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Name of the Teacher Date Level of the class Length of lesson
Amy 6 Feb 2024 Pre-intermediate 60 mins
Course you are taking: 120 hour TEFL level 3
Lesson Type: Vocabulary
Lesson Topic: Places in a town
Lesson Aims:
By the end of the lesson, students will be better able to…
- Recognize and produce the target vocabulary related to places in a town in a real- life context. The target vocabulary includes: bus station, cinema, playground, city centre, library, museum, hotel, post office, restaurant and supermarket.
- Be able to produce the target vocabulary in a written and spoken context. Target vocabulary: Bus station, cinema, playground, city centre, library, museum, hotel, post office, restaurant, supermarket.
Lesson Outcomes:
By the end of the lesson, students will have…
- Students will have recognized the meaning, practiced and produced the target vocabulary in an activity that replicates a real-life scenario.
- Produced the target vocabulary in a written and spoken context with the correct spelling and pronunciation.
Anticipated difficulties:
Include one relating to L1/age/level of the students and one for
the target language).
1. Students range from ages 18 to 38 years of age, with different motivations
for studying the target language, which could cause divisions within the class. It may also result in difficulty selecting activities that all of the learners can relate to and learn from equally
Suggested solutions:
1. Remind students that they are all at a similar level of English language and
reinforce/encourage the idea of teamwork through highlighting their unified motivation to improve their English language (reasons including studying in an English-speaking country, travelling and helping their job prospects). By developing material worksheets that are the same for all students will allow the teacher to identify students’ abilities and categorize the students if
2. Students may have difficulty in pronouncing some of the more challenging
target words because in their L1 languages there are differences in pronunciation of sounds. For example in Chinese there is no /r/ sound, so this is often replaced with /l/ or /w/. Students may therefore struggle to
pronounce words such as university, factory, garage etc. Saudi speakers
often insert a vowel sound in English syllable to break up consonant clusters, and may struggle with words like library or supermarket. Italian speakers often a schwa sound after words ending with consonants. This results in adding a syllable to the word and may sound like: Museum(ah), hotel(ah).
3. Explaining the definitions of the words in a simple manner may be slightly
challenging when teaching learners at a pre-intermediate level of learning the target language. necessary, based on their ability to learn.
2. Through modelling and chorusing, as well as encouraging group work,
learners will learn to pronounce the words correctly. The teachers will demonstrate the movement of the tongue, teeth and lips with an exaggerated movement when making the /r/ sound in these words. The words would be split up into syllables and said slowly and clearly, with exaggerated mouth movements. I would ask students to repeat after me so they can become familiar and comfortable with pronunciation. Time will be spent on the words with sound /r/ first before moving on to pronouncing the other words in the target language if necessary. The same will be done for the Italian and Saudi students with their pronunciation of consonants.
3. The use of images and flashcards paired with the target words will help to
better illustrate the definition of house/ home items. By using images and symbols of these items in a home environment, learners will be able to understand what the words mean by relating the image shown to them to the word in the L1 language.
Stage Name Stage Aim Time in
minutes
Interaction
Pattern
Teacher’s procedure Students will…
Example:
Warmer
Example:
To get students
thinking in English,
raise energy levels,
and to activate prior
knowledge.
Example:
minutes
Example:
T-S
S-Ss
Ss-S
Example:
T provides a set of cards with words
from the previous lesson. T divides Ss
into groups. T instructs Ss to pick a
card one at a time and describe their
word for the group to guess.
Example:
Ss take it in turns to pick a card and
then draw or describe the word to
the rest of their group. The other Ss
need to guess what the word is.
Warmer The aim of the warmer
is to engage the students' interest in
10 T-S
S-S
S-S
Ball game:
- Ask students to tell the class what activity they like to do with friends or Students will feel more relaxed after the warmer when the whole class gets an opportunity to speak in front of
group to come to the front. Each selected student will then pick a picture from the board, name the place in town that the picture represents and tell the class about the type of activities they can do in each picture that they picked.
- Corrections can be made where necessary using elicitation. 8. The T can now ask CCQ’s to check the students' understanding of the words.
Presentation
form
To present the correct spelling of the words to the students.
5 T-S
S-S
T-S
Word scramble bingo:
- The teacher will write the scrambled words on the board.
- Next, the teacher will split the class into pairs (mixed as much as possible).
- Each pair will receive their scrabble letters.
- The students will rearrange each word on the board to form the correct words from the target vocabulary.
- The teacher will monitor the class and check that the students spell the words correctly. Students will learn the correct spelling of the target vocabulary in an engaging way.
Presentation
pronunciation
To establish the correct pronunciation of each word. To check for any possible mistakes in pronunciation to correct them.
5 T-S
S-S
T-S
- The teacher will begin by pronouncing the target vocabulary out loud one by one and have students repeat it back to the teacher three times (Choral drilling).
- The teacher will also do a CIC exercise with a sentence that focuses on each word from the target vocabulary. First, the teacher will chorus the entire sentence. Then the teacher will chorus each sound of the sentence until the class can confidently chorus the entire Students will learn the correct pronunciation of each word by chorusing the target vocabulary with the teacher. The students will learn to produce sentences more fluently. The students will pronounce each word until they can pronounce the target vocabulary correctly, paying special attention to r, l, and n sounds for the Chinese students, and to consonants for the
sentence. For example: I buy groceries from the supermarket. Supermarket. From the supermarket. Go and buy groceries from the supermarket. I buy groceries from the supermarket.
- The teacher will then pick individual students to pronounce the target vocabulary.
- The teacher will indicate the stressed syllables of the target vocabulary on the board as well as the correct phonology of the target vocabulary. Saudi and Italian students. The students will hear and see where the stress of each word in the target vocabulary lies.
Controlled
practice
To help students practice the target vocabulary in organic sentences. To check the student’s understanding of the target vocabulary.
10 T-S
S-S
T-S
S-S
Fill the gap worksheet
- Hand out the worksheet.
- Ask students to fill in the gaps in the sentences on the worksheet using words from the word bank.
- The teacher will monitor the class.
4. Teacher will do a self marking
exercise and read out the correct
answers and explain anything
students may have difficulty with
The students will learn how to correctly use the target vocabulary in sentences.
Production To^ push^ students^ to
use their language skills along with their newly acquired vocabulary to plan a weekend trip.
15 T-S
S-S
Plan a trip 1. Divide the class into the same three groups.
- Ask students to plan a weekend itinerary in a town. It can either be for an entire weekend or a day, but they have to include as many words from the target vocabulary as possible.
- Write down ideas for the trip on the board. For example: “visit the museum at 12:00 pm”.
- Monitor the discussions.
- The teacher will give guidance where Students will plan a weekend trip using the target vocabulary as well as the vocabulary that they already know. Students will practice naturally communicating in English.
activities they like to do with family or friends. It nudges them to think about vocabulary that may relate to the target vocabulary in the lesson. For example, they can say they like to watch movies with their friends. It may invoke images of a cinema in their minds. Presentation: Meaning In the first presentation stage, the students are introduced to the target vocabulary. By using visual aids, the students can connect the definition of the vocabulary to the pictures. I tried using more familiar pictures that the students can relate to, for example instead of using a picture of New York City centre, I used a picture of Hong Kong city centre. This stage will help to achieve the first aim of the lesson, as the target vocabulary is introduced to the students for the first time. By telling the students to think about the activities they can do at each of the places in town, the students can discover the meaning of the target vocabulary for themselves. It will help them recall the meaning of each word, therefore, achieving the first lesson aim. Presentation: Form In this stage, the students are tasked with unscrambling the target vocabulary from the board. It gives students a chance to practice the spelling of the target vocabulary as it will force them to puzzle the word out. It also helps students achieve the second aim since they can produce the words in a written context. Presentation: Pronunciation The pronunciation stage begins with choral drilling. This will help the students understand where the stress in each word lies and it will help them memorise the vocabulary (5. Presentation, n.d.). Using the CIC method, I will have students chorus parts of a sentence relating to the target vocabulary until they can pronounce the sentences without any mistakes. I will pick random students to pronounce the target vocabulary to check that their pronunciation is correct. I will also indicate the stressed syllables on the board along with the correct phonology of the words. This will help the students who may struggle to pronounce sounds like r, l and n, and to correctly pronounce consonants. By learning to pronounce the words correctly the students will be better able to produce the target vocabulary in a spoken context. Controlled Practice The first activity for the controlled practice is a 'fill the gap' worksheet. I chose this activity so that the students can get a better understanding of how to use the target vocabulary in structured sentences. It will also help students with their comprehension of the target vocabulary. The activity might help students in the practice stage of the lesson. It will once again also help them to produce the target vocabulary in a written context. Also, the students will participate in an Info-Gap game. This game will help students to practice their speaking and pronunciation skills in a fun way. It will also help students to achieve the aim of practising the target vocabulary in a spoken context. This is also a great chance for me to check the students’ understanding of the target vocabulary and correct any problems. Production For this stage, the students will plan a weekend trip into town. This activity will help students practice their communication skills in a real-life context. The students are given enough materials to feel confident enough to speak English more freely using the newly acquired target vocabulary. The first aim of the lesson is therefore completed as the students can now use the target vocabulary in a real-life context. Cooler The lesson ends with a board race. This activity will recap the target vocabulary and end the lesson on a positive note. The class will have a chance to practice their spelling one last time. The activity will also help students to feel like they’ve learned something. Some activities may not go to plan with the students due their pre-intermediate level of English language, but the decision to put the students into groups may help the students feel less pressure or nerves when interacting and answering the questions. The worksheets may be difficult/not go to plan for some of the learners, as they are only at the pre-intermediate level of learning. However, this can be fixed by the teacher walking around and attending to individuals who may be struggling or feel
overwhelmed, so it simply requires the teacher to be aware and attentive. An alternative option that could have been used in this lesson plan was role play through acting out the use of the target word, almost like charades, so as to use body language and relatability to an action. However, students may feel shy and uncomfortable to act out in front of other students in the first lesson and a little too difficult to do for their language level. This may be a fun option for when the students get to know one another better and know the vocabulary better.
Bibliography (if needed):
All images were taken from google images. Dunsmore, L., 2018. The Most Common Problems Students In China Face When Learning English. [online] Teflcourse.net. Available at: https://www.teflcourse.net/blog/the-most-common-problems-students-in-china-face-when-learning-english-ittt-tefl-blog/ [Accessed 21 January 2024]. Education.com. 2021. Word scrambler. file:///C:/Users/User1/Downloads/worksheet.pdf [Date of access: 30 Jan 2024]. Fill the gap and match column A to column B worksheets done by me Foers, E. and Jenkin, J., 2011. Essential TEFL: Grammar, lesson plans and 300 activities to make you a confident teacher. 1st ed. [ebook] Leeds: i - to – i https://pronunciationstudio.com/italian-speakers-english-pronunciation-errors/ https://eujournal.org/index.php/esj/article/view/10421#:~:text=Generally%2C%20Arabic%20speakers%20use%20direct,to%20vowel%20and%20consonant%20errors.
Materials (include all the materials you plan to use in your lesson, reference if needed):
