1) Communicative lesson plan

From Wikigogy
The TESOL/Communicative style runs with a basic lesson plan as below. One of the key principles of the communicative approach is "demonstrate, don't explain". This is particularly useful advice for lower levels of English. Activities are demonstrated with one or two more confident students or assistant teacher. At no point is the first language used in class for explaining games and activities. The teacher requires much planning and pre-thought as to how to 'demonstrate' this game without many words (and lots of action). Planning a communicative lesson takes much time in this respect.

Lesson plan
The structure is basically:

warm-up/review (5-10 mins) new language/grammar (choral-and-chain, flashcards/memorisation/practise) activities (2-3) wrap-up (5-10 minutes)

For children it varies on the order, and smaller chunks constantly moving (e.g. some new language, activity or 2, some more new language, activity, etc). So the way it references activities is based on:

activity type (warm-up, activity, assessment, etc) topic/grammar point (food, colours, etc) - sometimes other topics can be adapted level (of English - beginner, elementary, intermediate, ...) age group (general children Vs adult category)

Example
The following could easily be 2-3 lessons depending on lesson length. This plan is designed for quite a long lesson, and breaks up the attention span needed into smaller chunks. This way students often don't feel the time passing.

Topic: Food Age group: Teenagers (in Asia) Grammar: Like/don't like/quite like/love/hate + countable/uncountable Level: Beginner/Elementary

Warm-up/Review

"I went shopping and bought..." chain/memory

New Vocab/Grammar

Mind map (spider diagram) on the board - food & drink Food sheet (food names matching to pictures) + flashcard foods like (chanting) "Do you like ...?" (students = yes/no, I do/don't)

Activities

like it/quite like it/don't like it/hate it (ask & answer, game) Do you like...? (Flashcard game)

New Vocab/Grammar

Table structure on board - countable/uncountable ask "Why is it uncountable?"

Activities

countable/uncountable (game) - food shopping "Have you got any...?" prepare group skit & practise

Assessment (perhaps next class)

Group skit - either, o inviting someone to lunch/party ("Do you like ...?") o food shopping ("Have you got any...?" "There are some/There's a lot/There isn't any")