Name of the Teacher Date Level of the class Length of lesson

Ronelle Singh 09-10-2023 A2 60 minutes

Lesson Type: Vocabulary

Lesson Topic: Objects in the classroom

Lesson Aims: Lesson Outcomes:

By the end of the lesson, students will be better able to… By the end of the lesson, students will have…

Make use of 10 noun objects used in the classroom by identifying and 1. Group discussions learning about classroom objects using the new
understanding. vocabulary in aid to target language.

Target vocabulary:
1. pencil
2. desk
3. rubber
4. ruler
5. blackboard
6. shelf
7. dictionary
8. bookcase
9. bin
10. scissors

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Anticipated difficulties: Suggested solutions:
Include one relating to L1/age/level of the students and one for the 10 words
(meaning, form, or pronunciation). 1. I will write these words on the board, expressing the stressed syllables, I will
use extra mouth movement and repetition.
1. Students may find it difficult in pronouncing certain words with more than
one syllable examples, dictionary, scissors, blackboard, rubber, pencil. 2. I will select activities to balance the students’ abilities and I will group them,
accordingly, ensuring there is ample opportunities for all students to learn.
2. There might be some students with stronger ability, empowering these
activities and might affect the students with lesser ability to learn and be 3. I will use Flashcards and model pronunciations; we will spend time to
part of these activities. practise and repeat sounds.

3. Learner L1 can affect certain sounds of Target Language, students may face
challenges in R and V sounds, L and N sounds and mixing up vowels.

Language analysis:
Language Meaning of the How you will present Concept Checking Grammatical form Pronunciation
Item item meaning Questions Use the IPA
translator if needed
Example: Example: Example: Example: Example: Example:
huge very big, enormous using a picture of a mouse What’s the opposite of huge? Strong adjective / hjuːdʒ/
and an elephant to show Name a huge mountain.
large size
1. pencil Is an object for writing Show word on flashcard What do you write with? Noun /pˈɛnsə‍l/
with the physical object
2. desk A piece of furniture Show word on flashcard Where do you put your book on Noun /dˈɛsk/
where you put your book with the physical object to write?
on to write.

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3. rubber It is an object used to Show word on flashcard If I made a mistake writing with Noun /ˈɹəbɝ/
remove pencil marks with the physical object a pencil, what can I remove the
pencil mark with?
4. ruler Is a plastic object to draw Show word on flashcard How can I draw a straight line? Noun /ɹˈuːlɐ/
straight line with the physical object
5. blackboard It is a board for teachers Show word on flashcard Where do I(Teacher) write Noun /blˈækbɔːd/
to write on with the physical object instructions?
6. shelf A piece of furniture for Show word on flashcard Where do we keep our paint Noun /ʃˈɛlf/
storage with the physical object and brushes?
7. dictionary Is a book with a list of Show word on flashcard If I want to look up a word with Noun /dˈɪkʃənəɹi/
words with meaning with the physical object a meaning which book, can I
use?
8. bookcase Is a piece of furniture to Show word on flashcard Where do we keep our books? Noun /bˈʊkke‍ɪs/
keep your books with the physical object
9. bin Is an object for to throw Show word on flashcard What do we do with our dirt? Noun /bˈɪn/
away dirt/papers (items with the physical object
we do not need)
10.scissors Is a tool for cutting Show word on flashcard How do I cut a paper? Noun /sˈɪsəz/
with the physical object

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Stage Name Stage Aim Time Interaction Teacher’s procedure Students will…
Pattern

Example: Example: Example: Example: Example: Example:

Warmer To get students 10 T-S T provides a set of cards with words Ss take it in turns to pick a card and
thinking in English, minutes from the previous lesson. T divides Ss then draw or describe the word to
raise energy levels, into groups. T instructs Ss to pick a the rest of their group. The other Ss
and to activate prior S-Ss card one at a time and describe their need to guess what the word is.
knowledge. Ss-S word for the group to guess.
Warmer-  refresh 8 minutes T-S T will allow each child to pick a word Students will have a refresher on the
previous (folded on a piece of paper) as they enter last TV learnt about classroom rules,
vocabulary. S- Ss the class, T will instruct each child to this will also be a reminder for them
 To encourage construct a sentence using the word they on acceptable classroom behaviour.
participation have picked.
for current
lesson.
 Reminder on
classroom
rules
Presentation To introduce the new 10min T- S 1. T will divide the class in 3 groups Students will have group discussions
TV with understanding of 5 and present a worksheet using target language.
meaning with pictures and all TV They will use their knowledge as a
Ss-Ss 2. Students will discuss in their group to guess the answers and create
groups to match the correct word conversations in the target language.
to the correct picture.
3. T will monitor the group
discussions, this will also show
students that are engaging in the

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 activity, as well as strengths and
weaknesses.
4. T will already have a completed
worksheet filled in with the
correct answers

Presentation How to use the TV in a 7min T- S 1. T will stick on the TV flashcards Students will use the visual aids
sentence on the board. provided by the teacher for better
form Ss-T 2. T will then use the physical understanding.
objects in the class to
demonstrate the use of the TV in
sentences.
3. T will ask students CCQs to test
their understanding.

Presentation To ensure the students 5min T-S 1. T will model the pronunciations Students will learn to use the correct
pronounce the TV of the TV using extra mouth mouth movement and sound of the TV
pronunciation correctly movement. This will enable them to construct
2. T will write the stressed syllables sentences and achieve more
on the board and will use conversations in the Target language
repetition for more than one using the TV.
syllable words this will also assist
the students finding it difficult to
grasp.
3. T will use TV in sentences
Controlled To allow the students 10min T-S 1. T to hand out worksheets to each Students to better recognize the TV
to practice the TV with student with sentences and all and how it is used in different ways.
practice teacher control the TV
2. Students to work independently,
select the correct TV to complete
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 the sentences.
Production To allow the students 15 Ss-Ss 1. Teacher to pair in groups of 2, Students will feel more comfortable in
to practice freely using each student to take a turn to using the TV in their own way to
the TV describe target object(flashcard) initiate conversations.
given by the teacher without And be able to identify classroom
using the Target word the other objects
student needs to guess the target
word, example picture is a pencil-
one student reads out teacher’s
explanation from the flashcard
the partner needs to guess the
target word.
2. We will take turns to ensure all
students get to ask questions and
all students get to answer.
Cooler To end the lesson on a 5min T- Ss 1. T to use a beach ball to throw at Students will feel positive on the new
positive note, making random students. TV they were able to learn during the
the learners aware of lesson.
what they have 2. Student that catches the ball will
achieved during this be required to answer the
lesson teachers question or gets the
opportunity to ask teacher a
question.

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Lesson Rationale (700-1000 words):
Why was the lesson structured this way?
I have chosen the PPP structure for this lesson as it will benefit the level, age and type of lesson we need to work with, I have included one of each activity in my lesson:
individual, group, pair and entire class exercises this to allow each student to be given ample opportunity to learn through these exercises, I have added a combination of
color, fun and physcal aids to asisst the students to keep the focus and particapation throughout the lesson.

How does each activity contribute towards the aims and how it will be achieved?
I have elected for an individual student warmer to start up the lesson, this would allow each student to settle in, this would also provide me with some
insight of the student energy levels, the contribution of participation for the rest of the lesson as well as determining the strong student’s vs the weak
students and how to group students for the activities planned during the lesson.
For the presentation stage, I have grouped learners and given them, all the TV to work through, as this is a new set of vocabulary being introduced, I
wanted them to work in a group whereby they could collectively work together to come up with the correct answers and well as create conversations in the
target language.
I chose to use flashcards as well as the physical objects for the presentation form, this is to assist the students to have a better understanding in the TV, my
aim here is to keep the students focused so that they can grasp the new TV I am introducing.
I am using extra mouth movement, repetition, and stressed syllables in the pronunciation stage, this will assist the learners to use the correct movement
and sound, this will also allow them to have conversations using the TV sounding naturally.
For the controlled practice stage, I want each student to work independently, so that we can evaluate how much learning of the new TV they have taken in,
and we use this stage to also make corrections and provide extra individual support if required.
In the production stage I have grouped the students in pairs, this will allow me to group strong learners with weak leaners allowing student assistance,
students that are stronger can assist the weaker students, in this way we can achieve successful results, this will also assist our weaker students to be more
comfortable and encourage them to be a part of the activity.

To end off my lesson, I have chosen a fun game to include the entire class, this is to ensure the lesson was constructive and that the aims and outcomes

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were achieved during this time.

What other activities did you consider using before settling on the ones you have? Why didn’t you use them?
The presentation meaning stage for me is the most important stage, how we introduce the TV will impact the rest of my lesson, I wanted to use the activity
unscramble the words, but decided that some of the words might be a bit difficult for the students to complete this exercise, this might make them feel
disappointed. The aim of this stage is to introduce the TV as smoothly as possible therefore making the task a little less complicated for the students, also
the time I have allocated for this stage would not be enough to redo another activity, so the activity of unscrambling the words would have not been
successful for this lesson and a huge possibility the rest of my lesson would not go as planned resulting in not achieving my aims and outcomes.

For the production stage I wanted to use a group quiz exercise, but I chose a pair work activity, if stronger students could help the weaker students, we
could achieve better results.

What will happen if one or more of your activities do not go to plan?

If the activity in the production stage does not go according to plan, I will try the option to demo the exercise for the students use myself together with
another student that is strong to show the students what is required, however if that fails I would still keep the pair work but use a different activity, I
would give each pair TV to unscramble.
If in controlled practice stage we foresee any difficulties, I will then do this activity together with the students by putting up the worksheet on the board and
I will ask each question providing more support I will use visual aids with more mouth and sound movement to the students in assisting them to complete
the worksheet.

As we are working on specific time allocated on each stage, should an activity not go according to as planned I will not divert into something completely
different, I will use the current materials and just structure the activity differently example asking a question differently, adding more CCQs to ensure the
students understand the concept of what they are learning, provide more visual support and repetition.

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Bibliography (if needed):

 All picture images taken from google images.

 Game and translator- used from google
 Flash cards, previous vocab words- have created my own material using word pictures, shapes and 3d models.

IPA- https://www.internationalphoneticalphabet.org/english-to-ipa-translator/

Eraser-https://www.bing.com/images/search?q=eraser+picture&form=HDRSC4&first=1

Ruler-https://www.bing.com/images/search?q=ruler

Blackboard- https://www.bing.com/images/search?view=detailV2&ccid=4rmEyGPq&id=9AB45AD49AAA3207D070A8DDECEA95462EDFB401&thid=OIP

Shelf- https://www.bing.com/images/search?view=detailV2&ccid=cJnnw7C4&id=29FB9BBBBD309E0EED1C57AC2EDFD81B33DC0303&thid=OIP

Dictionary- https://www.bing.com/images/search?view=detailV2&ccid=VQrlLqiY&id=9645DBCBA724373608E0C52B18554798F4B14228&thid=OIP

Bookcase - https://www.bing.com/images/search?view=detailV2&ccid=wdGf9Eu8&id=9ACD1EB0FE15048E365230B2AA658CADF455FA4D&thid=OIP.

Bin- https://www.bing.com/images/search?view=detailV2&ccid=Sj5wAlyS&id=792D392264DC3F8ADC8F236640DF4FFDE3884077&thid=OIP.

Cooler stage game-https://www.edutopia.org/article/10-powerful-ways-to-end-your-lesson

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Materials (include all physical copies of the materials you plan to use in your lesson, referenced):

Warmer- Previous Vocabulary- make a sentence using word.

Friend Share
HONEST Listen Respect Safe Help Care Learn Kind

Listen Respect HONEST Help Safe

Presenting New Vocabulary Using Flashcard and physical Objects(will be shown to the students)
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Pencil
Object to write with

Desk
A place to keep your book to write on

rubber
use to rub off a pencil mark
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Ruler
 How do you draw a straight line

Blackboard
a place where teacher writes on
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shelf
a place to keep our paints and brushes

dictionary
a book that shows us words with meanings
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Bookcase
Where do we store our books

Bin
Where do we throw our paper waste

Scissors Lesson plan 150823

Use to cut paper

Controlled Practice- Worksheet choose the correct answer to complete sentence.

Choose the correct word to complete the sentence:

pencil, scissors, blackboard, shelf, bookcase, desk, rubber, ruler, dictionary, bin.
1. Teacher will write the correct answers on the _______
2. I keep my books on the_____ after I have used them.
3. The paint and brushes are kept on the top______
4. Can I borrow your ______ to cut my paper?
5. Please throw your paper waste in the _______
6. I use my _______to check the meaning of a word.
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 7. Please keep your worksheet and pencil on your____ when you are done with this activity.
8. Please pass me the ___ so I can remove this pencil mark from my book.
9. I need to sharpen my _____so I can write clearly.
10 My ______helps me to draw a straight line.

Production Stage - Teacher will use the same Flashcards with TV and pictures used in presentation stage to group to pair students for
question-and-answer exercise.
Alternative activity- unscramble the words
Nib, licnep, ssorsics, , doarbklacb ,felsh, kesd, rebbur, erlru, kasebooc,naryiodict.

Cooler- Beach Ball Game: Teacher throws ball to random students- to answer question or gets to ask teacher a question.

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What was the most difficult word you learnt today?
What was the easiest word you learnt today?
Was there any word you already knew?
Is there any word you still do not know?
What did you enjoy in todays lesson?
What didn’t you enjoy in todays lesson?
Student gets a chance to ask Teacher a question?

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