show them a picture of my family. I
will ask them who is in the picture. “Good afternoon, students! How is everyone today? What is this a photo of?”
Depending upon their answer, I will ask if they have seen pictures like this in their home and/or point out that I am
in the photo with people I know and love.
• Review: Next, I will review the family vocabulary they should already know. These will include basic members
like father, mother, sister, brother, grandmother and grandfather. Using flashcards, as well as my personal family
portrait when appropriate, I will drill the students on these family members using the Password vocabulary game.
First, I will split the class into two teams (without moving chairs). The first person from each team comes to the
front and sits in one of the two chairs facing the game show host (me, the teacher). I will begin by giving one-word
clues about the vocabulary words to both players at the same time. The first person to say out loud the answer gets
two points for the team. For example, the word may be Grandmother. Possible clues to give are as follows: “old,”
“wise,” and “Father’s Mother.” I will repeat the clues if they are stumped. If still stumped, I will start giving
obvious clues. Students will name the member of their own family that corresponds with the family member title,
when applicable, to become familiar with their family’s structure, as well as the diversity between the families of
their classmates.
• Presentation of Objectives: On one side of the board I will make a checklist of the day’s objectives, so the
students can see what they will be learning. I will also show a projection of the responses, questions and answers
they will be expected to illicit at class end: “At home, I live with…” “My family is special because…” and “What
is your family like? Why is family important to you?”

Development (30 minutes):

• Vocabulary & Handout: Some new vocabulary words will be on the board. I will read each and ask students to
repeat. At the end, I will ask students if they recognize any of the words and can explain what it means. Afterward,
students will receive a handout of the new vocabulary words with visuals. They will match the title of the family
member (Step Mother, Aunt, Brother-In-Law, etc.) with its description (Father’s wife, Mother’s Sister, Sister’s
Husband, etc.). After reviewing the sheet with the class, they will write the name of someone in their family that
corresponds to the new vocabulary, assuming they have a family member that does. I will collect these worksheets
at the end of class to make groups or change seating in future classes.
• Activate: I will use a PowerPoint presentation or an overhead projector to draw my own family tree. This will be
an exercise in diversity as I have a very non-traditional family structure. I will either click through the presentation
or draw on the transparency slowly, asking students to “remind” me what each new vocabulary word means. I will
use lots of fun and funny photos as visual aids to help students remember.
• Partner Activity: Students will bring desks together and work with a partner to develop a portrait of each others’
family that they live with: Partner A: “Who do you live with?”; Partner B: “I live with my…” I will provide them
with a skeleton script so they can get started with confidence and refer back. After they have drawn the family at
home, each partner will ask, “Who else is in your family, but doesn’t live in your house? Do you have any extended
family?” They will make additions to the family portrait as is applicable. When done, each group will present their
partner’s “Family Tree” to the class.
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• Group Activity: Students will arrange desks in a circle and each person will walk into the middle of the circle with
their own “Family Tree” drawing. The students will be tasked to find a classmate who has something in common
with their family structure. They will need to find and record 10 similarities using post-its. For each characteristic
in common, they will write their name on a post-it and each will put the other’s name on the part of the tree they
have in common. On the board, I will write questions they can use (key expressions), such as “Do you live with
your _,” “Do you have a that does not live with you?”, etc. I will write answer examples, as well, such as, “I
live with my _,” “I have a , but I don’t live with him/her/them,” etc. I will monitor this by using my own
family tree and partaking in the activity with the students. After the students complete their task and have a full list
of 10 similarities, I will tape, pin or otherwise post the family portraits on the board or wall as reference and
reminder of diversity and vocabulary as we conclude the lesson.

Conclusion (5 minutes):

• Summary: Students will return desks to the appropriate position, facing the board. I will refer to the written lesson
objectives and summarize what they should now know, as well as what they should be able to use/take away from
the lesson. “Today you identified the members of your immediate and extended family using both old and new
vocabulary, learned about family diversity, and found classmates whose families are similar to yours. Now
everyone should be able to answer questions about your family members.” I will then ask students to share some of
the family qualities they have in common with their classmates.
• Evaluation of Objects: Throughout the lesson students practiced speaking about their families. I will ask them all
to answer the question, “Which family member do you miss most when you are at school?”
• Closing: I will end class with praise about effort and let the students know they worked well. I will also introduce
the next lesson, which will build upon this one in the unit of Family and relationships. I will assign relevant
homework linking the two lessons so the transition is more seamless.
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Flashcards used for lesson

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Lesson Plan

Date: February 26, 2014

► Subject: Household Activities

► Unit (Title): Around the House

► Grade (No. of Students): Grade 7, Intermediate level (20-25 students)

► Objectives - By the end of the lesson, students should be able to:

1. Identify the names of various rooms and the correct placement of household items (review)
2. Identify and describe different types of household activities and where these activities would
take place in the home
► Key Expressions - Students will focus on using the following language:

1. Tony is cooking dinner in the kitchen.

2. I went to the bathroom to take a shower.
3. Sofia is watching television in the living room, while Sean is taking a nap on the couch.
► Teaching Aids/Materials -The instructor will require the following materials:

1. The Home and Household Items Vocabulary List (given out during previous lesson plan)
2. Chalk/markers and chalkboard/whiteboard
3. Household Activities Vocabulary List (1 per student)
4. Worksheet #1: multiple choice and fill in the blank (1 per student)
5. Worksheet #2: Describe the picture (multiple copies for small groups)
► Procedures:

I. Introduction (5 min):
a. Seating arrangement
i. The student’s will be seated in their usual rows with desks facing the front of the room.
b. Greetings & warm up
i. I will begin class with a friendly greeting and asking them relevant questions about their
day such as, “Where did you eat breakfast this morning? What did you use to cook your
food? Can you tell me where you brushed your teeth this morning?”
c. Review of previous lesson plan
i. I will refresh the students’ memory of the vocabulary learned in the previous lesson plan
by asking them to take out their The Home and Household Items vocabulary list, which
they received during the previous lesson. This list includes the types of rooms in a house
(kitchen, bathroom, living room, bedroom, garage, etc) as well as household items (sink,
stove, refrigerator, shower, toilet, bed, couch, chair, table, etc).
ii. Next, I will ask them questions regarding these vocabulary words such as, “Can you tell
me what room I will find the refrigerator in? Would I find a toilet in the living room? What
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types of items will I find in the living room?” This activity is open discussion.
d. Presentation of objectives
i. I will present the class objectives by writing them on the board. I will also write out a list
of activities that we will be doing so students can follow along throughout the lesson plan.
II. Development (35 min):
a. Presentation
i. Household Activities Vocabulary List: I will hand out a picture vocabulary list that adds
on to their previous vocabulary on rooms and items within a house. This list will
include activities that you can do around the house. I will verbally go over each new
vocabulary word/phrase and have students repeat after me to ensure correct
pronunciation. Additionally, I will ask students to mime the action to give them another
visual and get them moving about in case they are feeling sluggish or antsy in their
seats.
b. Practice
i. Activity # 1: class discussion on household activities
• For this activity, I will ask students to use their new household activity vocabulary
to describe what activities are done in each room. This will require them to refer
back to the vocabulary learned in the previous lesson plan. For example, I will ask
students questions such as, “What types of activities can you do in the
bathroom?” Students should then reply with activities such as brushing your teeth,
taking a shower, brushing your hair, cleaning the toilet, etc.
ii. Activity #2: fill out Worksheet #1
• Students will work individually to fill out Worksheet #1 (see below). After students
have completed the worksheet, I will ask them to compare answers with another
student sitting next to them. Next, we will go over the answers together as a class.
c. Production
i. Activity #3: Describe the picture in small groups – Worksheet #2
• For the next activity, I will ask students to move their desks into small groups of 3
or 4. I will then hand out Worksheet #2 (see below). Each group will discuss the
pictures together and write down a couple sentences for each. Next, we go over
the answers together as a class. I will call on each group and encourage all
members contribute in order to allow all students to practice using the new
vocabulary. Groups will write their names on their paper and turn it in to me as an
assessment.
III. Conclusion (5 min):
a. Summary (review)
i. I will review the objectives from today’s lesson and ask a follow up question such as
“Who can tell me where I would go if I wanted to relax on the couch?” or “What items
would I find if I went into the bathroom?”
b. Evaluation of objectives (formative test)
i. I will call on a few students to tell me about what room is their favorite and what types
of activities they like to do in their favorite rooms. This will ensure that they can create
 NATIONAL EPIK APPLICATION FORM 34/54

their own sentences and relate it to themselves.

c. Presentation of the next lesson & closing
i. “We have learned a lot today about household activities. Everyone did a great job!
Does anyone have any last questions?” (answer any questions) “Our next lesson will
be on activities outside of the house. Do you like to plant flowers or mow the lawn? Or
how about taking your dog for a walk? We will discuss these types of questions next
time. Have a great day and see you next class!”

Household Activities Vocabulary List

 NATIONAL EPIK APPLICATION FORM 35/54

Household Activities Worksheet #1

Part 1: Multiple Choice. Circle the correct answer for each question.

1. Where do you usually eat dinner?

a) In the bathroom
b) In the bedroom
c) In the dinning room
d) In the garage
2. Mary’s mother asked her to with plates and utensils so that it would be ready for dinner.

a) make the bed

b) dust the furniture
c) mop the floor
d) set the table
3. My father asked me to in the living room.

a) vacuum the floor

b) do the dishes
c) iron clothes
d) brush my teeth
4. Molly went to the to take a _.

a) kitchen; sink
b) bathroom; shower
c) living room; bath
d) garage; nap
5. Dustin went into the to with dirty clothes.

a) bathroom; read a book

b) hallway; cook a meal
c) laundry room; load the washer
d) bedroom; do the dishes
Part 2: Fill in the blank with the most appropriate word/phrase.

1. Nathan was really tired so he went to his to take a nap.

2. My mom asked me to with dirty plates.
3. Katie went to the to iron her clothes.
4. Tim had to at his desk so that he was ready for school the next day.
5. Kenny decided to because they were really dusty.
 NATIONAL EPIK APPLICATION FORM 36/54

6. I took a break from doing chores to because my favorite show was on.
7. My dad asked me to help him dinner in the kitchen.
Household Activities Worksheet #2
Below you will find 4 images of people doing various activities around the house. For each picture, address the
following questions: Where are they? What are they doing? What items are they using? What other items can
you find in the picture? Please be as descriptive as you can. You must write 3-4 sentences for each picture.
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LESSON PLAN

Date:

► Subject: English or ESL

► Unit (Title): Activities People Do For Fun

► Grade (No. of Students): 3nd Grade (35 students)

► Objectives: By the end of the lesson, students should be able to…

1. identify common activities they may do for fun.

2. state to other students what they like to do for fun and ask others what they like to
do for fun.

► Key Expressions: Students will focus on using the following language.

1. “What do you like to do for fun?”

2. “For fun, I like to … “

3. “I like to … for fun”

► Teaching Aids/Materials: The instructor will require the following materials.

1. PowerPoints

2. Worksheets

Introduction (5 min.):

1. Greetings and warm up-

a. Say hello students. Show them the PowerPoint consisting of activities people usually like
to do for fun. For each activity, ask, “ Who likes to do this?” and have students raise their
hands.
2. Review-
a. Go over the phrases “I like” and “I don’t like” using examples from the last lesson which
was on food.
b. Remind students that you say, “ I like …” when you like or enjoy something and, “I don’t
like …” when you don’t like or enjoy something.
c. Show PowerPoint with various different types of American food (the topic of yesterday’s
 NATIONAL EPIK APPLICATION FORM 38/54

lesson). Ask students, “Do you like (insert food item)?” and have students repeat. Say, “ I
 NATIONAL EPIK APPLICATION FORM 39/54

like (insert food item).” and have students repeat. Say, “ I don’t like (insert food item).” and
have students repeat.
d. Point to a food item on the PowerPoint and ask random students, “Do you like (insert food
item)?” and have them answer the question. After calling on a few students, call on other
students to ask me if I like a food on the PowerPoint.
3. Class arrangement-
a. Students will be arranged in pairs in desks facing the front of the classroom where there
will a PowerPoint loaded on the video screen.
b. On the blackboard, the following will be written:
Today we will learn…

how to say in English what we like to do for fun.

Key expressions-

“What do you like to do for fun?”

“For fun, I like to … “

“I like to … for fun”

4. Presentation of Objectives-
a. State to the class that today we will learn how to talk about activities we like to do for fun
and point to the blackboard where this is stated. Write “for fun” on the black board and ask
students what they think that means (doing something that you enjoy) and then explain it
to students.
b. Say the key expressions on the blackboard and have the students repeat. Make sure to
point to the words as you and the students are saying them.

Development (30 min.)

1. Presentation of Today’s Activities-

a. Present the PowerPoint on activities to students. With each picture read the phrase below
the picture (for example: go see movies) have the students repeat. Add “I like to” to the
beginning of each phrase and have students repeat.
2. Practice-
a. Hand out worksheets to students and explain directions for the first activity. The students
will work in their assigned pairs alternating asking, “What do you like to do for fun?” and
answering, “I like to (insert activity) for fun.”
b. For the next activity, each student will interview another student in class who is not their
partner. They will alternate asking, “What do you like to do for fun?” and answering with
their own answers. On the back of their papers, they will draw two of the activities that their
partners like to do and write a sentence describing the picture. For example, under a
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drawing of a girl (Cindy) dancing, it would say, “Cindy likes to dance for fun.” I will make
sure to remind students that they must add an “s” to the verb “like” when talking about
another person. When they are done with the activity, students will be asked to say what
their partner likes to do for fun. For example, “Cindy likes to dance and watch movies for
fun.” Students may share their drawings if they would like.

Conclusion (5 min.)

1. Summary & Evaluation of Objectives-

a. Give directions to students. For this part of the lesson. Ask random students, “What do
you like to do for fun?” They will answer with, “I like to (insert activity) for fun.” You and
the students will then be responsible for acting out the answer. Everyone can stand or
sit for this. After calling on some students, act out an activity you like to do and have
students say out loud “Ms. Mary likes to (insert activity) for fun.”
2. Closing-
a. Praise students for their hard work. Give students a sneak peek at tomorrow’s lesson
(community workers and their jobs). Show students pictures of different community
workers on the board and ask students to raise their hand if they know the name of the
community worker in English. After that, ask students if they can say in English what the
person’s job is.
b. Tell students to make sure that they have their names on their worksheets and to leave
them at their desks for you to collect. Tell students again that they did a good job today
and say goodbye to them as they leave.
 NATIONAL EPIK APPLICATION FORM 41/54

Activities People Do For Fun

Question: “What do you like to do for fun?”

Answer: “I like to for fun.”

“For fun, I like to .”

watch movies play video games go hiking

play sports hang out with my friends watch TV

go biking read books play music

 NATIONAL EPIK APPLICATION FORM 42/54

Lesson Plan

Date: March 5, 2014

► Subject: English or ESL

► Unit (Title): Emotions and Feelings

► Grade (No. of Students): 2 (25 students)

► Objectives: By the end of the lesson, students should be able to…

1. Know the vocabulary of emotions and understand their meanings

2. Use the vocabulary to make personal exchanges.

► Key Expressions: Students will focus on using the following language.

1. How are you?

2. I am happy.

3. I am sad.

4. I am angry.

5. I am tired.

6. I am excited.

7. I am hungry.

8. I am bored.

► Teaching Aids/Materials: The instructor will require the following materials.

1. Worksheets with illustrations

2. Chalkboard/Whiteboard

3. Markers

4. Three small balls

► Steps and Procedures:

 Introduction (5 min.)
 1. Greeting & warm up: I will begin class with a cheerful greeting and relate the events of my m
orning. I will make my facial features very clear to demonstrate emotion as the story progresses.
 NATIONAL EPIK APPLICATION FORM 43/54

“Hello class? How is everyone today? I woke up to see the sun shining so I was happy (beams b
right smile). But then I burned my breakfast and had to go to school without food so I was hung
ry. (rubs hand in a circular motion over stomach)” I will then draw on the chalkboard a series of
faces depicting emotions and ask the students to identify them if they can. I will provide the cor
rect answer whenever it is not given.
 2. Review: Next, I will refresh and evaluate the students’ memory of what we learned in the las
t class about clothing. I will point to each article of clothing I am wearing and ask the students t
o identify it. I will then point to a collection of pictures on the wall depicting the students’ favori
te outfits which were completed the day before. I’ll ask the students to not only identify the art
icle of clothing I am pointing to, but the color as well.
 3. Class arrangement: For one of the lesson activities, students will break up into three groups.
The rest of the activities will be completed in partners or individually.
 4. Presentation of objectives: On the side of the chalkboard I will write the title and primary ob
jectives of the lesson so the students have some context for what’s coming. I will also write the
speech model students will be able to use after the lesson is finished. (How are you? I am happ
y. How are you? I am sad.)
• Development ( 30-40 min.):
 1. Vocabulary & Handout 1: A list of new vocabulary will be presented on the board. I will then
pass the students a handout containing images of different facial expressions. I will pronounce
each word, inform the students of the appropriate facial expression, and ask the students to re
peat. I will give a brief explanation of each one. (Late at night, I am tired, etc.) I will then ask a c
ouple of the students to come to the front of the class and draw some faces on the board. I’ll as
k the class to guess the appropriate emotion used to describe the face.
 2. Partner Activity 1: I will ask the students to partner up. I will write an emotion on the board,
then ask the students to generate words or ideas associated with that emotion. The team whic
h comes up with ten first wins. I will do this with as many emotions as time allows, keeping in m
ind the amount of time needed for the rest of the activities. Before declaring a winner, we will g
o over the list as a class to make sure everything qualifies.
 3. Partner Activity 2: I will ask the students to split into pairs and mime the different emotions f
rom the vocabulary list on the board. One partner will mime, and the other will guess. They will
alternate.
 4. Group Activity: I will now point to the following speech model on the board and ask the stud
ents to read out loud with me. I will ask the students to copy my facial expression for each emo
tion. For “I am happy” I will break into a big grin, and for I am sad I will make an exaggerated po
ut.

A. How are you?

B. I am happy. How are you?
 NATIONAL EPIK APPLICATION FORM 44/54

A. I am sad.

I will then get out a ball, say “How are you?” and pass it to one of my students. I will point to
the response and have him say “I am happy. How are you?” making sure he demonstrates the
emotion with his facial expression. I’ll gesture for him to pass back the ball and we’ll finish the
rest of the dialogue in this manner. Once it becomes clear that the class has grasped the
concept I will split the students up into three groups and instruct them to do the same
activity. After a few minutes I’ll stop the class and change the feelings written on the board.
For example, the next dialogue would read:

A. How are you?

B. I am tired. How are you?
A. I am angry.

I will again comically exaggerate the emotions and ask the class to do so along with me. I’ll
then instruct them to perform the dialogue in the same manner as before.
• Conclusion (5 min.): summary (review), evaluation of objectives (formative test), wrap up &
assignment, presentation of the next lesson
 1. Summary: I will have the students refer back to the objectives and key expressions on the bo
ard. I will summarize the day’s lesson. “Today you learned some different emotions to describe
how you feel. You can also describe how your friends or family feel. Now everyone should be a
ble to answer the question: “’How are you?’” I will then ask some of the students how they are,
eventually mixing in some details like: “How are you in the morning?” and “How are you on the
weekend?” I will point to a list of the new vocabulary words written on the board and ask the s
tudents to use their facial expressions to illustrate each one as a class.
 2. Closing: I will end class by congratulating the students on doing a great job. “Everyone did gr
eat today! I am very happy, and you should be happy too! I hope you are excited for tomorrow’
s lesson! I want everyone to go home and practice talking about the different emotions. Next le
sson we will be learning about Introductions.” I will then collect the day’s worksheets.
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Lesson Plan

Date: April 3rd, 2014

► Subject: English

► Unit (Title): Asking directions

► Grade (No. of Students): Grade 6, 24 students

► Objectives: By the end of the lesson, students should be able to…

1. Ask for directions to businesses and stores learned from the previous class

2. Give directions using key directional phrases

3. Describe a location using prepositions

► Key Expressions: Students will focus on using the following language.

1. Excuse me, can you tell me where…?

2. Excuse me, where is the ?

3. To go to the train station, go straight, and then turn left.

4. The supermarket is next to the bookstore.

► Teaching Aids/Materials: The instructor will require the following materials.

1. Worksheets with illustrated maps

2. Powerpoint slides

3. Other lesson material: http://www.eslflow.com/citycountryfollowingdirections.html

4. Vocabulary sheet with key expressions and terms

Introduction (5 min)

Greeting & Warmup: I will start the class greeting the students “Good afternoon,
everyone! How is everyone feeling today?” As a daily warm up to get students
warmed up for speaking English, I will randomly call on two or three students and ask,
“How are you today, ?” The students then have to answer using expression
vocabulary.
 NATIONAL EPIK APPLICATION FORM 46/54

Review: Since today’s unit is on asking and giving directions, I will refresh the
students’ memory of the store and business vocabulary we learned at the end of last
class. On the screen will be a PowerPoint slide with pictures of businesses and stores
such as the bookstore, the library, the Movie Theater, etc. However, the slide will only
show pictures with no captions. I will begin by asking the class general questions such
as “How was everyone’s weekend? How many of you went to the park this
weekend? How many of you went to the theater this weekend?” After two or three
questions just to refresh their memory on some of the vocabulary I will call on students
and ask where they went for the weekend. Looking at the pictures on the screen,
they will say, “I went to the library on Saturday” or “I went to the department store
on Sunday”. This will then be the gateway into the new lesson.

Class Arrangement: There will be a projector to display my PowerPoint slides and I

will also need a chalk or whiteboard for writing key expressions and vocabulary. The
desks will be arranged in a circle around the room in order to make room for a class
activity later. Students will also be able to work in pairs for a partner activity.

Presentation: This lesson will utilize both a projector for PowerPoint slides as well as
a board for referring to with expressions and vocabulary. Both will need to be seen at
the same time for class and pair activities later in the class.

Development (30 min)

Handouts: Students will be handed three handouts for this lesson. The first handout is
a vocabulary and expressions sheet with key phrases that will teach different ways of
asking for directions, giving directions, and prepositions that describes a location such
as “next to”, “behind”, “on the right/left of..” and “in front of”. The second handout will
be an illustrated map of a town with streets and businesses. The streets will be labeled
with street names and there will also be businesses that are labeled. For example,
the drawing will show that the cafe is located on Oak street next to the department
store. This will be for a class activity later. The third handout will have two versions
given to every other student sitting next to each other for working in pairs later
in the class. This sheet contains another version of an illustrated map. However this
time, certain businesses will be blanked out and not labeled depending on which
version the student gets. I will explain this activity later. Students will also be asked to
take out their notes and handouts from last class that contains the vocabulary of
stores and businesses we learned. They will need this to do the activities.

Presentation 1 (Asking & Giving Directions 10 min): To begin the lesson, I will have a
PowerPoint slide with a picture of two people standing on the street. There will be two
or three conversations that show asking and giving directions. On the slide, the key
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expressions will be highlighted and bolded so students know which expressions to

focus on. I will first read each line and have the students repeat after me. For the
second and third conversation, I will call on volunteers to read and they can choose a
partner to read the second person in the conversation. After getting an overview of
what the lesson is on, I will progress through individual slides that have pictures of
people walking in different directions. The pictures will be labeled with directions such
as “turn left”, “go straight”, or “turn right”. After students have practiced repeating the
phrases after me there will be slides again of just pictures. Students will have to tell
me which direction the people in the pictures are turning.

Class Activity (5 min): The first activity will make use of all the expressions and
vocabulary just learned. Students will need to take out the first worksheet I gave them
with the labeled map illustration. I will also have a copy to refer to. I will tell students to
start a certain location. For example, “Everyone please find the ice cream shop and
point to it please.” From there I will give directions: “From the ice cream store, walk
straight until the bookstore. Turn right at the bookstore. After, turn left, and keep going
straight. Finally, turn left on Oak street. Where am I?” After a few more rounds of me
giving directions and having the students say their final location, we will switch roles
and the students will have the chance to give directions. They will have to start off by
saying the starting location, and then proceed from there.

Presentation 2 (Prepositions 5 min): The second part of the class will be teaching
prepositions to describe locations. Knowing this will allow them to be more detailed
with giving directions. Rather than saying “Go straight and turn right to get to the
bookstore,” they can say, “Go straight and turn right. The bookstore is on the right of
the café.” This will once again be taught with a PowerPoint slide. However this time it
will be much quicker and one slide will suffice. The slide will have multiple picture
scenarios of objects or people being “behind”, “in front of”, “beside”, etc. other objects.
I will have students repeat the phrases after me.

Class Activity (5 min): After the students have seen and seen the phrases on the slide,
I will have everyone stand in a big circle in the middle of the room. Two students at a
time will have to come into the middle of the circle and play out a preposition. The rest
of the students will have to raise their hands and say what they are acting out, such as,
“Jungsoo is behind Hyunghu.” I will then say, “what else?” since there are many
possibilities to describe the scenario using the vocabulary they just learned. Students
will be able to choose the next students who go. After five minutes of this activity and
they have warmed up to saying these phrases it is time for a partner activity.

Partner Activity (5 min): For the partner activity, they will need to take out the second
handout that was passed out. This handout has another illustrated map labeled with
businesses and roads. There is also a list on the side of all the businesses that should
be on the map so students can ask their partner how to get to a specific location.
However both partners have certain businesses that are blanked out. Without letting
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their partner see their map, they have to tell their partner where they are, ask for
directions to a certain location, and then their partner has to give directions and also
use the prepositions they just learned to help their partner locate the business. By
asking each other questions and giving directions, they can then fill in and complete
their map.

Conclusion (5 min)

Summary: At this point I will go over once more what we covered in today’s class.
“Today we put to use last week’s vocabulary. We learned how to politely ask and give
directions and we also learned how to say where something is. If a foreigner comes
up to you on the street now and asks you for directions now you know what to say! I
will then call on students and ask them to describe where they are sitting. For
example: “I am sitting behind Minji.”

Evaluation of Objectives: Referring back to the partner exercise, I will ask students to
tell me where a certain business they had to find was. “The school is behind the
supermarket on Elm Street.” I will then ask them to tell me exactly how they got there
and where they started, testing to see if the students could put together everything
they had learned today.

Wrap up: When class is over I’ll tell everyone “Good job today! I want you all to
practice your directions on your way home okay? See if you can say what direction
your bus or car is going. Next class we will learn how to order at a restaurant and will
talk about a lot of food. Have a great day everyone!”
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Lesson Plan

► Subject: English or ESL

► Unit (Title): Shifting between tenses: An Overview of Past, Present and Future)

► Middle School: Grade 7 (25 students)

► Objectives: By the end of the lesson, students should be able to…

1. Ask and answer questions using the simple past tense

2. Describe a series of past events using sequence adverbs

3. Discuss past events with each other using adverbs of sequence and past tense verbs

► Key Expressions: Students will focus on using the following language.

1. What did he/she/I/you do first, next, after that, finally

2. First / then / next / after that / finally + he/she/you + past tense verb form

► Teaching Aids/Materials: The instructor will require the following materials.

1. White board and colored markers

2. Wall calendar / year planner

3. Points chart (wall mounted)

4. Student notebooks

5. Worksheets (see attached)

6. Slides containing key formulas and expressions

STEPS AND PROCEURES:

• Class arrangement: Students sit at their desks. The desks are arranged in a horseshoe pattern so that they
can see and interact with each other and the teacher. A ‘points chart’ is mounted on the wall as an ongoing
reward / classroom management system. For games and some activities, students are grouped into regular

teams. Each team contains both strong and weak students to encourage cooperation and make sure no
individual teams significantly outperform the others. Points are awarded to teams for success in all games

and activities throughout each lesson.

•Introduction :
• Greeting (1-2 minutes): The teacher greets the class and elicits an appropriate greeting from the students.
 NATIONAL EPIK APPLICATION FORM 50/54

The teacher repeats the greeting but this time aimed at only the boys, followed by just the girls. The teacher

then elicits a greeting from several individual students. The teacher provides positive, supportive feedback

for this first successful interaction.

• The teacher informs the class that he/she feels happy. The teacher then asks the class how they feel and
elicits responses in the same manner as above. Teacher will validate individual students’ responses with
narration and elaboration. For example:

Teacher: How do you feel today, Lee?

Student (Lee): I feel very good.

Teacher: Fantastic, Lee, thank you very much. Lee feels very good today. That’s great!

• Warm-up/review (5 minutes): Teacher mimes a verb that the students are already familiar with.
• Teacher elicits the correct verb from the students and writes it on the board.
• Teacher elicits more verbs (as many as time will allow) and boards students’ contributions. These verbs will
form the basis of the rest of the lesson’s activities.

• Teacher mimes another verb and students are prompted to produce target language from the previous
lesson (asking and answering questions using the present continuous tense). Teacher elicits a sentence in
the present continuous tense and writes it on the board. Students are called upon to pronounce the
sentence. Correction and further examples are covered if needed.

• To continue checking students’ existing knowledge of verbs and present continuous tense formulation,
individual students volunteer to mime verbs in front of the class while the other students compete for points
to correctly name the corresponding verb. Extra points are given if they can answer using complete
sentences in the target language from the previous lesson. Teacher scaffolds and extends the interaction if
necessary. Students are encouraged to organize the game and points system independently. As a reminder,
the question form from the previous session is projected on a slide (What is he/she/ do+ing?)

Teacher: What’s Eunsun doing?

Student A: Eunsun is dance.

Teacher: Eunsun is dance?

Student A: Eunsun is dancing!

Teacher: Eunsun, are you dancing?

Eunsun: Yes, I am dancing.

Teacher: Excellent! Yes, Eunsun is dancing - Well done! Who is next?

•Presentation of Objectives (2 minutes)

 NATIONAL EPIK APPLICATION FORM 51/54

• Teacher draws a timeline on the board and writes ‘now’ in its center. Teacher elicits past, present and future,

which are then marked along the line.

• Teacher draws student’s attention to a wall mounted calendar. Points are awarded if students can identify
the current day, month, months in the past and months in the future.

• Teacher informs students that the focus of the lesson is talking about and asking and answering questions
using the simple past tense.

•Development
• Simple Past Tense (5 minutes): Teacher shows a slide of the formula for the simple past tense. Teacher
explains the formula and works with the students to cooperatively formulate an example sentence. Using
the verbs elicited previously, students are prompted to provide corresponding simple past tense sentences.
Points are awarded for their contributions and for using mime to demonstrate their understanding. As the

activity progresses, teacher begins to use the question form of the simple past tense (what did he she/do?)

to elicit student responses. Pronunciation is checked with choral and individual drilling. To highlight their
difference, Irregular verbs (if they emerge) are written in a different color on a different area of the board.
Teacher reminds the students that some verbs have different rules and that they need to look out for them.
More work will be done on irregular verbs in future lessons.

• Question Form (3 minutes): Teacher uses a slide to formally introduce the question form of the past simple

tense: What did he/she/I/you do? Using call and response drilling and simple board drawings of two talking
heads, the function of the question form is conceptually related to the example sentences. Positive
feedback is given as students grasp the need to reply appropriately using the target language.

• Adverbs of Sequence (5 minutes): Teacher writes the numbers 1-5 on a column on the board and writes the
new target language (sequence adverbs) next to the numbers. Pronunciation is drilled chorally and
individually.

• Teacher writes ‘first’ at the beginning of the timeline on the board, and ‘finally’ at the point right before the
point marked ‘present/now’. The remaining adverbs of sequence are written in the space between. The
teacher demonstrates that these remaining words are interchangeable and don’t need to be in any
particular order. Teacher explains that these words are used to talk about the past. A slide is shown which
reinforces the same information.

• Whole Class Activity (5 minutes): Students are asked to watch carefully while the teacher performs a series
of five recognizable actions (walk, skip, dance, write, read) around the classroom. In their groups, students
are asked to remember or make notes (in their notebooks) of the actions carried out by the teacher.

• Next, teacher asks the students: What did I do first? Teacher uses prompts to elicit an example response,

which is then boarded: First, I / you walked. If student responses require correction, their attention is drawn

to the correct structure as the examples are boarded. Here, the question form: Did I + verb is employed by

the teacher when eliciting responses. At this stage, simple yes and no answers from the students are
acceptable. This process is repeated for all five actions performed by the teacher. By the end of this stage
of the exercise, a full sequence of past events will be correctly written on the board. Points are awarded for
successful contributions. Pronunciation is drilled chorally and individually as teacher points to the numbered
 NATIONAL EPIK APPLICATION FORM 52/54

sentences and at various stages of the timeline in order to reinforce that the target language situates

actions sequentially the past.

• If time allows, the activity is repeated, but this time, a student is asked to volunteer to perform five more
actions (same actions in a different order are fine). Potentially new verbs (giggled, stumbled, etc.) may be
generated by this activity. The sequence of events generated by the activity is recorded on the board. Here,
focus is again on generating questions and answers using the appropriate structure For example: What did

he/she do first/ next/ after that finally? First, he / she jumped. Next, she slept, etc.)

• Individual Team Activity (8-10 minutes): One worksheet (see attached) is handed out to each team.
Students repeat the above procedure, but this time amongst their individual teams. Students then discuss
the actions their peers performed and record the sequence of events on their worksheets. Students are
encouraged to take turns to record their answers. Teacher monitors the activity and engages each group in
spoken exchanges using the target language. Feedback and help and are given where required. Here, the
students are encouraged to use all of the new target language to mutually agree on and record the
sequence of events performed by the student in their group.

• Whole Class Activity (5 minutes): Once the activity is complete, groups are asked to discuss (and report
back) the events they recorded. The teacher boards some of their responses, embedding correction and
focusing more explicitly on form where appropriate. Here, students are encouraged to generate questions
and answers between themselves. The teacher scaffolds the interaction where necessary. Positive
feedback is given.

•Conclusion (Approximately 5 minutes in total)

• Summary: Teacher works back through the slides to reinforce awareness of the key language objectives
and provide an overview of the lesson. Teacher clearly explains what has been learned. Teacher clearly
incorporates adverbs of sequence and past tense verb forms into his language as he recaps with the class.

• Evaluation of Objectives: To check understanding, teacher may ask questions such as ‘what did we do first
today?’ An acceptable response to this question may be ‘First we sat down / said hello / played a game /
learned about…’ etc. Here, a final opportunity to correct common errors may be taken.
• Teacher also has individuals and groups refer to their completed worksheets in order to re-elicit examples of
the key language in interaction covered over the course of the lesson.

• Closing: Teacher warmly congratulates the students on their hard work.

• Teacher advises the students that on the next lesson they will be talking about and communicating with the
simple future tense. The word will is very briefly introduced.

• Assignment: Students are told that they will be asked to tell the teacher about things they did in the time
before the next lesson using the target language covered during this lesson.

• Completed worksheets are collected for checking and will be mounted on the wall in time for the next lesson.
• Goodbye: A previously learned (and often drilled) goodbye is exchanged between teacher and students
before they stand up and leave the room.
 NATIONAL EPIK APPLICATION FORM 53/54

Worksheet: Talking About the Past

First, write your friend’s name in the space below:

What did do?

Next, talk to your friends to finish these sentences:

1. First,
2. Then,
3. After that,
4. Next,
5. Finally

Finally, underline the verb in each sentence..

 NATIONAL EPIK APPLICATION FORM 54/54

Lesson Plan

Date: April 17, 2014

► Subject: English or ESL

► Unit (Title): Visiting the Doctor

► Grade (No. of Students): 7th grade

► Objectives: By the end of the lesson, students should be able to…

1. Describe common symptoms of a cold or fever

2. Describe aches and pains
3. Know to which body parts one can add the suffix –ache
4. Learn new vocabulary to describe the symptoms of a cold or fever
5. Ask sick people about their illness
► Key Expressions: Students will focus on using the following language.

1. My arm hurts.

2. I have a headache.

3. My nose is stuffy.

4. Where does it hurt?

5. How do you feel?

► Teaching Aids/Materials: The instructor will require the following materials.

1. Projector and computer for vocabulary slide show

2. Presentation board

3. Diagnosis worksheet -
http://www.projectshine.org/sites/default/files/unit1_Beg_lesson2.pdf, p.17

4. Which body parts ache and which body parts hurt worksheet

► Steps and Procedures

Introduction: (5 min.)

• Greeting and warm up: I will start the class with a friendly greeting and introduce the topic of
illnesses by asking them how they are feeling today. “Good morning students! How are
you all feeling today? I’m glad that you all feel well enough to be in school today. Who can
 NATIONAL EPIK APPLICATION FORM 55/54

tell me a reason why someone might not be able to go to school?” When a student
 NATIONAL EPIK APPLICATION FORM 56/54

mentions that people don’t go to school when they are sick or feeling badly, I can follow up
by asking, “What things make you feel sick?” Then I will be able to gage their ability to
describe illnesses at the beginning of the class.
• Review: Next I will help the students review the words for the different parts of the body that
they learned in previous lessons. To do this we will play a short game of Simon Says with
commands that focus on body parts which we played during the production stage of the last
class. “We are going to play a game of Simon Says. I am going to give you commands. If I
say ‘Simon says’ before a command and you don’t do it, you lose. If I don’t say ‘Simon says
before a command and you do it anyway, then you lose.” To check their understanding of
the instructions, I’ll do a comprehension check question like “What do you do if I say ‘Simon
says raise your arm?’ What do you do if I say ‘raise your arm’ but I don’t say ‘Simon says?’”
When we play the game, I will make sure to do commands about all of the body parts we
have learned.
• Presentation of Objective: Before the class starts I will write our objectives and key phrases
on the board. During this portion of the class, I will ask some students to read them out loud
to the class. Then I will ask the class, “When would it be useful or important to share
information about an illness you have? Why would you want to ask people about how they
are feeling?” With their responses, I hope to help them see the importance of knowing how
to tell people when you are hurt or ill.

Development: (35 min.) Presentation of today’s activities, practice, production

• Introduction of new vocabulary (8 min.): I’ll ask a student to hand out lists of the new
vocabulary and I’ll start a prepared slide show of images that match the vocabulary. These
images will help the students to grasp the differences between words such as “stuffy” and
“runny.” For the first go around, the slide will have the matching vocabulary word on it. As
we go through our new vocabulary, I’ll elicit information about various ailments by asking
questions such as “What does it feel like to have a backache?” or “What parts of the body
can be stuffy?” I’ll spend a little time discussing the difference between “sore” and “ache.”
“Can someone tell me how people get sore?” “What body parts get sore?” When you are
sore, do you know why? How do people get headaches? “When someone is sore, they did
something that made their muscles work hard. When someone has an ache, they didn’t do
anything to make it ache. Then we will repeat the slideshow with the words a second time,
but I’ll go through it a little faster, only asking a few comprehension check questions such as
“Can you have a stomachache? What about a knee-ache?” To further cement their
knowledge of the new vocabulary, I’ll go through a second portion of the slide show that has
the same images in a different order. “Students, now we are going to do the slideshow
again, but this time there will be no words on the slideshow. Instead, you will tell me what
the picture is. So, if you see the picture of the runny nose, what will you do?” I will pace the
slideshow to match and then challenge their rates of response, increasing in speed. Ideally,
this will help them get excited about shouting out the right answer first and help them to
remember the new vocabulary.
 NATIONAL EPIK APPLICATION FORM 57/54

• Diagnosis worksheet (5 min.): I will hand out worksheets with images of people with
different symptoms. Then I will give these instructions: “Students, on your worksheet you
will see pictures of people feeling sick. On a separate sheet of paper, write the answers to
this question.” Then I point to the question I wrote on the board and read it. “Then write
your answer, either as ‘he/she has (symptom).’” To check their comprehension, I’ll point to
the first picture and ask them, “What symptom does he have?” After a few minutes when
most of the students have finished, we’ll go over the worksheet as a group and the students
will take turns sharing their answers with the class using the key expressions. Student A
will answer question 1, student B will answer question 2, and so on until we have reviewed
every answer. I will correct answers and offer minimal, non-verbal encouragement
• Partner Activity (7 min.): I will pass out a list of our key expressions. Then I will show a
short video of one person asking another person questions about how they feel and the
other person responding using the key expressions. Then I will instruct the students to pair
up and go through each of the questions with each other.
• Worksheet (5 min.) – Which body parts ache and which body parts hurt? Students may
have a problem understanding why only some body part names can be attached to the
suffix –ache and others can’t. I will hand out a worksheet in which they will do individual
exercises showing different body parts and the student has to choose between two of the
key expressions [“My (body part) hurts” or “I have a (body part)ache”] according to which is
most appropriate. Then we will review the answers as a class.
• Partner activity (10 min.): Dialogues – I will instruct the students to get in different pairs than
the last paired exercise and this time the students will have to ask and answer questions
without the benefit of the list. I will also encourage the students to think of more questions
to ask to learn about their partner’s well-being.

Conclusion: (5 min.)

• Evaluation of objectives: Before they leave, the students’ pairs from the last activity will each
present a short dialogue to the class. Each student in the pair will ask one question about
an illness and share one sentence about their own imaginary illness. I may limit the number
of presentations based on time.
• Summary (review): I will have the class summarize their own learning experiences by
eliciting responses. “We did a lot today, class. “Today we learned how to tell people when
we are feeling ill and how to describe our illnesses.”
• Wrap up & assignment: “When you go home, ask someone you know about their last illness
and be prepared to share what you learn with everyone during our next class.”
• Presentation of the next lesson: “Now that you know how to describe your illnesses, next
time we will learn about what happens when we visit the doctor and learn about ways that
we can get better.”
►
►
►






 Name: Date:
Fill in the blanks. Write the names of the food and drinks on the menu. Use the pictures as clues
to help you!

Menu
►
►
►

►
 Lesson Plan
Date: 3/17/2014
Subject: ESL
Agenda: Family members
Grade (No. of Students): First grade (30 students).
Objectives: By the end of the lesson, Students should be able to…
• Identify the proper title for various family members.
• Distinguish the different relationships within the family.
Key Words: Students will focus on using the appropriate words…
• Family, Father, Mother, Parents
• Brother, Sister, Siblings
Teaching Materials: The teacher will require the following materials…
• Papers, Pencils, Markers, Paper Board.
• Family portraits, individual pictures.
• Family words work sheets.
Steps and Procedures:
• Introductions: Agenda of the day, a photo exhibition of the instructor’s family, define family. (5mins)
• Developments: Activity #1, Presentation of Activity #1, Present the words of the day, Activity #2. (30mins)
• Conclusions: Lesson Review, homework assignment. (5mins)
Introduction: (5mins)
First, the instructor will begin the lesson by getting in to the topic of family. The instructor will set up a
photo of his/her family with the word “family” in front of the classroom. Give the students some time to observe the
family photo and then ask the students whether they know how to define a family. Let the students think about it for
a couple of seconds and then give a basic definition of the word “family”. For this lesson, the instructor need not
need to get too specific nor abstract with the definition. It is necessary to be as simple as possible:
External/Extended family members are invalid for this lesson. It is important to stick to a typical family household
consisting of parents and children only: Cousins, Uncles, Grandparents are not needed for this lesson. (3mins)
After the definition of a family, the instructor will introduce his/her family members through personal family
portraits. In addition to the family photo in the front of the classroom, the instructor can also hand out addition
photos around the classroom for the students to have a closer look. The instructor may use younger pictures of
him/herself. It would be a good attempt to keep the students focus and interest in the lesson. Try to keep the family
portrait simple. Again, it is important to not use external/extended family members for this lesson. (2mins)

Development: (30mins)
Next, the instructor will tell the students that he/she would like to meet their family. Thereafter, the
instructor will begin the first activity of the day. The instructor will introduce the assignment and then hand out the
working materials to the students. For this assignment, the materials being use are pencils, papers and markers.
The instructor will instruct the students to do a sketching assignment. The activity will require the students to
sketch a picture of their own personal family. Prior the assignment the instructor should break the class in to
smaller groups of 4-5 students per group. It will be more fun and interesting for the students to work together to do
their sketches. Some students might not have any ideas on how to draw their family and on the contrary, other
students may be talented. In addition to working together in smaller groups, may give some of the student
additional ideas and courage to complete the assignment. On a side note, it is important to understand that not
every family is typical. Some families may not have a father or mother living under the same household. Therefore,
it is important to assign the students to sketch a portrait of their parents and siblings for the purpose of this
assignment. (10mins)
As the students are working on their first assignment of the day, the instructor will take this time to put up
the “words of the day” in front of the classroom. Each of the words should be big enough for the class to see.
The purpose of this is to give the students a chance to get familiar with the words that is being taught for the day.
Once the students are done with their sketches, ask the one to two students to volunteer to introduce and present
their family sketching to the rest of the class. It is not necessary to have multiple students to present their drawing.
Some students may be shy and not comfortable to stand in from of the class to present their work. (5mins)
Once the presentation is over, the instructor will introduce a family picture of “the Simpson” family as his
sketching. Before introducing the words of the day, the instructor will put the picture of the Simpson family in front
of the class. The instructor will use the family portrait of the Simpson family as an assistant to introduce the words
of the day. The Simpson family picture is a perfect example for this lesson because the picture consists of a father,
mother, brother and sisters, a typical American family household. As the instructor introduce each of the words of
the day, the instructor will ask the students to guess who is in the picture. For example, the instructor will ask who
the father is. or who the mother is, so on. (5mins)
After presenting the words of the day, the instructor will hand out a second activity of the day for the
students. Keep the students in the same smaller group as before and assign them to work on a worksheet that will
be handed out. The worksheet will have a several pictures of the Simpson family. There will be picture of each of
the Simpson family individually and as a group. In addition, the worksheet will also have a word bank to assist the
students with the worksheet. The activity requires the students to match the words of the day to the appropriate
Simpson member. The instructor will conduct the first picture with the class. For example, a picture of Homer
Simpson, the father, will be match with the word “father”. The students don’t need to know the name of the
characters. It is for the instructor’s reference. The purpose of this part of the lesson is to allow the students to
practice. The instructor must collect the second worksheet when time is up. The purpose of collecting the
worksheet is not to grade them students. The purpose is to give the instructor an idea on which of student may
need extra attention. It is important for the instructor to ensure that each of his students are learning. (10mins)

Conclusion: (5mins)
To conclude this lesson, the instructor will conduct a quick lesson review. The instructor will use “the
Simpson” portrait and the words in front of the class for this part of the lesson again. The review will be exactly the
same as second activity. But instead of working in groups, the students will work together as the class. There will
be no worksheets for the review. It will be in a class discussion format. The instructor will ask the class who the
father is and the students shall raise the hands to answer the questions. Before the end of the lesson, a homework
sheet will be given out to the students to be completed at home. The homework assignment requires the students
to copy each of the words 5 times. The purpose is to give the students additional practice with the new words. It is
important for the students to get familiar with the spelling. (5mins)

______ ______

_______ ______

_______ ________
My family photos

Simpson Family Photos

Homework #1

SISTER
1. ______
FATHER 2. ______
1. ______ 3. ______
2. ______ 4. ______
3. ______ 5. ______
4. ______
5. ______

PARENTS

MOTHER 1. _______
2. _______
1. ______
3. _______
2. ______
4. _______
3. ______
5. _______
4. ______
5. ______

SIBLINGS
1. ________
2. ________
BROTHER 3. ________
1. _______ 4. ________
2. _______ 5. ________
3. _______
4. _______
5. _______
Date: 6/4/2014
► Subject: English or ESL
► Unit (Title): Comparative Language (base word + er, est)
► Grade (No. of Students): 3rd Grade (30 Students)
► Objectives: By the end of the lesson, students should be able to…
1. Explain why we put -er and -est after a word.
2. Describe an object using comparative language.
► Key Expressions: Students will focus on using the following language.
1. This is longer/shorter than this .
2. This is the longest/shortest.
► Teaching Aids/Materials: The instructor will require the following materials.
1. Work sheets for students to use at desk during activity (one for each student).
2. Sentence stems written on the board (with visual next to each stem to demonstrate idea).
a. This is longer than this .
b. This is shorter than this .
c. This is the longest object.
d. This is the shortest object.
2. Objects that are varying lengths, which students would know the name of, to demonstrate
longer, longest and shorter, shortest such as pencils, markers, rulers, crayons and paperclips.
Objects should be grouped into containers so that each pair of students has a set of objects to
use/compare. All items in the box should be labeled so that students can write down the names
during the activity.
► Steps and Procedures (The following is a sample procedure. You can develop your own naming for each stage.
As for the timing of the lesson, it will depend on the arrangements in your school. In Korean public schools, the
instruction hours for each level are as follows: 40 min. in elementary school, 45 min. in middle school and 50 min.
in high school. Depending on how long your class is, the ‘Development’ will stretch and contract as necessary. In
other words, your ‘Introduction’ should be five to ten minutes, your ‘Conclusion’ five minutes, and your
‘Development’ should be whatever time remains in between for the students to practice the target language. )

• Introduction (5 min.): greetings & warm up, review, class arrangement, presentation of objectives
“Good Afternoon class. I see we are ready so let’s begin. Today we are going to be learning something
new. We have been learning so many new words in English recently. Who can tell me what words we
learned yesterday? (Allow for student response) Yes, yesterday, we learned the words long and short to
help us describe or tell about the length of something. Remember these are words that are very useful in
what we do in our everyday lives, especially in math when measuring. Let’s all show what long means
by using our arms. Stretch out your arms really long! Let’s all show short with our hands. Pretend like
you are holding something very short in your fingers. Today we will use these words in a slightly
 different way and learn how to use them to compare objects such as markers (hold up a marker),
pencils (hold up a pencil), and crayons (hold up a crayon). Does anyone know what compare means?
When you compare objects, such as these two pencils next to each other (hold up two pencils), you
notice how they might be the same or different. Therefore, today our objective will be to describe, or
tell about, how long or short different objects are by comparing them against other objects and using
comparing words.”
• Development ( 30 min.): presentation of today’s activities, practice, production
Intro: (7 min) “I want you to watch me because this is what we will be doing today. The sentences I
have on the board are the same as what you have on the worksheet on your desk. I have a box of
objects here. I am going to pull out 2 objects. What object is this? (allow for student response) Yes, I
took out a paper clip. What object is this? (allow for student response)Yes, I took out a marker. Now I
will say (point to sentence stems on the board and fill in blanks with object names and show objects as
you speak) “This paperclip is shorter than this marker” or “This marker is longer than this paperclip.”
I am noticing how they are different and comparing them using the words longer and shorter. When we
add –er, which makes the sound /er/, to the words long and short they become words that help us
compare objects. Now sometimes we add –est when we know something is the most short or the most
long. But we don’t say “most short” and “most long” we would say it’s the longest or the shortest
(point to words on the board). So if I add a third and longer object, a ruler, I could also say (point to
words on the board and fill in the blanks with the object names as you speak), “This paperclip is the
shortest object” and “This ruler is the longest object.”
Now I am going to pull out two more objects. What objects are these? (allow for student
response) Yes, I have a crayon and a pencil. I want you to tell your partner using the sentences on the
board which is longer and which is shorter. (Students turn and tell their partner which is longer/shorter
using the stems on the board). Great! Now let’s say it together using the words “longer than”, “This
pencil is longer than this crayon.” Where do I write the words pencil and crayon? Now let’s say it
using the words “shorter than”, “This crayon is shorter than this pencil.” Who can tell me where I
should write the words crayon and pencil this time? Now I am going to pull out a paperclip as our third
object. Now, tell your partner which is the shortest and which is the longest of the three objects
(students turn and tell their partners which object is shortest and which is longest). Great! Let’s say
which object is the shortest together. “The paper clip is the shortest object.” Where should I write the
word “paperclip?” Now let’s say which object is the longest together? “The pencil is the longest
object.” Where do I write the word pencil now?

At your desk you have a box of objects of your own to use with your partner. I want you to take turns
pulling out two or three objects like we just did and write down on the worksheet, as well as tell your
partner, what is longer, shorter, longest, and shortest. You can use the visual and words on the board to
help guide you if you forget what each word means. While you are working I will be walking around
listening to you as you tell your partner what is longest, shortest, longer and shorter.”
 23 minutes: Students will have 23 minutes to work on the activity with their partner and practice the
language. While students are working teacher should be walking around listening to students taking
notes on who is able to use the language and who needs support. (Please refer to page 12 for student
worksheet.)

• Conclusion (5 min.): summary (review), evaluation of objectives (formative test), wrap up & assignment,
presentation of the next lesson
We did a great job today using our new way to describe, or tell about, and compare the length of
objects. Let’s all show long with our arms. Now let’s show longer. Now let’s spread out our arms as
long as possible to show the longest. Wonderful! Now let’s show short with our hands. Now show
shorter. Finally, let’s show as short as we can with your hands in order to show the shortest. Who can
remind us why we add –er or –est to a word (point to endings on board)? (Allow for student response).
Now I want everyone to turn and tell their partner why we add –er or est to a word. Good job! We add
–er to the words so they become words that help us compare. We add –est when we know something is
the most short or the most long. But we don’t say “most short” and “most long” we would say it’s the
longest or the shortest (point to words on the board). Now I have a quick test for you to complete
before we are done with the lesson for the day. You need to decide which object is shorter, shortest,
longer and longest. Remember to put in your best effort. Next time, we will learn other words we can
add –er and –est to in order to turn them into comparing words such as higher and highest or taller and
tallest. (Please refer to page 13 for test)
 tudent Worksheet
(worksheet will have visual that corresponds to the visual on the board)
longer than shorter than
This is longer than this . This is shorter than this .
This is longer than this . This is shorter than this .
This is longer than this . This is shorter than this .
This is longer than this . This is shorter than this .

longest shortest
This is the longest object. This is the shortest object.
This is the longest object. This is the shortest object.
This is the longest object. This is the shortest object.
This is the longest object. This is the shortest object.
Fish 1

Fish 2

Fish 3