A day at the beach
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Eli .
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Eli
By Eli .
Published on 08/21/2006
This ESL lesson plan will let your students learn all about the beach! We'll learn all about the beach, what to wear as well as what we can do at the beach.
This ESL lesson series is spread over four lessons lasting about an hour each.
This ESL lesson series is spread over four lessons lasting about an hour each.
Lesson 1: Introduction to the beach
Lesson 1: Introduction to the beach
Vocab Taught: wave, ocean, sand, sand castle, sea-shell, beach
Phonics taught: s-a-n-d
Preparation: Flashcards, sea shells (if available), paint (if you are going to use the “Sea Shells” activity), “Ice-cream song” if desired, paper for drawing your family at the beach.
Age/level: beginner about 5/6/7 years.
Time: About an hour, depending on class size.
Activity: Paint Sea Shells or Draw your family at the beach
Other helpful language: Family members
Possible sentence structures for this lesson:
1. What is it? It’s a sea shell.
Warmer: Ice-cream song. 5 minutes.
Introduce and drill the new vocabulary. Use a big picture of a beach and introduce and drill the new vocabulary. Get the students out the front to draw each part of the beach. 10 minutes.
Follow up: Run and slap. 5-7 minutes.
Today’s activity: Painting Sea shells or draw your family at the beach.
If you have sea shells, or you can get them easily, children (usually) really enjoy painting sea shells. It gives them something that they can touch and take home at the end of the day.
If you don’t have any sea shells then get your students to draw a picture of themselves, their friends and their family at the beach. 20 minutes.
Phonics: s-a-n-d
Drill phonic values. 5 minutes.
Play stations with phonic values. 5-7 minutes.
Fun activity: Charades – give the students a theme and play charades. The animals theme always works well. 5-7 minutes.
Vocab Taught: wave, ocean, sand, sand castle, sea-shell, beach
Phonics taught: s-a-n-d
Preparation: Flashcards, sea shells (if available), paint (if you are going to use the “Sea Shells” activity), “Ice-cream song” if desired, paper for drawing your family at the beach.
Age/level: beginner about 5/6/7 years.
Time: About an hour, depending on class size.
Activity: Paint Sea Shells or Draw your family at the beach
Other helpful language: Family members
Possible sentence structures for this lesson:
1. What is it? It’s a sea shell.
Warmer: Ice-cream song. 5 minutes.
Introduce and drill the new vocabulary. Use a big picture of a beach and introduce and drill the new vocabulary. Get the students out the front to draw each part of the beach. 10 minutes.
Follow up: Run and slap. 5-7 minutes.
Today’s activity: Painting Sea shells or draw your family at the beach.
If you have sea shells, or you can get them easily, children (usually) really enjoy painting sea shells. It gives them something that they can touch and take home at the end of the day.
If you don’t have any sea shells then get your students to draw a picture of themselves, their friends and their family at the beach. 20 minutes.
Phonics: s-a-n-d
Drill phonic values. 5 minutes.
Play stations with phonic values. 5-7 minutes.
Fun activity: Charades – give the students a theme and play charades. The animals theme always works well. 5-7 minutes.
Lesson 2: Hot!
Lesson 2: Hot!
Vocab Taught: sun, sun-screen, umbrella, water, hot, sky, cloud
Phonics taught: h-o-t
Preparation: Flashcards, “Ice-cream song” if desired, lots of little flashcards of today’s vocabulary for the scavenger hunt.
Age/level: beginner about 5/6/7 years.
Time: About an hour, depending on class size.
Activity: Scavenger hunt (FCs): Find items around the classroom/playground.
Possible sentence structures for this lesson:
1. What is it? It’s an umbrella.
Warmer: Ice-cream song. 5 minutes.
Review: Draw a picture of a beach on the board. Remember to elicit the language from the students as you do this. 5 minutes
Introduce and drill the new vocabulary. Use a big picture of a beach and introduce and drill the new vocabulary. Get the students to add the new vocabulary to the beach that you drew for the review stage of the lesson. 10 minutes.
Follow up: Seat swapper – give the students and item of vocabulary. Charade an item of vocabulary, the students who have that vocabulary item must now switch seats. You could also remove one of the chairs so that there will always be one student without a chair. The student without a chair is the teacher. After he mimes the vocabulary, they can race to get a chair, leaving the next student without a chair to be the teacher. 5-7 minutes.
Today’s activity: Scavenger hunt – give the students a list of items (pictures) that they must find. You should do this in a playground, if possible. Explain to the students that the first student to find all of the items on their list is the winner! 15 minutes.
Phonics: h-o-t
Drill phonic values. 5 minutes.
Whisper erase phonic values. 5-7 minutes.
Fun activity: duck, duck, goose – change the words “duck” and “Goose” to something different, like sun and sky. 5-7 minutes.
Vocab Taught: sun, sun-screen, umbrella, water, hot, sky, cloud
Phonics taught: h-o-t
Preparation: Flashcards, “Ice-cream song” if desired, lots of little flashcards of today’s vocabulary for the scavenger hunt.
Age/level: beginner about 5/6/7 years.
Time: About an hour, depending on class size.
Activity: Scavenger hunt (FCs): Find items around the classroom/playground.
Possible sentence structures for this lesson:
1. What is it? It’s an umbrella.
Warmer: Ice-cream song. 5 minutes.
Review: Draw a picture of a beach on the board. Remember to elicit the language from the students as you do this. 5 minutes
Introduce and drill the new vocabulary. Use a big picture of a beach and introduce and drill the new vocabulary. Get the students to add the new vocabulary to the beach that you drew for the review stage of the lesson. 10 minutes.
Follow up: Seat swapper – give the students and item of vocabulary. Charade an item of vocabulary, the students who have that vocabulary item must now switch seats. You could also remove one of the chairs so that there will always be one student without a chair. The student without a chair is the teacher. After he mimes the vocabulary, they can race to get a chair, leaving the next student without a chair to be the teacher. 5-7 minutes.
Today’s activity: Scavenger hunt – give the students a list of items (pictures) that they must find. You should do this in a playground, if possible. Explain to the students that the first student to find all of the items on their list is the winner! 15 minutes.
Phonics: h-o-t
Drill phonic values. 5 minutes.
Whisper erase phonic values. 5-7 minutes.
Fun activity: duck, duck, goose – change the words “duck” and “Goose” to something different, like sun and sky. 5-7 minutes.
Lesson 3: What to wear at the beach
Lesson 3: What to wear at the beach
Vocab Taught: towel, sun-glasses, hat, thongs/flip-flops, shorts / bathing suit
Phonics taught: h-a-t
Preparation: Flashcards, “Ice-cream song” if desired, clothes (as many as you can).
Age/level: beginner about 5/6/7 years.
Time: About an hour, depending on class size.
Activity: What’s missing? / What do we need?
Other helpful language: Other types of clothes. For example, clothes for winter.
Possible sentence structures for this lesson:
1. What is it? It’s a towel.
2. What are they? They’re thongs.
3. Put on your thongs.
4. Take off your thongs.
5. What do we need? We need a towel.
6. Do we need a towel? Yes, we do. / No, we don’t.
The last two are for more advanced classes, or could have been previously taught. You can also substitute “we” for he/she/they/I/you.
Warmer: Ice-cream song. 5 minutes.
Review: Draw a picture of a beach on the board. Remember to elicit the language from the students as you do this. 5 minutes
Introduce and drill the new vocabulary. Use realia (if you can get it) for this. 10 minutes.
Now would be a good time to introduce this structure: “Put on/ take off your thongs.”
Follow-up with a game of “Put on/take off your…” This game can be played much like teacher says. “Teacher says put on your shoes.” Then the students mime putting on their shoes. If the teacher doesn’t say “teacher says” and the students mime the action, then the students who did the action must sit down. Keep going until there is one student left. 10 minutes.
Today’s activity: What’s missing?
Make a pile of as many items of clothes as you can. Put the clothes somewhere where the students can’t see them. Select one student and have them chose one item of clothing, set it aside. Bring out the rest of the clothing. Have the students guess which item of clothing is missing. The student who guesses the correct item chooses the next item of clothing. 10 minutes.
Phonics: h-a-t
Drill phonic values. 5 minutes.
Upside down game with phonic values. 5-7 minutes.
Fun activity: Big wind blows – This game is simple, but fun. The teacher says: “big wind blows for anyone wearing glasses.” All the students who are wearing glasses must stand up and switch positions. Repeat for different items of clothing. 5-7 minutes.
Vocab Taught: towel, sun-glasses, hat, thongs/flip-flops, shorts / bathing suit
Phonics taught: h-a-t
Preparation: Flashcards, “Ice-cream song” if desired, clothes (as many as you can).
Age/level: beginner about 5/6/7 years.
Time: About an hour, depending on class size.
Activity: What’s missing? / What do we need?
Other helpful language: Other types of clothes. For example, clothes for winter.
Possible sentence structures for this lesson:
1. What is it? It’s a towel.
2. What are they? They’re thongs.
3. Put on your thongs.
4. Take off your thongs.
5. What do we need? We need a towel.
6. Do we need a towel? Yes, we do. / No, we don’t.
The last two are for more advanced classes, or could have been previously taught. You can also substitute “we” for he/she/they/I/you.
Warmer: Ice-cream song. 5 minutes.
Review: Draw a picture of a beach on the board. Remember to elicit the language from the students as you do this. 5 minutes
Introduce and drill the new vocabulary. Use realia (if you can get it) for this. 10 minutes.
Now would be a good time to introduce this structure: “Put on/ take off your thongs.”
Follow-up with a game of “Put on/take off your…” This game can be played much like teacher says. “Teacher says put on your shoes.” Then the students mime putting on their shoes. If the teacher doesn’t say “teacher says” and the students mime the action, then the students who did the action must sit down. Keep going until there is one student left. 10 minutes.
Today’s activity: What’s missing?
Make a pile of as many items of clothes as you can. Put the clothes somewhere where the students can’t see them. Select one student and have them chose one item of clothing, set it aside. Bring out the rest of the clothing. Have the students guess which item of clothing is missing. The student who guesses the correct item chooses the next item of clothing. 10 minutes.
Phonics: h-a-t
Drill phonic values. 5 minutes.
Upside down game with phonic values. 5-7 minutes.
Fun activity: Big wind blows – This game is simple, but fun. The teacher says: “big wind blows for anyone wearing glasses.” All the students who are wearing glasses must stand up and switch positions. Repeat for different items of clothing. 5-7 minutes.
Lesson 4: What can we do at the beach?
Lesson 4: What can we do at the beach?
Vocab Taught: beach ball, swim, surfing, water-skiing, ice-cream, frisbee
Phonics taught: s-w-i-m
Preparation: Flashcards, “Ice-cream song” if desired, clothes (as many as you can).
Age/level: beginner about 5/6/7 years.
Time: About an hour, depending on class size.
Activity: Last student standing.
Other helpful language: Other types of clothes. For example, clothes for winter.
Possible sentence structures for this lesson:
1. What do you want to do? I want to eat an ice-cream.
2. What are they doing? They’re surfing.
3. What did you do at the beach? I went waterskiing.
4. What are you doing? I’m swimming.
You can also substitute “we” for he/she/they/I/you.
Warmer: Ice-cream song. 5 minutes.
Review: Put on/ take off your thongs. 5-7 minutes
Introduce and drill the new vocabulary. Use TPR to teach the actions. 10 minutes.
Follow-up with a game of charades. 5-7 minutes
Today’s activity: Last student standing – You should make a pose for each action. When you say “let’s surf”, the students should all get into the surfing pose. They must sit down if they strike the wrong pose. The last student standing is the winner. 10 minutes.
Phonics: s-w-i-m
Drill phonic values. 5 minutes.
Run and slap with phonic values. 5-7 minutes.
Fun activity: Target throwing. Draw each action on the white board. Mime out the action and the students have to throw a ball at the action and say it as they throw the ball. 5-7 minutes.
Vocab Taught: beach ball, swim, surfing, water-skiing, ice-cream, frisbee
Phonics taught: s-w-i-m
Preparation: Flashcards, “Ice-cream song” if desired, clothes (as many as you can).
Age/level: beginner about 5/6/7 years.
Time: About an hour, depending on class size.
Activity: Last student standing.
Other helpful language: Other types of clothes. For example, clothes for winter.
Possible sentence structures for this lesson:
1. What do you want to do? I want to eat an ice-cream.
2. What are they doing? They’re surfing.
3. What did you do at the beach? I went waterskiing.
4. What are you doing? I’m swimming.
You can also substitute “we” for he/she/they/I/you.
Warmer: Ice-cream song. 5 minutes.
Review: Put on/ take off your thongs. 5-7 minutes
Introduce and drill the new vocabulary. Use TPR to teach the actions. 10 minutes.
Follow-up with a game of charades. 5-7 minutes
Today’s activity: Last student standing – You should make a pose for each action. When you say “let’s surf”, the students should all get into the surfing pose. They must sit down if they strike the wrong pose. The last student standing is the winner. 10 minutes.
Phonics: s-w-i-m
Drill phonic values. 5 minutes.
Run and slap with phonic values. 5-7 minutes.
Fun activity: Target throwing. Draw each action on the white board. Mime out the action and the students have to throw a ball at the action and say it as they throw the ball. 5-7 minutes.