Choose one achievable language goal, show children what to do, give them several chances to practise and finish by checking what they can do independently. A short lesson with a clear purpose gives you more to learn from than a crowded sequence of unrelated games.
Start by asking for the children's age, English level, reading ability, lesson duration and previous learning. The example below is an original planning exercise, not Flying English's curriculum.
Set a goal you can observe
“Teach animals” is too broad to guide your decisions. A more useful goal might be: “Learners can recognize and name three familiar animals from pictures.”
Choose language and materials that suit the group. Ask the school about approved resources, behaviour expectations and any classroom needs you should accommodate. Do not assume a plan for an eight-year-old reader will work for a three-year-old beginner.
An illustrative 25-minute lesson
This sequence assumes a small group of beginner children who can participate in a picture-based naming activity. Adjust it after learning about the actual class.
| Time | Activity | What you are checking |
|---|---|---|
| 0–3 minutes | Greet learners and demonstrate how to look, listen and take a turn | Can everyone follow the starting routine? |
| 3–7 minutes | Introduce three animal pictures with clear spoken models | Can learners distinguish the pictures? |
| 7–12 minutes | Say a word and let learners point to or select its picture | Do they understand before being asked to produce the word? |
| 12–18 minutes | Model a short turn-taking naming game | Can each learner attempt the target words? |
| 18–22 minutes | Repeat with picture order changed and less help | Are learners recognizing the language rather than remembering the sequence? |
| 22–25 minutes | Give each learner a brief final task and close the lesson | What can each child do, and what needs another lesson? |
Keep a simpler version ready: fewer pictures, another demonstration or choosing between two options. For learners who are ready, add a meaningful phrase rather than a large new vocabulary list.
Make instructions visible
Demonstrate the first turn before asking everyone to begin. Use the materials as you explain, and check the task by inviting one learner to show what happens next.
For younger children, room organization and transitions deserve deliberate planning. The British Council's guidance on managing very young learners offers further ideas for organizing activities and movement.
What if the activity does not work?
Pause and identify the difficulty. Children may not understand the language, the game or whose turn it is. Repeat the demonstration or simplify the task before adding more explanation.
Afterwards, note which learners needed help and what you would change. If this was an interview demonstration, explain your choices and what you would adapt after observing the group.
For recruitment preparation, see questions to ask at interview. If this kind of classroom work interests you, explore the Flying English role.