Lesson Plan: Introduction

In your first lesson you need to do three things: introduce yourself, engage the class, get a feel for thier level. This lesson is designed to do that. It can, with minor adaptations be used for any level apart from the very low true beginners.

Lesson Level: All     Lesson Duration: 45 minutes

Lesson Title: Introduction

Grammar/Vocabulary

Question words.

Asking and answering questions.

No new vocabulary will be introduced.

Lesson Objectives

Practicing question words.

Introduction to class.

Establishing class level. 

Resources

Two different coloured sponge balls. 

Preparation 

Before the lesson prepare a list of questions and answers relating to yourself. Answers should be in the form of single words or short phrases. Try to include a variety of question words. There should be between fifteen and twenty question and answers.

The question set that I use is.

       Where are you from?

       What is your home city?

       How old are you?

       How many countries have you visited?

       When is your birthday?

       What is your favourite food?

       Which country do you like best?

       Who is your favourite composer?

       Why did you come to China?

       What is your favourite book?

       How many brothers and sisters do you have?

       What is your favourite sport?

       What is your favourite colour?

       Who is your favourite singer.?

       How many times have you been to China?

Before beginning the lesson write your name on the board and introduce yourself to the class. 

Procedure 

1 

At the start of the lesson put the students into groups of six or eight depending on the class size. There should be no more than ten groups.  

2 

Ask the students if they know any question words.

Write “When?” on the board as an example.

Elicit and write on board other question words  (5 Minutes) 

 

3 

Tell students you will write some words on board. That are all about you.

They are the answers to questions about you and the students must ask the right questions using the question words that you have written.

Tell students there is one point for each correct question.

At one side of the board write the group numbers for keeping score.

At the other side of the board write the answer to an easy question.

Elicit the question from the whole class.

(e.g. England/Where are you from?)

Tell class to raise their hands and NOT shout out answers. (3 Minutes)

 

4 

Write answers to all remaining questions.

Go through the vocabulary.

Explain any new words.

(e.g. “Birmingham is a big city in England”) (5 Minutes)

 

5 

Students raise hands when they think they can ask a question that matches one of the answers.

Choose students to answer.

Try to spread choices between the groups evenly.

Direct questions specifically to any non-participating groups.

Give groups one point if they ask the correct question for any answer.

If questions match the answers but are not the questions you wanted you can reject them (with an explanation) or accept them. (17 Minutes)

 

6 

When all questions have been found write on board.

          Each group

               Write two NEW questions

               Use the question words

               You have two minutes. 

 

7 

While students write more questions monitor activity of all groups. Help them as necessary. (5 Minutes)

 

8 

Go round groups one at a time and get one new question

Answer the questions.

Give group one mark for a well-formed, new question.

If the grammar is incorrect help group to correct it.

Give one mark for each new question.

When all groups have askjed one question ask class to raise hands with more questions.

Choose students to answer and give one mark to group for new questions.(10 Minutes)

9 EXTENSION ACTIVITY

Write on board

          Each group

               Red ball – ask a question

               Yellow ball – answer the question

               (Or whatever colour the balls might be.)

Toss the two balls to the class.

Students catching must stand up and follow the instructions. 

 

Notes 

1. If “whom” is suggested as a question word, explain that they need it for their written exams but that in modern English almost nobody ever uses it. Leave it off the list or write it separately on the board.

2. When “how” is suggested, explain that many different questions can begin with how. Give examples such as “how much”, “how many”, “how old”, “how tall”.

3. The number of questions and time allowed can be varied according to the level of the class and how quickly previous activities have been completed.

4. With more advanced classes a wider range of questions can be introduced - "Can you...?", "Have you ever...?" etc.