Exploring Everyday English

Overview

This 60-minute ESOL lesson is designed for Year 1 students (ages 5-6) following the National Curriculum for England. The focus is on basic spoken and listening skills, vocabulary development relating to everyday objects and routines, and building confidence in using English in classroom contexts. The lesson will use multisensory, interactive and inclusive strategies tailored to young learners who are new or developing English proficiency.

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National Curriculum Links

• English: Spoken Language
  • Use English to develop communication skills
  • Pupils should be taught to:
    • Listen and respond appropriately to adults and peers.
    • Ask and answer questions, show understanding through relevant responses.
    • Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas.
• English: Reading – Word Reading (Early years focus)
  • Develop recognition of familiar words and simple phrases related to everyday experiences.
• English: Writing – Transcription (Early stages)
  • Begin to develop basic writing skills by copying simple labels or words related to daily life.

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Learning Objectives

By the end of the lesson, most pupils will be able to:

1. Recognise and name common classroom objects and daily routine actions in English. (SL Year 1)
2. Respond to simple oral instructions and questions about personal objects or routines. (SL Year 1)
3. Pronounce everyday English words clearly with teacher support.
4. Demonstrate understanding through drawing or labelling basic classroom vocabulary.
5. Participate in a group speaking activity, practising turn-taking and listening skills.

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Resources

• Flashcards or real objects (pencil, book, bag, water bottle, coat)
• Large poster/whiteboard with daily routine pictures (e.g., wash hands, sit down, line up)
• Mini whiteboards and markers or paper and colouring pencils
• Music player for 'English Day Song' (a simple song with English greetings and daily routines)
• Soft ball or talking prop (for turn-taking in speaking activity)

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Lesson Structure

1. Welcome and Warm-up (10 minutes)

• Greeting song: Play a simple “Hello, How are you?” song. Encourage pupils to sing and wave.
• Physical name game: Pupils say their names with an action (e.g., “I’m Ahmed” + wave). Teacher models clearly. This practices basic speaking and listening.

2. Vocabulary Introduction (15 minutes)

• Show flashcards or real objects one by one (pencil, book, bag, coat, water bottle).
• Say each word clearly and ask pupils to repeat it chorally and individually. Model pronunciation patiently.
• Link to routines: "I have a pencil," "I put on my coat."
• Engage pupils by asking simple questions: “What do you have? Show me your...?”

3. Listening and Responding (10 minutes)

• Use the daily routine poster with pictures.
• Teacher says: “Show me when you... wash your hands.” Pupils mimic the action.
• Use simple spoken instructions linked to vocabulary: “Pick up your coat and put it on the hook.”
• Pair pupils briefly to practise asking “What do you have?” and answering with “I have a ...”

4. Speaking and Interaction (10 minutes)

• Circle time using the soft ball (talking prop): Each pupil says one word or phrase they learned ("pencil," "coat," "book").
• Teacher models full simple sentences: “I have a pencil.”
• Encourage pupils to repeat or say short phrases. Praise effort and participation.

5. Drawing and Labelling Activity (10 minutes)

• Pupils draw one object from today’s vocabulary on mini whiteboards or paper.
• Teacher helps write or pupils copy the word beside the drawing.
• Pupils share their picture with a partner or with the class, practising the vocabulary aloud.

6. Review and Cool Down (5 minutes)

• Sing the “English Day Song” again with actions.
• Recap words using flashcards quickly in a fun ‘flash and say’ game.
• Teacher gives positive feedback and stickers or stamps to each pupil for participation.

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Assessment

Formative and ongoing during activities:

• Check pronunciation and listening comprehension by observing pupil responses and participation.
• Use paired speaking activities and drawing labels to assess emerging vocabulary use.
• Make anecdotal notes of who may need extra support for future lessons.

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Differentiation

• Support: Use visual aids, gestures, and modelling for pupils with lower English proficiency or additional learning needs.
• Challenge: Encourage more confident learners to make short sentences, ask simple questions or describe routines in their own words.
• Scaffold speaking by breaking down instructions and providing sentence starters.

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Reflection and Next Steps

• Reflect on pupils’ engagement with vocabulary and oral language practice.
• For future lessons, introduce simple storybooks or role-play situations using the vocabulary of everyday routines to deepen comprehension and speaking confidence.
• Integrate phonics sounds to complement word recognition as pupils develop.

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This vibrant, multi-activity lesson promotes crucial spoken English skills in young ESOL learners and adheres strictly to the statutory Year 1 National Curriculum objectives for English Spoken Language, aiming to build a strong foundation for literacy and confident communication.