LPL2 - What's wrong?
Carnet de Voyage: Click here to see the CDV for this lesson plan
We send this link to the parents after the session. This gives the parents a quick view
of what has been taught and an opportunity for them to accompany their child's
learning process by viewing and revising the content together.
Lesson Plan: What’s wrong?
1. Hello Song / 5 minutes (recommended for younger groups)
2. Recap last session's target language / 5 minutes
Take out the flashcards from the last session and see who remembers the words or phrases
3. Pre – teach the target vocabulary using the flashcards:
Doctor, body parts, – headache, ear-ache, stomach-ache, back-ache, cough, sore throat, band aid/plaster
Show the group the flash cards and say the word. Ask the children to repeat it. (you can repeat this a couple of times if needed)
Show the children you will be silent (I do this my “doing a key-locking imitation” in front of my mouth. The students must remember the names of the images on the flashcards. Ensure the children raise their hands to avoid shouting out. Reward the children you says the word correctly but letting them stick it up on the board/wall.
Extra prep/ traction: When your display is up stick up the “labels” and one by one allow the children to match the word to the image by sticking the word underneath the image.
Introduce the subject pronouns as suggested in the previous activity.
When the pronouns are on display introduce
3. Story: Pip and Posy – The Super Scooter/Mr, Stretch / 10 minutes
You will need: Book Book
Read through the book, concentrate on encouraging repetition of your target words and or phrases. Give time for the children to see all of the details in the pictures.
For younger children (3-5), you may want to read only some of the text and concentrate more on key words. Ensure repetition of those key words and sounds.
Focus on reading the text and then asking the children a question.
E.g. “Look at Mr. Strech?” “What does he have?” “What’s wrong with Mr. Stretch?” “Is Mr. Stretch happy?”
When reading, encourage the children to get involved in the story and to repeat full sentences based on your teacher target above.
For the extra traction levels, ask questions about the book and encourage response in short phrases or full sentences.
e.g. Does Mr. Stretch have an ear-ache? “Yes he does/No he doesn’t!” “What’s wrong with Mr. Stretch?” OR “He has an ear-ache!”
When reading, encourage the children to get involved and to repeat full sentences based on your teacher target above.
For extra preps, encourage to children to take turns trying to read pages to the group and to decipher the meaning of the story at the end.
4. Game: / 15 minutes
You will need: Illness Flashcards + Pronouns flashcards + body flashcards Label flashcards (for extra prep/traction)
Having read through the story, re-introduce the flashcards one by one, displaying each one on the wall as it is introduced. Encourage repetition or independent production of the word.
Stick a plaster/band aid on a part of the body poster and ask the children – “What’s wrong with ____?
The children must raise their hand to answer. Encourage a full sentence response, e.g. She has an earache! Go through all of the subject pronouns – He/She/We/They/It to practice has/have etc
If you still have time, play some vocabulary integration games to make it fun and enhance word retention: Click here for examples and instructions on the flashcard section of the session.
For older groups, now drill down to aim at the target language listed next to Extra Traction and, according to the level, Extra Prep. above.
Start by reviewing the vocabulary, grammar points and concepts. Stick up some more complicated scenarios e.g. Two scenarios – Ben and Mary /Plaster – Ben has ___ Mary has a stomach ache.
For extra traction you can ask the children to try different tenses!
5. Song / 10 minutes (recommended for younger groups)
Recommended for groups under 8 years. Older groups can move straight onto the individual activity time.
6. Individual activity/ 10 - 20 minutes
You will need: handout and markers and/or pencils
Page one (colouring page): for the under 9 year olds this page can either simply be used for colouring as you interact with each child individually or (for 5 - 9 year olds) you can request that they match up the images.
7. Recap / 5 minutes
You will need: Flashcards for your target language.
8. Goodbye Song / 5 minutes (recommended for younger groups)