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13-16 Year Old Children's Lessons

Example Lesson Plan for 13-16 Childrens English Class

It can be difficult to create lesson plans for young adult English classes. If you could only find a template or a sample lesson somewhere to give you an idea where to start. As luck would have it, below is a sample lesson for students from the ages of 13 to 16. Read it. Use it. Change it. Once you have this template 3 or 4 times you'll find it much easier to start creating your own lesson plans.

Age group:

13-16 years old

 

Preparation:

5-10 minutes

 

Class Time:

60-80 minutes

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Teaching Key Point:

Basic Questions and Replies

Present Perfect

“I have eaten sushi in Japan.”

“Have you ever eaten sushi in Japan?”

 

Lesson Plan:

Greetings

Warm-up-Conversational Questions Related to Previous Lesson

Introduction of Key Point

Example Conversation Read Through

Questions Related to Conversation

Simple Practice

Key Point Related Game

Previous Class Short Review

Review Game

Homework Explanation

Goodbyes

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Step by Step

Greetings

As we enter the classroom we are going to greet the students with “good morning”, “good afternoon” or “how are you doing?” It’s a good idea to mix these up so that you can expose your students to as many different greetings as possible. One day try “how are you?” And another day try “how’s it going?”

 

Warm-up-conversational questions related to previous lesson

First we are going to do some basic review. I like to strike up a conversation with the students and try to use questions that the students learned in previous lesson. If any of the students have difficulty answering then I will tell them to look at their notebooks and review the last lesson. Here are some examples of the questions I would ask:

(Previous lesson topic was on frequency)

How often do you _________?

How often do you go out to eat?

How often do you watch TV?

How often do you drink beer? (This is used to get a “I never _____” response)

Do you ever _________?

Do you ever take a shower in the morning?

Do you ever go to school on the weekends?

Do you ever go to sleep without brushing your teeth?

 

Introduction of Key Point

Here we’re going to introduce today’s lesson and also explain when and how they can use it. We will explain the grammar and how to create some sentences using that grammar. Some teachers like to do this after reading the example conversations. Some teachers like to do it before. Try both and figure out which one you prefer.

This lesson’s Key Point is the “present perfect” tense.  In this lesson, we’re going to show the students how they can use the present perfect form to talk about past experiences they have had. I will start by writing the topic of the day on the board.

“Present Perfect-Talking About Experiences”

Then, I will tell the class “Today, I’m going to show you how you can use English to talk about past experiences or to ask other people about their past experiences.” Next, I will write on the board the following sentence:

“Randy has eaten sushi in Japan.”

Then I will ask a student,

“Have you ever eaten sushi in Japan?”

Very often the students understand what the question means even if they don’t understand the grammar. Hopefully they will try to answer as best they can and sometimes other students will help them. Regardless if they answer correctly or not I will write on the board the question and two correct possible replies.

“Have you ever in sushi in Japan?”

“Yes, I have”

“No, I haven’t”

Next, I’m going to go to the board and underline the word “eaten” and I’m going to tell the students that this is the “present perfect” form of the verb eat. Then I’m going to write the following:

eat-ate-eaten

Then above the word “eaten” I will also write “present perfect”.  I will tell the class that they need to use the present perfect when they’re talking about experiences or asking about experiences. Don’t get caught up in using difficult teacher lingo. In all honesty, this is a conversation class so it doesn’t matter so much that they remember the terms “present perfect” or “simple past”. Next, I’m going to write a few more sets of different verbs so they can see how “present perfect” verbs are formed. I’m going to make two groups of these verbs. I will tell the students that one group is “normal” verbs. And the other group I will call “special” verbs. The “normal” group of verbs will all be verbs where the simple past and the present perfect are the same word. So for example:

Study-studied-studied

Listen-listened-listened

Play-played-played

Then, under the “special” verbs I will write:

Eat-ate-eaten

See-saw-seen

Write-wrote-written

Then I will point to the “normal” verbs and tell them that for many English verbs the past tense is the same as the present perfect tense. But for the “special” verbs they are different. Then I will hand out a paper that has a list of all of the “irregular-special” verbs and their past tenses and present perfect tenses.

Next I will write on the board:

I have (present perfect verb) ______________.

I will then explain to them that when they want to talk about an experience that they have had they can use this sentence pattern. I will point to the “present perfect verb” area of the sentence and say “here you have to use this type of verb” and then point to the present perfect verbs from one of the sets. Then I will make an example. I will write:

I have eaten sushi in Japan.

I have listened to Beethoven.

I have played baseball.

Next, I will call on a few students to have them try and make their own sentences using some of the verbs. Then I will go on to explain how to create questions using present perfect. I will write on the board:

Have you ever _______________?

I will then tell them that if they want to ask someone if they have had a certain type of experience they should use this question. I will then say “here (pointing at the blank) you can use the present perfect and an action that you want to ask about.” Then I will create an example question.

Have you ever eaten Chinese food?

Then I’ll ask one or two students the question and hopefully they remember how to correctly reply. Again, regardless if the reply correctly or incorrectly I will write under the question the correct possible replies.

Have you ever eaten Chinese food?

Yes, I have.

No, I haven’t.

By now the explanations are getting a little long so while there are a couple of other points I would like to explain to the students, I feel like if I do I’m going to lose their attention. So here we’re going to move on to the sample conversation.

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Example conversation read through

Next, we’re going to go over the example conversation. First, I’m going to call one of the students up to the front of the class and asked them to read with me. The other students will follow along on their own papers. I will read one role and the student will read the other. Once we finish, I will separate the class into teams of two. I will tell each team to read over the conversation together just like I did with the other student and when they finish they should change roles and read it again. Then they need to go over the conversation and underline any words or sentences that they don’t understand. After that they should talk about the conversation as a whole and try to guess what it is about. If they have any questions I tell them to ask me. While they do this I will go around the class helping and giving hints and suggestions to each team.

 

Diane-Hey Jake, let’s rent movie!

Jake-That’s a good idea. What do you want to see?

Diane-How about Space Jammers 2?

Jake-Actually, I have seen Space Jammers 2 three times already.

Diane-Really? Have you ever seen Space Jammers 1?

Jake-No, I haven’t.

Diane-It’s really good. Let’s watch that.

Jake-Sounds good. Do you often go to the movies?

Diane-Not really, I usually just rent a video and watch it at home.

 

Questions related to conversation

After the students have read through the example conversations we are going to ask some questions that are related to that conversation. This is a short simple way to check the students’ comprehension of the conversation.

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Simple practice

Next we’re going to have the students do some simple practice. In this practice they have to create sentences using what they learned in the teacher’s explanation. You can use a number of different types of questions for this “simple” practice. Very often textbooks will have their own simple practice questions that you can use. Most textbooks will have six different pictures and the students have to look at the picture and create a sentence. For example, the first picture shows a man who is looking at a map of Africa. The correct sentence would be “he has been to Africa.” The second picture would show a man climbing a mountain. The correct sentence would be “He has climbed a mountain.” There are other types of simple practice that you can do but the basic idea is to have the students do simple easy questions so that they can practice creating sentences. For this example lesson here are the six pictures:

(Insert pictures)

 

Key Point related game

For this lesson it can be difficult to remember the present perfect tenses of the various verbs. That’s why I like to often play a game that will help them practice and remember the different forms of the verbs. This game is called “concentration” and it is a very simple game. You need to get some index cards. Take two index cards and on one index card right a verb, for example “buy”. Then on the other index card right the present perfect form of that verb, for example “bought”. Do the same thing with 15 to 20 verbs. So in total you will have 20 to 30 cards. Put these cards face down on the desk and mix them up. The students will take turns flipping over cards trying to match the cards together. So the first student will flip over a card and it will say “eat”. The student needs to find the “eaten” card to make a match. If they make a match they get the two cards and they have to create a sentence using the present perfect verb form. So in our previous example the student first flipped over the card “eat” and the next flips over the card “eaten”. They now have a match. The student says “I have eaten snails.” Then that student is to go again. If they don’t make a match then the next person goes. If you have a big class and you will have to make more cards.  (create printable pdf and insert here)

 

Another related game

Here, it’s going to depend on the length of your class and what you as a teacher feel is most important. If you think that the students need to practice today’s lesson a little more then you should go ahead and start the next game related to today’s lesson. But if you feel that the students have a good grasp and a good understanding of everything that you taught them today then perhaps you want to review a previous lesson that you think they need more work on. Of course if you have enough time then you should go ahead and do both.

In this game the students are going to use the blackboard to create a crossword puzzle. If you have a large class then you should separate the class into teams of 4 to 5 and give them a large piece of paper to create the crossword puzzles on. You the teacher should write one word in the middle of the paper. Let’s say I write the word “truck”. After I write the word have to make a sentence using the present perfect that we just learned with the word. Here I would say, “I have driven a truck.” Then the next student has to use one of the letters in the previous word to create a new word. Let’s say the student uses the “K” in truck to write the word “basketball”. Then the student says, “I have played basketball.” The students continue to do this until certain amount of time has passed.

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Previous class short review

Next we’re going to do a short review of the previous classes’ lesson. This is mostly to help them remember the different points that they learned that lesson so that they can play the next game that we’re going to do.

In this example were going to review using the words “like”, “dislike”, “love”, “hate” with various actions. For example:

“I love watching movies at home.”

On the board we will write a few example sentences:

“I love watching movies at home.”

“I hate doing the laundry on Sunday.”

“I really like exercising.”

Next, we will explain that when you use the words “like”, “dislike”, “love”, and “hate” with actions then you need to add ING to that verb. Then I would write on the board:

“I love watch movies at home.” And next to this I would draw a big X.

“I love watching movies at home.”

Then I would underline the ING in “watching” to further drive home the point.

 

Review game

Review is extremely important and one of the best ways to review is to use a game or activity. Here were going to do that. We just reviewed the various grammatical points on the whiteboard in front of the class and now are going to put all of that to use playing a game.

Separate your class into teams of 4 to 5 students each. Then write “love” on the board. Then say and write on the board a sentence using the word “love” with an action.

“I love waking up late.”

Then point to the next student and tell them that they have to repeat what I said and add their own sentence using the word “love”. So it would look like this:

“Randy loves waking up late.”

“I love cooking dinner.”

Then the next student has to repeat all of the previous sentences and add their own as well. So like this:

“Randy loves waking up late.”

“Mike loves cooking dinner.”

“I love playing with my friends.”

After the students go around once you write another word on the board that they can use in their sentences. So for the next round you would have the words “love” and “hate” written on the board. Now the students can use either or both of these words to create sentences.

 

Homework explanation

Last we’re going to assign homework and quickly explain how to do that homework. This homework has two basic parts. The first part is similar to the simple practice they did in this lesson where they have to look at six different pictures and write sentences using the present perfect form. The second part is more personalized where they have to again use the present perfect form to create sentences about themselves. For this age group it is a good idea to simply do the first question in each part together as a class to make sure that they understand how to do the homework. Then after doing the first questions and explaining everything I will ask the class if they have any questions. If not then I will say my goodbyes and dismiss the class.

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Goodbyes

Last are our goodbyes. Try to throw out some different goodbyes. Try a “goodbye” and a “see you next class” or “see you next week”. Also a couple of “don’t forget about your homework” can help if you are consistent.

 

Conclusion

Well that’s it. I hope it can help you with some of your classes. Try to remember to keep your grammar explanations as simple and short as possible. Try to remember that these children are not adults yet so that means that you have to think about fun ways to review or reinforce anything that you’re teaching. You can now use this lesson plan as a template for any of your future classes. Don’t be afraid to change anything you didn’t like or you think might not work well with your own students. Good luck.

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Randy League owns an English School in Japan and has been teaching English for 20 years. In his free time he trains MMA , plays video games and studies Japanese.

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