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7-9 Year Old Children's Lessons / Children's English Classes

Example Lesson Plan for 7-9 Childrens English Class

Young children's classes aren't that complicated. You need a good basic lesson plan that you can use as a template, switching and changing various parts as you need. In this article you will find that template for any of your children classes with students from the ages of 7 to 9.  The purpose of this template is to give you an idea of how we create our own lesson plans so that you have a place to get started when creating your own.

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Age group

7-9 years old

 

Preparation

5 minutes

 

Class time

60 minutes

 

Teaching Key Points

Various commands (listening practice)

Basic question and replies

Alphabet writing practice

“Where are you going?”

“I’m going to _______”

“Is he/she going to ________?”

“Yes, he/she is.”

“No, he/she isn’t.”

Vocabulary Words

  • Hospital
  • Supermarket
  • Bus stop
  • Department store
  • Post office
  • Restaurant
  • Library
  • Park
  • Train station

 

Lesson plan

Greetings-

Warm-up-Drill Sgt.

Question time-

Short writing practice-

Textbook/vocabulary/sentence introduction

Related game-find it

Textbook/vocabulary/sentence introduction 2-related to first part

Speaking test-yes/no questions

Review-English road

Goodbyes

 

Step by Step

Greetings

I am going to start the class by greeting the students when I walk in. Nothing too difficult. Just a “Good morning” or a “How are you?” I might make a comment about the weather. I might make a comment about the students’ new bag or new haircut.

 

Warm-up-Drill Sgt.

The first activity is going to get the students standing up and moving around. We’re going to play the Drill Sgt. game that we often use with the younger students. Of course with the 7 to 9-year-olds we’re going to make the commands a little more difficult and a little more diverse.

 

Today’s commands will be:

  • Sit down
  • Stand up
  • Jump
  • Listen to music
  • Watch TV
  • Go to sleep
  • Wake up
  • Wash your face
  • Brush your teeth
  • Comb your hair
  • Walk
  • Fly
  • Play baseball
  • Ride a bicycle
  • Do your homework
  • Be quiet
  • Go fishing

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Question time

Next we’re going to move on to Question Time. Question time is basically a mock conversation that you can use to help your students practice any sentences or questions that they studied before. Here I’m going to call three different students up to the front of the class and asked them four to six questions each. All of the questions are from previously studied lessons. In today’s lessons I’m going to ask the following questions:

What’s your name?

How old are you?

What time is it?

What’s today’s date?

What do you do on (day of the week)?

Are you hungry? Tired? Sleepy? Happy? Sad?

 

Short writing practice

Around this age I like to have at least 5 to 10 minutes of writing practice. If I do not have any writing activity in the lesson plan then I will usually assign some writing focused homework. In this class, we’re simply going to practice writing the alphabet, capital and lower cases and we’re also going to practice writing each student’s name.

The class I’m teaching in this example is an experienced class who has already studied how to write the alphabet. In this situation many of the children can remember most of the letters but not all. Instead of writing the alphabet on the board where they all can easily see them I like to write the alphabet on a piece of paper and then put that piece of paper somewhere away from the table. This way if they forget one of the letters they have to get up walk over to the paper look at it, go back to the table while remembering the letter then write that letter on the piece of paper. I found a lot of success doing it this way. In the beginning, I would often simply write the alphabet on the board and they would look up and write it. But I found that they weren’t remembering the alphabet as well as I wanted them to.

When each of the students finish they have to raise their hand and say “I am finished.” Then I will go over and check that student’s paper. I will correct any of their mistakes and then tell them that they can “draw a picture” until the other students are finished.

 

Textbook/Vocabulary/Sentence introduction

Now I’m going to get into the meat and potatoes of our class. Here we’re going to introduce our main teaching Key Point to the students. Also we are going to explain the point and any variances of it on the board. At this age it still will be a little difficult to keep the students attention for more than 5 to 10 minutes. See need to keep this explanation simple and short.

Today were going to teach the students how to ask the question

“Where are you going?”

And how to answer with:

“I’m going to the_______”

We are also going to teach them some vocabulary words related to different places. For example:

  • Hospital
  • Supermarket
  • Bus stop
  • Department store
  • Post office
  • Restaurant
  • Library
  • Park
  • Train station

Children this age have a lot of difficulty reading English but I still think it’s a great idea to write on the board the words or have cards with the words or sentences written on them. This way the students can slowly get used to looking at the different words and sentences while they listen to you. This can be good practice for the long-term.

Whether you should use the students’ native language in class to explain the various points is a contentious issue. There are some teachers who believe that you should have an all English atmosphere for your classes. There are other teachers who say that limited use of the students’ native language can help save time and will not be a hindrance as long as it’s limited. And there are some teachers who make liberal use of the students’ native language. I generally fall in the middle. I believe that the teacher should use as much English as possible but I’m not averse to using the student’s native language if it will help save time or help the students’ understanding of what they are learning. For more on the subject click here (insert link).

Here I will explain in the students native language what “Where are you going?” means. Then I will explain what the correct reply “I’m going to the ______” means. Then I’m going to demonstrate a situation where they can use this.

I will take four cards that have four different locations on them. For this example I’ll take the “park” card, the “supermarket” card, the “train station” card and the” post office” card. I will put these four cards at one end of the class. I space the cards apart so that one is in one corner, another is a couple feet away from that, the other is a couple feet away from that the last card is in the other corner. Then I will go to the other side of the classroom and I will start walking. I will walk in place in an exaggerated manner. Then I will point to the students and then I will point to the question that I wrote on the board “Where are you going?” And gesture to them to ask me the question. If no students speak up then I will tell them to ask me. If only one student asks me then I will tell them to ask me together. Then when they ask me together I will answer with “I am going to the park!” And then I will walk towards the “park” card. Then I will go back to the other side of the classroom and try again. I will start walking in place, I will then point to the students and point to the board to get them to asked me the question. Once they asked me the question I will again answer with “I’m going to the supermarket!” Next I’m going to call one or two students to do the same thing. I will bring them over to one side of  the classroom and whisper in their ear “hospital” or “supermarket”. Then together we will start walking in place. By now the kids know to ask me the question. They will ask the question and I and the other student together will answer with “I’m going to the hospital.” I will try to have the next student do this by themselves. So I will tell him to walk in place, then I will point to the other students and then point the board. They will ask the student the question and hopefully he will be able to answer with “I’m going to the supermarket”.

Here, again, I will often use the students’ native language to double check that they understand the meanings of the question and the sentence. I will ask one of the students to tell me what they think the meaning of the question is in their native language. Then I will ask another student what they think the meaning of the correct reply is in their native language. After this I do not use the students’ native language anymore.

Next I will sit in front of the students with the different location cards. At first I’m just going to go over the different vocabulary words. So I will say one of the vocabulary words “hospital” and then I will have the students repeat. The second time we go through the cards I will show one cards the students, then I will ask the question “Where are you going?” The students have to look at the card and say the correct answer. In the beginning they probably will only say the vocabulary word, “hospital”. After that I will coax them to say “I’m going to the hospital.” Then I will show them another card and repeat the process.

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Related game-Find it!

Next, we’re going to play a game that forces the students to use what they just learned. This will help them remember the lesson and the sentence structures. The key here is to link the ability to correctly say the various English that they studied with winning the game. In this example, our students have already studied different rooms in schools in a previous lesson. Those vocabulary words were:

  • Gym
  • Office
  • Classroom
  • Music room
  • Girl’s room
  • Boy’s room
  • Library
  • Lunchroom

Since these are also location words we’re going to add them to the other location words that we studied today. We are going to take all of the vocabulary cards and play the game “find it”. We will separate the class into two different teams. One team will go outside the classroom and wait. Take the smaller “business size” vocabulary cards and hand them out to the students. Give each student about three cards. Tell the kids to hide the cards where about one fourth of the card is visible. They can hide the cards anywhere in the classroom as long as one fourth of the card is visible. Give them about a minute to hide them. When they finish, call in the other team from outside and tell them they have two minutes to search for as many cards as they can find. When they find one card they have to bring it up to the teacher and the teacher will then ask them “Where you going?” And the students have to look at the card and use the sentence they just learned to say “I’m going to the hospital”, or whatever vocab card they found. Once they say the sentence they can go back and start looking for another card. For each card that they are able to correctly say I will give them one point. Usually at this point it might be a little difficult for them to say the full sentences so I will usually help them with that. But if they are able to say the location word then I’ll give them the point. How strict you are with this in terms of giving them points is up to you. When the time is up I will switch the teams and the previous team that just found the cards will now go outside and wait while the other team hides the cards and we do it again.

 

Textbook/vocabulary/Sentence introduction 2-related to first part

Next we’re going to introduce a variation of what the students just learned. In this instance, we’re going to teach them how to answer “yes/no” questions. The particular question will be:

Is he/she going to the _________?

And of course the correct replies are:

Yes, he/she is.

No, he/she isn’t

We’re going to use the same method to explain the sentences and questions that we used originally to explain “Where are you going?”

First, we’re going to write the question and the replies on the board. Then, I’m going to practice saying the sentences and replies with the rest of the students. Next, I’m going to place one location card, the park, at one end of the classroom. Then I’m going to place another location card, the restaurant, at the other end of the class. Then I will choose one student to come to the middle the class. I will tell them to walk very slowly towards one of the cards. While that student is walking I will ask the rest of the class “Is he going to the park?” Hopefully the students will be able to look at the card and correctly reply:

Yes, he is.

Or

No, he isn’t.

Once I believe that the class understands the question and responses of move on to a mini-listening test.

 

Mini listening test

Next, we’re going to do a quick listening test so that we can review everything that we learned in the lesson. It’s also a good way to show the parents what the child learned during that day’s class. This test is very simple and only has six questions. The first four questions simply have two pictures, one picture shows a person going to one location and the other picture shows the person going to a different location. So maybe you’ll see picture “A”, where a boy is walking to a park and picture “B” where the boy is walking to school. For these questions I will simply say:

Where is he going?”

“He is going to the park.”

And the students have to listen to what you say and circle the correct picture. If you feel that some students are having difficulty then you can repeat the sentences as many times as you want and you can also start to say the location word much stronger so that the students can more easily answer the question.

The last two questions or practicing the previously learned yes he is no he isn’t replies and questions. There is only one picture of a person going to a certain location. Under that picture is answer choice A that says “Yes, he is” and answer choice B that says “No, he isn’t”. I will then say the question “is he going to the park?” And then I will’s read both answer choices “a-yes he is”, “be-no he isn’t” and the students have to circle the correct answer. At the end of the test will collect the papers and quickly answer them. Then we’ll move on to the next game.

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Review-English road

Last, we are going to do some general review of the various English that we learned in previous lessons. It’s always a good idea to finish up your classes with an exciting or fun game. And that’s what we’re going to do here. We’re simply going to take various vocabulary words that the students learned in previous lessons , including today’s lesson, and use them to play a game. This game mimics a multiple answer choice quiz. Take your larger vocabulary cards (A4 sized) and lay down four cards in a row. Then behind those cards lay down another row of four cards. Continue to do this until you have made of “road” of cards. Usually about 10 rows will be enough.  Split the class into two teams and have one team sit on one side of the road and the other team sit on the other side. Call the first student of one of the teams to stand in front of the first row of cards. Then call out one of the vocabulary words from one of the cards. The student has to listen to what you say and stand in front of the correct vocabulary card. If they are correct then you will say another word from the next row. If they continue to choose the correct answer then they will continue to go down the road until the end. If they reach the end then I will usually set aside a chair at the end of the road that they can sit in. Sometimes the children will name the chairs the “King’s chair” or the “Princess’s chair”. If they choose wrongly then they will go to the end of their team’s lines and you will call the next student forward to start over.

With younger students or inexperienced students you can simply say the vocabulary word that’s written on the card. But if you have older students or they are more experienced you can include questions and full sentences that use that vocabulary word. So for example if the four cards in the row are “hospital”, “park”, “boys room”, “cafeteria” then the teacher can say:

“Where are you going?”

“I’m going to the hospital.”

Once all the students have had their turn I will tell any of the students who were able to get to the end of the road to clean up all the cards and bring them to me. Often I will do this as a “race” and I will put the different students at different ends of the road and then tell them to “go” and they will start collecting as many cards as they can. I usually don’t have them count the cards because it really doesn’t matter. I will then collect the cards from the students making sure that when they hand me the cards they say “Here you are” and I reply with “Thank you” and they reply with “You’re welcome”.

 

Goodbyes

Now the class is finished and I will collect my things and tell all the students to stand up. Then together we will say “Thank you, very much” and as I walk out I will say various goodbyes.

 

Conclusion:

For the most part these classes and the younger classes are not that much different. Sure, you’re introducing some reading and writing which the children generally won’t be very excited about. But for the most part the majority of your lesson plan still going to be fun games and activities. The key to introducing any changes into the lesson plans is to do it slowly. If you want to introduce some homework into your classes then start off doing it once a month. Then slowly increase the pace to twice a month and eventually you can give out homework after every class and the students won’t be complaining.

 

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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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