KU TESOL in Korea

4-MAT Lesson Plan Template

Class: Kyunghwa Middle School – 2nd year Date: 2018 June

Language Objectives (expressed as: “Students will [fulfill X language function], using [Y language form], with [Z
vocabulary].”

1. Students will learn to make plans using the words camping, swimming, canoeing, hiking, roast s’mores, and sing a
campfire song.

2. Students will learn to say what they should bring camping, using the words tent, hiking shoes, canoe, swim suit,
fishing rod, guitar and marshmallows.

Function Form Vocabulary

1. Camping, swimming, canoeing, hiking, roast
s’mores, sing a campfire song
Making plans “we should go swimming”

2. tent, hiking shoes, canoe, swim suit, fishing rod,

guitar, marshmallows
What to bring “we should bring a swim suit and go
swimming”

Materials:

PowerPoint

Worksheet

Stage One: Motivation

Time Activity (in steps)

2 minutes “Today we are going to talk about camping? Have you ever been camping?”
Ask the student what the do while camping, what they bring.


 Did you begin with situations that build on what the learners already know?

 Did you use experiential learning?

 Did you establish the “Why”?

 What manners / management strategies do you need to be aware of (p. 16-17 of Riddell)?

Stage Two: Presentation

Time Activity (in steps)

15 minutes “What should we bring? We should bring a___”
Show pictures of items to bring while camping, a few per slide. After they learn the names show a slide
with just the pictures to see if they can remember them.

“What should we do while camping? We should go____’

Showing pictures of activities, they can go while camping. Take away words and show just pictures to
quiz them on the words. Show a video of four different ways to make s’mores.

“We should bring ______ and go ________”.

Show pictures of one item and one activity and have them fill in the blanks with the words.

 Did you emphasize the most significant aspects of the concept in an organized, sequential manner?

 Have you practiced your pacing?

 Have you tested your technology?

 What ways will you check for comprehension? (Riddell chapter 9)

 Did you establish the what?

Stage Three: Practice

Time Activity (in steps)

15 minutes As co-teachers are passing out the worksheets explain the matching section of the worksheet where
the students have to make the activity with the item to bring.
After about 5 minutes go over the answer and write the answers on the board.
The second section is filling in the blanks of sentences such as ‘We should bring _____ and go
blank____’. Students are free to use words they have learned before.
After 5 minutes have some students share their answers with the class.
The third section is role playing. In pairs the students have to make a plan of what to do and what to
bring. The teacher and Co-teacher give a demonstration.
After 5 minutes the students volunteer to share the dialogue they have created with the rest of the
class.

 Did you anticipate problems (what if?) with accompanying possible solutions?

 Did you anticipate potential language problems, through careful analysis of the functions / forms / vocabulary?

 Did you establish the how?

Stage Four: Application

Time Activity (in steps)

8 minutes The third section of the worksheet is creating a dialogue. In pairs the students have to make a plan of
what to do and what to bring. The teacher and Co-teacher give a demonstration.
First the students practice writing the dialogue and then they practice speaking it. After 5 minutes the
students volunteer to share the dialogue they have created with the rest of the class.

 Did you provide situations, related to the content, that allow the students to make the learning their own?

 Did you provide opportunities for students to polish and share their new learning?

 Did you include a way to establish whether or not students achieved the aims of the lesson?

 Did you establish the “What if”?