This is the most elementary lesson plan available on this portal. This lesson plan is for students who have negligible exposure to English in any form (written/spoken). After this elementary level is taught by the teacher then she can start with the actual Sentence structures (beginning with SS 1).
Objective: To break the ice between the teacher and the students and to familiarize them with basic English.
Description: The teacher introduces herself in English in order to introduce the language to the students. She then proceeds to ask questions (below) to the students in English. The teacher should put up these questions in English first but she must repeat the same in the students’ native language.
The students may answer in their native language. Then the teacher should proceed to teach them how to answer these questions and other such basic questions that they may come across in their day-to-day lives in English.
Add more such questions as you interact with the students.
After breaking the ice with the students, teacher should begin to formally teach them English. We start with the alphabets first.
Objective: To teach the students how to read, write and recite The English Alphabets along with relevant elementary vocabulary, both simultaneously.
Description: The teacher writes the Alphabets on the board and asks the students to recite the Alphabet after/with her, teaching them the sound/sounds carried by each alphabet (as part of a word). This can be supported by taking up each letter and pointing out objects around/in the room beginning with that letter.
The teacher starts with one letter at-a-time, writes it on the board and starts pointing at common objects that start with that letter. For example, she writes A on the board and proceed indicating objects that start with A and the students recite these words with her.
The teacher points out objects around the room and indicates the letter they start with, emphasizing on the sounds they produce.
26. Z for Zip
This is done until all the letters are covered and the students have recited and noted-down at least 30 new words.
Fill in the blanks (can be conducted orally or in-writing)
(IDENTIFY THE FIRST LETTER)
Objective: To accustom the students with the basic greetings and wishes in English. The greetings and wishes are the easiest to learn in any language and can be easily inculcated in their day-to-day conversations. They`re a great way to kick-start the learning of a new language.
Description: The teacher teaches the students basic wishes/greetings that one comes across in everyday conversations with the help of examples and situations. The greetings should only be done verbally for the time being and spellings can be practiced later-on. The teacher will focus more on teaching them how to apply these common greetings in conversations and cases where they may be used, rather than the grammar and vocabulary. The following greetings and the situations they’re used in, must be taught-
What would you do in the following situations? Choose a response from the bracket.
(The situations should be explained to the students, in English or in their own language.)
Fun Activity: Make it a rule in the first class itself that everyday each student has to use these greetings at least 5 times no matter to whom they`re talking to. At the end of the class ask a random student to tell the 5 situations in which he used the greetings and what greetings he used.
This a great way to have a little personal interaction with your pupil and at the same time track his/her progress.
Objective: To help students identify the time, month and practice more common vocabulary and expressions related to time and duration.
Description: This segment is meant to teach students basic tasks like telling the time, identifying the time of the day, name of the months, days of the week etc. In this segment, the teacher covers the following-
Telling the time: The teacher teaches the students how to tell the time using a table clock.
The simple charts given below can be used to easily teach the various time durations.
What is an year ?
How many days are there in a week ?
There are 7 days in a week.
What happens during the day?
Morning | Afternoon | Evening | Night |
|---|---|---|---|
Wake up | Attend classes | Go out and play | Watch television |
Brush and Bath | Come back from school | Go for a walk | Finish homework |
Have breakfast | Have lunch | Exercise | Have dinner |
Go to school | Take a short nap | Have tea and snacks | Go to sleep |
Objective: To further familiarize them with basic words and vocabulary used on a daily-basis and practicing spellings simultaneously. To comprehensively study vocabulary like colours, professions, family-members and frame basic sentences using these words.
Description: The teacher now moves forward with the teaching of more words that the students may have to use on a regular basis to communicate in English. The practices these words with the students with a short description/examples until they become familiar with each. The teacher can write on the board or provide handouts of various lists of colours/ professions/ family-members/ places etc. A short-activity after practicing each list will further seal the vocabulary in the learner`s mind. The lists are given below:
1. COLOUR
The colours can be taught by writing each colour on the board, practicing its spelling with the students and further indicating objects of that colour within sight and discussing other common objects with that colour. This should be done until students know at least 5-7 basic colors and how to spell them. Here is a list of basic-colours for the students to learn and practice:
Fun Activity: Use a colour box to practise colours! Take a colour from the colour-box and ask your students to identify it. Do this with all the colours. Similarly, give your students a colour and ask them to choose from the colour-box. Give them a colour from the colour-box and ask them to find another object around them of the sme colour and place the crayon next to it. A great way to colour their imagination, literally!
2. PROFESSION AND PLACES
Professions and Places can be teamed together and taught simultaneously. They can be taught with a short examples or descriptions. The English-explanations can be read out to the students and further supported with explanations in their native language. Find a sample list below.
Other common professions and places can be included in the list according to the learning abilities of the students.
Another way to approach teaching “professions” is to teach them paired with “verbs” or “actions”. The students can be given a list of professions with their respective jobs or actions that they perform. Refer to the table below.
Who | Job | Where/What |
|---|---|---|
Teacher | Teach | School |
Player | Play | Stadium/Field |
Doctor | Cure diseases | Hospital |
Lawyer | Argue/Defend | Court |
Shopkeeper | Buy/Sell things | Shop/Showroom |
Architect | Design/Plan structures | House/Building |
Dancer | Dance | Anywhere |
Actor/Actress | Act | Movies/Serials/Stage |
Writer | Write | Books/Novels/Stories |
Receptionist | Answer phone calls | Office |
Singer | Sing | Anywhere |
Soldier | Fight to defend country | War/Border |
Fun Activity: The student can be asked to pick a profession from the list and enact the person who undertakes the profession. For example if the student chooses the profession "Player", he/she has to enact a player playing a sport. This can also be done in groups or pairs.
3. FAMILY MEMBERS
Family-relations can be taught with the help of a Family-tree chart consisting the basic family relations. The students can be taught the spelling of terminology such as:
Fun Activity: Ask your students to prepare a family tree at home gathering the names of as many relatives as they can find out and their relation with them. They can take help of their family and anybody else in drawing the family tree.
4. BODY PARTS
The students will be given a list or a teaching aid(a chart of the human body with labelled body-parts) can be used to teach students the different body-parts. They will be taught the location of the body-parts as well as their spelling. Teach students to identify the different body-parts and simultaneously explain their purpose in/on the body. The following body-parts should be taught to the students with one use of each body part.
Body Part | Use/Description |
|---|---|
Hair | Long/short/black |
Eyes | two eyes/help us to see |
Nose | One nose/helps us to smell |
Lips | Pink/help us to speak and to whistle |
Neck | Connects the head to the rest of the body |
Hands | two hands with fingers/help us write, pick things up etc. |
Fingers | five fingers on each hand/ help us to count, write etc |
Legs | two legs/used for walking and running |
Feet | one foot on each leg/ used for walking/ we wear shoes on our feet |
Shoulders | Upper part of each person's arms/join the arms to the body |
Toes | five toes on each foot |
Teeth | there are 32 teeth/ they`re used to chew/white in colour |
Mouth | used for chewing food and biting |
Brain | inside the head/used for thinking and learning things |
Heart | pumps blood inside the body/keeps us alive |
Stomach | where all the food goes after eating and is digested |
Tongue | Helps us taste the food/used for eating ice-creams |
5. CLOTHING
What do we wear?
6. MISCELLANEOUS
Animals | Birds | Sports/Games | Fruits |
|---|---|---|---|
Dog | Hen | Cricket | Apple |
Cat | Parrot | Kabaddi | Banana |
Snake | Pigeon | Football | Mango |
Elephant | Sparrow | Swimming | Orange |
Cow | Peacock | Hockey | Strawberry |
Goat | Crow | Tennis | Guava |
Giraffe | Eagle | Running/Jogging | Papaya |
The teacher will now proceed to some exercises to practice basic vocabulary.
Exercise 1
Fill in the blanks with the suitable options given below.
animal, cricket, hands, banana, brother, nose, black, professor, bird, red, hospital, green, legs, stadium |
|---|
Exercise 2
Match Column A with suitable words in Column B
A | B |
|---|---|
A yellow fruit | Legs |
A red fruit | Banana |
A green bird | Orange |
A place where a lawyer argues | Court |
A place to open an account | Shop |
A body part for walking | Parrot |
A body part with fingers | Apple |
Someone who fights in a war | Fingers |
A place to buy things | Soldier |
A colour which is also a fruit | Bank |
Exercise 3
Guess Who? (The teacher reads out the clues and the students try to guess the occupation of the person described.)
Objective: To introduce students to the English Grammar and teach parts of speech and their easy-usage, thus enabling them to form sentences and understand the language.
Description: The teacher will simply explain the given parts of speech and what they do in a sentence. Basic parts of speech like Noun, Verb, Adjective, Pronoun, Article, Preposition will be taught with the help of simple sentences using vocabulary from the Basic Vocabulary Section.
The most common parts of speech English Grammar are as follows:
1. NOUNS
A noun is a word used for a place, person, category, object or any thing in general. Nouns can be Common nouns(for anything in general) or Proper Nouns(for particular things like specific names of people, places, cities, countries etc.) Nouns normally behave as the object/subject in a sentence. They answer the question “what/who/to whom?” in a sentence.
Examples of nouns:
Common Nouns
Animals | Birds | Sports/Games | Fruits |
|---|---|---|---|
Dog | Hen | Cricket | Apple |
Cat | Parrot | Kabaddi | Banana |
Snake | Pigeon | Football | Mango |
Elephant | Sparrow | Swimming | Orange |
Cow | Peacock | Hockey | Strawberry |
Goat | Crow | Tennis | Guava |
Giraffe | Eagle | Running/Jogging | Papaya |
Proper Nouns: Always start with a capital letter
Name of people | Names of states/countries/cities/continents | Names of famous places/Rivers/mountains |
|---|---|---|
Rishi | India | Taj Mahal |
Hari | Africa | Himalayas |
Priyanka | Nepal | India Gate |
Dheeraj | New Delhi | Char Minar |
Sakshi | Asia | Red Fort |
Pramod | Antarctica | Eiffel Tower |
Nandini | Europe | Rashtrapati Bhawan |
Mahatma Gandhi | Rome | Mount Everest |
Amitabh Bachchan | Hyderabad | Ganga |
Sachin Tendulkar | United States | Yamuna |
2. VERBS
It tells of an action, event or a state of being of the NOUN. It indicates to what action the NOUN is performing in the sentence. A VERB has a number of tenses which represent when the action takes place in. The most basic tenses are- Present, Past and Future. Present tense is used for actions which happen in the present time or now. Past tense is used for actions which have already happened or took place in the past. Future Tense form of verb is used for actions that will take place in the future and have not yet happened. Some commonly used verbs are:
The verbs are conjugated according to whether they are taking place now, have already taken place or will take place and then used in a sentence. The verb also changes according to the number of the subject, especially in the Present Tense. Some common tense forms of commonly used verbs are:
Verb | Present singular noun/plural noun | Past | Future |
|---|---|---|---|
To be | is/are | was/were | will be |
To have | has/have | had | will have |
To play | plays/play | played | will play |
To ask | asks/ask | asked | will ask |
To work | works/work | worked | will work |
To live | lives/live | lived | will live |
How to form verbs
Present- Infinitive verb(work/dance/play/be) + s (for singular noun)
Infinitive verb (for plural noun)
Past- Inf. verb+ ed
Future- will+ inf.
3. ARTICLES
Unique Individual: THE
Common Individual Objects: A, AN
For the words starting with a vowel (a,e,i,o,u) - Use AN
For the words starting with a consonant - Use A
4. QUANTITY
Singular | Plural |
|---|---|
1 cat, pen, bag, door, girl, cloud, house | Many cats, pens, bags, doors, girls, clouds, houses |
1 man, woman | Many men, women |
1 box, fox, watch, rash, glass | Many boxes, foxes, watches, rashes, glasses |
1 baby, family, puppy, candy, copy, party | Many babies, families, puppies, candies, copies, parties |
1 tooth, foot, goose | Many teeth, feet, geese |
1 child | Many children |
1 leaf, knife, roof | Many leaves, knives, roofs |
1 mouse | mice |
1 potato, buffalo | Many potatoes, buffaloes |
Exceptions :
5. ADJECTIVES
A noun is any naming word; a word that names people, places, animals or things.
Any word that in a sentence that tells us something more about the noun in the sentence is an adjective.
The teacher can read the following paragraph out to the students and ask them to identify the adjectives in the sentences.
I woke up at 7 o’clock in the morning. My mother made me a HOT cup of tea. I then took a bath with WARM water. Next, I wore my NEW clothes and left for school. The road to the school was very BUMPY. I reached late but my teacher was a NICE person so she let me come in. After school, I went to my BEST friend’s place. We had the TASTY snacks prepared by her mother and talked for a LONG time. I returned home in the evening. My mother was ANGRY and asked me to go to bed immediately.
WHEN ADJECTIVES COME AFTER THE NOUN, AT THE END OF THE SENTENCE.