Phương Pháp Dạy Tiếng Anh Cho Trẻ Em

Key subject:

TEACHING ENGLISH TO ELEMENTARY CHILDREN

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Table of contents
I. KEY POINTS FOR TEACHING ENGLISH TO ELEMENTARY CHILDREN
1. Verbal and Physical Development
2. Use of flash cards correctly in the classroom
3. Academic development
4. Cognitive skills development
5. Activities to enhance learning
6. Team work and preparation in the classroom
7. Understanding Professor Rassias methodology for children
8. Activity based methodology activities for all skills
9. Teaching Pronunciation skill
10. Teaching Listening skill
11. Teaching Speaking skill
12. Teaching Reading skill
13. Teaching Writing skill
14. Teaching Grammar skill
15. Lesson Planning
16. Philosophy of Teaching
17. Music and song used appropriately in the classroom
18. Drama used appropriately in the classroom
19. Using work sheets in the elementary classroom
20. Approaches and Methods in the Elementary classroom
21. Behavior management in the classroom
22. Understanding students learning needs

II. LESSON PLANS
III. RELEVANT ACTIVITIES


I. KEY POINTS FOR TEACHING ENGLISH TO ELEMENTARY CHILDREN
1. Verbal and Physical Development
The term “elementary children” refers to students whose age starts in kindergarten and usually
goes up to 5th grade, but it varies in different school districts. In some places it goes all the way
up to 6th grade and in some it only goes up to 4th grade. The normal ages for these grades are
from 5 or 6 until 11.
The physical development of primary school students has grown significantly compared to
preschool age. The motor system is relatively complete, allowing children to perform basic
movements quickly, accurately and flexibly. Therefore, children often enjoy active games. The
nervous system of elementary school students thrives. The formation of conditioned reflexes is
rapid and numerous. Therefore, students are very interested in mind games. Although not
perfect in terms of structure and function, but with such physical prerequisites, students have
the necessary psychological and physical conditions to participate in learning environments and
activities.
Starting in grade 1, primary school children have access to written language, in addition to
fluent spoken language from the first years of life. By the end of primary school, children use
written language fluently, gradually perfecting spelling and grammar. Language in primary
school children is reflected in the ability to read, learn, self-explore and perceive the world
around, and from there self-discovery.
2. Use of flash cards correctly in the classroom
Flashcards are now considered a common and popular learning method for preschool children
and primary school students. Flash cards are handy, flexible and creative. It has a compact,
simple and attractive design, helping to create excitement for learners. Using of flash cards
correctly in the classroom will be highly effective.
- When introducing FC, it is recommended to follow the number of repetitions of vocabulary
according to the rules of the TESOL method to ensure that students listen carefully and

pronounce words well.
- The presentation of FC should be attractive and age appropriate: size, font, color, pictures,
laminate...
- Swap flashcards: During the learning process, you can swap the positions of flashcards to
check if students remember vocabulary or not, as well as avoid rote learning.
- Use flashcards to create activities: turn flash cards into a game for students to participate in.
There are many activities that can be created for students to learn while playing without the
pressure of memorizing vocabulary. This is a very effective way to help students learn with flash
cards.
3. Academic development
In terms of language, academic development of the elementary students begins with basic
written language exposure and ends with the use of fluent written language, complete with


spelling and grammar. The ability to use the mother tongue to communicate fluently on a daily
basis at primary school age greatly supports foreign language learning.
Studies have shown that children learn a second language much the same way they learn their
native language. Starting for children to learn English from 4 - 10 years old (or even earlier)
would be the most appropriate age. At this time, children's brains are forming the best thinking
ability. When learning a foreign language, children will approach many new structures and new
vocabulary. Therefore, children's brains will have to compare and reapply with their mother
tongue. Parallel reinforcement of two languages helps children achieve positive learning
outcomes.
4. Cognitive skills development
Cognitive skills development includes intellectual and emotional cognitive development.
Teaching foreign languages to students also requires ingenuity and delicacy in teachers when
influencing students. Teachers should lead them from vivid and attractive visual images and
especially should always pay attention to consolidating emotions and knowledge in parallel.
At the beginning of primary school age, children's intentional attention is still weak, mechanical
memory develops. At the end of primary school age, children gradually form skills to organize

and regulate their attention; Meaningful memorization and word memorization are enhanced.
It is advisable to cultivate foreign language skills for children in this period by directing their
interest in books with words and without words, which can be literary books, comics, fairy
tales... to help children gain a capital, rich and diverse languages.
Children should be assigned tasks or assignments that require their attention and should be
limited in time. Paying attention to flexibly applying each age at the beginning or the end of
primary school and paying attention to the individuality of children, this is extremely important
and directly affects children's educational outcomes. The vocabulary used to express the
content that needs to be memorized must be simple to understand, easy to grasp, easy to
memorize and especially must form in students the psychology of excitement and joy when
memorizing knowledge.
5. Activities to enhance learning
Learning English through physical and mental activities is the best way for primary school
students to acquire knowledge effectively. It is important at this age to attract children's
attention. Using materials such as toys, coloring books, picture books, music, and practical
objects related to the lesson can help better visualize the lesson.
An important factor in teaching and learning English at this age is the creativity of children and
teachers. Activities should be organized in a diverse manner, avoiding duplication, suitable for
primary school age.
Some activities to strengthen the spirit of learning can be mentioned as follows:
- Game tasks with flashcards


- Song tasks
- Art and craft tasks
- Video shoot
- Role-play
- Class discussions.
6. Team work and preparation in the classroom
Teamwork helps students develop skills in communication and cooperation, active listening,

and effective speaking. Participating in group activities builds children's self-confidence, which
benefits all students, even introverts; because communication is the only way to maintain
effective teamwork.
The classroom is the perfect place to develop students' teamwork skills. The role of the teacher
is very important. Things teachers should prepare and some tips to organize effective group
activities:
- Deeply research and demonstrate like self-teaching to ensure there are no flaws in the way
the group works.
- Assign tasks to students in a group appropriately, promote interaction between students.
- Ask students to name the group. Teachers should call names in groups, encouraging harmony
among members.
- Create opportunities for groups to speak/debate to defend their opinions.
Teachers who prepare well and students who complete group activities well can achieve high
academic performance and long-term future success.
7. Understanding Professor Rassias methodology for children
The Rassias Method, created and developed in 1964 by Professor John Rassias of Dartmouth
College, is characterized by openness and playfulness, bringing positive energy to all students.
The language barrier is reduced by taking classes with the Rassias method. The knowledge in
the lesson becomes closer and more real to students through explanations, interesting and
creative inquiry activities.
For children, the application of the Rassias method creates a close learning environment,
releases learning pressure, attracts interest and arouses children's brains. Teachers through
activities and methods of communication encourage children's interest. In the classroom
children have more opportunities to demonstrate their abilities, making them feel comfortable
and relaxed in the learning environment. Children are taught that it is ok to make mistakes,
thereby becoming more confident in communication activities, not only in English class but also
outside the classroom. The Rassias Method is a complete teaching method that combines a
variety of techniques, above all with a “heart to heart” inspiration. This method is completely
suitable for primary school age.

8. Activity based methodology activities for all skills
"Technique(s)" mean tasks or activities the teacher has selected to enable the students to
practice the language skills identified in the lesson.The effectiveness of Activity Based Teaching
method to teach English language to primary classes and to explore the impact of Activity
Based Teaching on developing reading, writing, listening or speaking skills of the primary grade
students is very evident when students practice all four skills simultaneously.
Activity based methodology activitieswhich is lesson related, requiring students to use all skills
to participate actively. These activities can be conducted in a variety of ways consistent with
learning styles for all students' skills:
- Visual: Make use of many visual aids such as posters, wall displays, flashcards, realia, displays
of students’s work, graphic organisers, etc.
- Auditory: Make use of audio and video recordings, DVDs and CDs, songs, jazz chants,
memorisation and drills.
- Kinaesthetic: Use games, role plays and other physical activities.
- Tactile: Employ card and board games, projects, demonstrations, art and crafts, role play, etc.
Introduce these techniques in your reading and listening activities.
9. Teaching Pronunciation skill
Teaching English pronunciation for primary school students is an important premise to help
them master pronunciation, thereby improving listening, speaking and reading skills much
easier. This is also considered a golden time to acquire a new language, creating conditions for
children to pronounce native English at an early age.
To help them grasp more quickly how to pronounce syllables in English, teachers or those who
directly guide them can start with simple pairs of sounds in English. Such as / ʊ / and / u: /; / i /
and / i: / or / ɔ / and / ɔ: /;… Single vowels will help children easily absorb in the process of
learning English pronunciation.
When the children have known how to pronounce the basic pronunciation of some simple
syllables, in order to stimulate the children's interest in learning as well as their creativity and
learning, teachers can teach children to pronounce the pairs of enhanced sounds. high in
English. For example /θ/ and /ð/; /ʧ/ and /ʤ/; /əʊ/ and /aʊ/… The process of pronouncing

syllables from a young age will help them form the habit of standard pronunciation like a
native. Then they can easily conquer difficult English words with structure and sound if they
have a good pronunciation foundation.
Teachers can use specific activities for getting students to practise the pronunciation and
rhythm of English: rap/ hip hop/ grammar chants. Students with a strong musical intelligence
and auditory learning style will enjoy practising these chants.
10. Teaching Listening skill
When teaching listening, it is helpful to give students lots of practice with hearing a variety of
vocabulary in a range of different contexts.
Steps to teach listening effectively:


- Pre-teching vocabulary – Teach the pronunciation and vocabulary prior to commencing a
listening activity.
- Choose topics – that are relevant to the students if not using a curriculum. The topic of the
dialogue can also help to motivate the students. If the topic is not interesting it is less likely that
the students will really engage with the material.
- Create interest – Incorporate activities to have the students motivated and engaged in the
listening skill. This will relax the students and create more confidence for the students.
It is essential to have students respond to what they hear in different ways that incorporate a
range of different learning styles and language skills. Activities and corresponding responses of
students so that teachers able to assess the students’ listening ability:
- Respond by movement: listen and follow instructions.
- Respond by drawing: listen and follow instructions.
- Respond by speaking: listen to questions and respond appropriately.
- Respond by writing: write answers to questions.
11. Teaching Speaking skill
In order to improve the effectiveness of speaking skills training and help students achieve their
language goals, especially speaking skills, it is necessary to pay attention to the following points:
- Regular training for students.

The more students talk, the more opportunities for practice. In communication practice,
students can absorb and develop other language skills: for example, body language, listening
skills, emotional regulation...
- Create a comfortable, dynamic and creative learning environment.
Encourage to use greetings, simple dialogues, commands... not only in the English class but also
in other places and times. This helps students create a habit of speaking and a natural speaking
environment, creating a comfortable and confident atmosphere.
- Organize, arrange and classify speaking activities in class.
Speaking activities should be arranged on several levels: from patterned speaking activities to
free speech practice. Activities should be organized and arranged in the following order:
practice grammar structures, speaking actions, participating in conversations, observing.
- Organize and conduct speaking practice stages well.
In teaching practice, speaking teaching can be divided into the following stages in order:
establishing meaningful situations, introducing corpus, practicing, reinforcing and enhancing.
12. Teaching Reading skill
Reading is a receptive skill. Some students find the reading skill easier because they can work
independently and at their own pace on reading tasks. When teaching reading to elementary
students there are several different approaches that can be used.
- The Phonics Approach.
- The Whole Language Approach.
- The Communicative Approach.


Reading comprehension activities should be organized in steps:
a. Pre - reading activities:
- Introduce the reading using visual aids, explain new words, briefly introduce the content of
the reading.
- Introduce sample sentences: Should review the grammar structures learned and appeared in
the lesson for students.
- For guiding questions: Ask some compelling questions before reading.

b. While - reading activities:
- Depending on the content of the course to organize Q&A activities.
- Silent reading.
- Check comprehension by working in pairs or groups.
- Give some other exercises to help students practice what they have learned in the text.
c. Post - reading activities:
- Students recall the sequence of reading passages.
- Summarize the reading.
- Organize discussion.
13. Teaching Writing skill
When teaching English writing skills, teachers should create many forms of exercises that are
meaningful and suitable for students' levels and requirements. Here are some tips for teaching
the writing skill:
- Be sure to use reosurces that incorporate the interests and needs of your students.
- Do not mark all errors in student writing. Only correct one point being taught in the lesson.
- Use everyday task for writing skill activites such as songs, vocabularies, and chants.
- Students only should be asked to write what they can already say.
The process of organizing a writing activity should be done in steps:
a. Pre – writing:
- Guided questions or questionaire: Ask some probing questions related to the topic of the
article you are about to write.
– Brainstorming: Ask students to list ideas related to the topic they are about to write.
– Ordering: Give a sample essay with the order reversed and ask the students to rearrange it.
– Picture Description: Write to describe the content of the picture.
b. While – writing:
- Transformation: Provide a sample essay, ask students to change some information and rewrite
the essay.
- Question – answer writing.
- Writing based on a text.
c. Post- writing:

- Sharing and comparing: Students exchange their writing and correct each other's work.
- Teachers evaluate the quality of writing and correct errors for students.


14. Teaching Grammar skill
When teaching English grammar, teachers should integrate grammar into communication. Then
children will develop their own grammar knowledge in this way. Approaches that are
recommended for teaching grammar:
- The Communicative Approach.
- The Tash Based Approach.
- The Student Centred Approach.
Another general approach to teach grammar is to first do an activity based on a particualar
grammar point. After the students have had fun with tasks practising this grammar point, then
specific rules of the point can be explained.
Here are some tips on teaching grammar:
- Always incorporate the grammar points with a communicative task to practise.
- Focus on only one grammar point per lesson.
- Set reasonable time limits for students to complete work in.
- Demonstrate a concept well before asking students to complete a task.
- Use flashcards to explain grammar terms.
- Only correct one grammar point per lesson.
- Use team quizzes for review to make it more fun.
15. Lesson Planning
Teaching English to elementary school students may require the use of a lot of repetition and
visual aids. Because of the exhaustive nature of language at this level, movement and tactile
activities are necessary to increase enjoyment and enhance retention. Preparing a good
teaching plan ensures a successful lesson.
- Check to see if all materials and aids necessary for the lesson are available: CDs, flashcards,
realia, markers…
- Pre-check the equipment in the classroom e.g. TV, CD player, smart board…

- Keep it simple and fun.
- Flexibility: not everything goes according to plan, so be resourceful.
- Accept your student challenges: if your first approach was not well received, try another.
- Timing and pacing.
- Pay attention to the students’ body language.
- Keep instructions suitable to the class level being taught.
- Use open body language.
- Use your lesson plan as a guide: know your plan before class and have your plan, close by, on
teacher’s desk at all the time
- Never take the “teacher book” in the classroom.
- Always keep track of time.


16. Philosophy of Teaching
The philosophy of teaching foreign languages in general and English in particular is aimed at the
comprehensive development of students. Using a variety of approaches, teachers help students
acquire the knowledge and skills needed for higher learning.
Natural Approach: Approach natural language like a child. Teachers create an open
environment for students to speak English without editing.
Total Physical Response Approach (TPR): Learn vocabulary and grammar through interactive
classroom activities, such as movement games like Biography exchange, Find someone who,
etc.
Audio - Visual Lingual Approach (AVL): Using audios (videos, songs, conversations) to increase
language exposure, helping students form natural reflexes.
Student - Centered Approach: Students are free to explore and develop themselves, share and
present knowledge and understanding in their own language.
17. Music and song used appropriately in the classroom
For elementary students, using music and songs in the classroom enables studesnts to relax and
enjoy the listening and speaking skills without the pressure of concentrating on pronunciation.
There are many ways to incorporate music into lesson themes or to teach a song as a lesson.

These are some tips for teaching with music ans songs:
- Check song lyrics are age or level appropriate.
- Use song with repetitive lyrics.
- Use rap chants.
- Only use English language songs.
- Allow students to hear the song at least three times before asking them to sing it.
- Prepare a follow up activity for the song you are using.
- Sing along with your class.
- Have students sing in rounds.
- Allow students choose songs they would like to learn from prepared song list.
- Play games that incorporate music and songs.
- Have students write lyrics to music (perhaps just one verse or a chorus).
18. Drama used appropriately in the classroom
Drama is about dialogue, about language, and interacting with others in specific “scenes” with
appropriate language - all activities we as teachers try to get our students to engage in.
For elementary students, drama is a great teaching activity. It allows students to be active in
the classroom and interact with each other without causing disruption. At primary school age,
most children are quite interested in activities that need to release the body, do not sit still for
too long. Drama activities create linguistic context, making the content on paper come to life.
Some methods are used to bring drama into the English classroom
- Act out the dialogue
- Perform reader’s theater


- Role play
- Write the dialogue for a scene
- Act out and put words to an emotion
- Give “voice” to an inanimate object
- Create a character
- Write a monologue

- Mime and dubbing.
19. Using work sheets in the elementary classroom
Worksheets are excellent tools for the reinforcement of vocabulary. After students learn the
new vocabulary, new grammar point for the lesson and play activities using what they just
learned, worksheets can be used to reinforce the material which significantly enhances
retention. As worksheets primarily focus on the reading and writing skills they should not make
up the entire lesson.
When using worksheets:
- Instructions are necessary. Make instructions clearly and concisely. Use English only.
- Space: Leave plenty of room on the worksheet for the students to complete their tasks.
- Material: Do not cram material. Only include vocabularies and grammar points being taught in
the day’s lesson.
- Colour: Use whenever possible and pictures if appropriate. They will enhance the visual
impact of the worksheet and improve student enjoyment.
- Folder: Have the students keep their worksheets in a folder. This will make it easier to find and
review.
- Name and date: This helps to record when the activity was complete and show progress
across time.
20. Approaches and Methods in the Elementary classroom
TESOL approaches deal with the most effective ways of teaching and learning a second or
another language. For elementary children, there are some appropirate approaches as below:
- The Natural Approach
- Task-Based Approach
- Lexical Approach
- Total Physical Response Approach (TPR)
- Audio-Visual Lingual Approach (AVL)
- Eclectic Approach
The TESOL method of teaching refers to a number of varied and active teaching techniques that
a teacher choose to use during the lesson to aid students’ leaning through pratice. There is no
“best” method of teaching. However, some methods do prove to be more effective than others.

The point is that each teacher needs to find a teaching style that fits their personality. An
effective teacher is a passionate teacher who is confident in what they’re doing.


21. Behavior management in the classroom
In order to effectively manage the classroom, building discipline is a prerequisite for students to
have a serious and active learning environment. Teachers need to take specific measures to do
this.
Whether you are a new teacher or have years of experience standing on the podium, these
essential rules below for teaching children will help you run your classroom smoothly and will
also help create a positive learning environment for students. born.
About management ideas:
- Vary activities
- Use plenty of games keep children active
- Decorate the classroom and use some of the students handy-work
- Praise regulrly
- Give rewards
- Use team work
- Teach by example
About activity ideas:
- Action songs
- Run to the flashcard activity
- Slap the board activity
- Simons say
- Read picture books to the class
- Board activities: scrabble, guess who
- Internet access to relevant course material.
22. Understanding students learning needs
Understanding students is the most effective teaching method. The teacher's role as a guide
and leader in the classroom, and understanding students will help classroom activities to be

cohesive and exciting.
Subtly observe the psychological expressions of students in the process of teaching and
education, "penetrate" into the inner world, understand and share the difficulties and problems
they encounter in order to learn from them. That awakening the abilities, developing skills and
perfecting the personality of students is one of the important requirements of modern
teaching.
- Listening: Always spend time listening to students, through lessons, after-school
conversations.
- Recognition: Respect and encourage each individual to develop his or her strengths.
- Sharing: The interaction between teachers and students should be natural and full of love.
Also from recognizing and understanding students, teachers also have the basis to choose
appropriate educational methods in each lesson to convey knowledge to students most
effectively.



II. LESSON PLANS
LESSON PLAN 01
Topic: CLASSROOM OBJECTS
Level: Primary – Upper begginer
Age: 7-8 years old
Length: 45 minutes
Language Skills: Reading, Listening, Speaking, Grammar, Spelling, Vocabulary, Writing
TESOL Methodology:
- Communicate Approach
- Task-Based Approach
- Student-Centred Approach
- Ecletic Approach: Flashcards, Worksheet, Games
- Total Physical Response Approach
- Natural Approach

Lesson objectives:

- Identify and use 8 new words: bag, book, glue, pen, penceil,
pencil case, eraser, ruler.
- By the end of the lesson the students will be able to represent

Resources:

the classroom objects to other people.
Flashcards, Markers, Worksheets, small magnets, real classroom
objects, a cartoon box.


Stage

Activity

Warm up

Simon says

Description
- Greet and welcome the students (Ss) to the class.

Timing
5 mins

- Have a S come to the board and listen to the teacher.
When teacher calls out the actions, this S must follow

the teacher and do the action, but only when hearing
“Simon says”. For example, “Simon says, touch your
toes”. This S must touch his/her toes.
- Have all Ss stand in a cirlce, the teacher has to try
and get everyone to do an action without saying
Simon says. If someone does the action and the
teacher did not say Simon says, that person is out of
the game. For example, if the teacher says just “touch
your toes” and someone touches their toes, they are

Pre-task

Q&A

out of the game.
- Take a pen and a paper, pretend writing something 1 min
on the paper. Ask the whole class “What am I doing?”,
“Can you guess what I have?”, “What is this?”
- Introduce the topic “We will learn about classroom

Teaching 1

Vocabulary
bag, book,
glue, pen,
penceil,
pencil case,
eraser, ruler

objects”.

8 NOUNS ABOUT CLASSROOM OBJECTS.

10

- Show all Ss the preapared classroom objects and let mins
the Ss guess what are they. The Ss maybe knew it
already or not. Show the flashcard to introduce the
first new word “bag”. Use simple body language to
help students remember better (wear an imagine bag
on shoulders).
- Do the same with other new words. Give definition,
description action and speak clearly the new words
when each word is introduced.
CHECK UNDERSTANDING


- Show a sheet of paper with column A (pictures of
classroom objects) and column B (vocabularies).
- Do an example: choose a picture from column A,
match it with a vocab from column B.
Activity 1

Mystery box

- Ask the whole class for the answers.
- Show all Ss a cardboard box that contains 8 5 mins
classroom objects. Cover with a tablecloth or towel so
that nobody can see into the box.
- Have a S come to the board, put her/his hand in box,
ask them to touch and identify the objects. The S takes

objects out of the box to see her/his answer is correct
or not.
- Have all Ss stand in a line, each S in turn puts their
hands in the box, feel and identify the objects. The S
who guesses the most words wins.
- Correct mistakes if any and praise the Ss when they

Teaching 2

Grammar

do well.
- Write on the board the structure using different 10

Article a/an

colors.

mins

- Keep in hand a pen and ask the Ss “What is it?”. The
Ss answer using the structure “It’s a/ an…”. Have a S
stand up, go standing in front of the board and repeat
his/ her answer.
- Have another S go standing instead of the teacher,
instruct two students to ask and answer each other.
- Have other Ss practice in turn. After all Ss practice
and go back to their seats, practice with all the class by
asking “What is it?”. Ss says “It’s a/an…”.
Activity 2

Hot seat

- Check one by one for understanding.
- Have a S come to the board and sit on a chair (hot

7 mins


seat) with his/her back to the board. Show on board a
picture of a classroom object. Describe the picture
using body language or speaking for the S can guess
what that object is.
- Divide the class into 2 teams, each team will have 1
person sitting on the hot seat. Show other pictures on
the board then members of each team have to explain
the word to the one who is sitting without directly
saying the objects. Hot seat welcomes a diffirent S
every time the object changes. The team that guesses
Follow up

Pairs work

more classroom objects will get more points.
- Ask the Ss to work in pairs.

6 mins

- Hand out one worksheet to each group.
- Allow them about 4 minutes to discuss then they

have to come up with their best choices.
- Praise the group which has correct answers.
- Hand out the homework to the Ss.

Homework

- Explain to the Ss how to do it and remind them to
finish at home and bring it back to the teacher for
checking on next day.
- Finish the class.
Back up
(if any)

Whisper

- Have a S stand up and go next to the teacher.
Whisper in her/his ears one word. Then ask with
normal voice “What did you hear?”. The S have to
write on the board that word.
- Have another S stand next to the first one. Ask the
first S to whisper a word in the second one’s ears. The
second one listen, speak and write that word on the
board.

1 min


- Have all Ss stand in 2 lines. The first one who's in the
line hear a word from the teacher. This one whispers
to the next and so on. The S at the end of the line

quickly write on the board what he/she listened.


FOLLOW UP
Exercise 1: Write T (true) or F (false) in the box:

1. It’s a pen.

2. It’s a bag.

3. It’s an eraser.

4. It’s a ruler.

5. It’s a book.

6. It’s a pencil.

7. It’s a pencil case.

8. It’s a glue.

Exercise 2: Fill in the blanks with the correct words:
1. ____________ to write.
2. ____________ to contain pens and pencils.
3. ____________ to contain books and classroom objects.
4. ____________ to stick the paper.
5. ____________ to erase.
6. ____________ to draw.
7. ____________ to read.

8. ____________ to measure.

HOMEWORK


Name: …………………………………………………

Date: ……………………………………………………

Find the classroom objects names in the word search. Then label the picture:


LESSON PLAN 02
Topic: TOYS
Level: Primary – Upper begginer
Age: 5-7 years old
Length: 60 minutes
Language Skills: Reading, Listening, Speaking, Grammar, Spelling, Vocabulary, Writing
TESOL Methodology:
- Communicate Approach
- Task-Based Approach
- Student-Centred Approach
- Ecletic Approach: Flashcards, Worksheet, Games
- Total Physical Response Approach
- Natural Approach

Lesson objectives:

- Identify and use 6 new words: ball, doll, teddy bear, kite, puzzle,
block.

- By the end of the lesson the students will be able to memorize

Resources:

the structure: I have a [doll/ ball/ teddy bear].
Audio files (songs), slideshow, laptop, projector, flashcards, realia
(doll, ball teddy bear…), cloth.