Docsity
Log inSign up
Docsity
Prepare for your exams
Prepare for your exams

Study with the several resources on Docsity

Earn points to download
Earn points to download

Earn points by helping other students or get them with a premium plan

Guidelines and tips
Guidelines and tips
Sell on Docsity
Sell on Docsity
Log inSign up

Prepare for your exams

Study with the several resources on Docsity

Find documents

Prepare for your exams with the study notes shared by other students like you on Docsity

Search Store documents

The best documents sold by students who completed their studies

Search through all study resources
Docsity AINEW

Summarize your documents, ask them questions, convert them into quizzes and concept maps

Explore questions

Clear up your doubts by reading the answers to questions asked by your fellow students

Earn points to download

Earn points by helping other students or get them with a premium plan

Share documents
download point icon20 Points

For each uploaded document

Answer questions
download point icon5 Points

For each given answer (max 1 per day)

All the ways to get free points
Get points immediately

Choose a premium plan with all the points you need

Study Opportunities

Choose your next study program

Get in touch with the best universities in the world. Search through thousands of universities and official partners

Community

Ask the community

Ask the community for help and clear up your study doubts

University Rankings

Discover the best universities in your country according to Docsity users

Free resources

Our save-the-student-ebooks!

Download our free guides on studying techniques, anxiety management strategies, and thesis advice from Docsity tutors

From our blog

Exams and Study
Go to the blog

i to i TEFL assignment 1 - Vocabulary - Objects - Passed with great feedback (2024), Assignments of English Language

New England Association of Schools and CollegesEnglish Language

This level 5 lesson plan passed with great merit. All my other assignments are on my profile, including packages where you can save money. I have a masters degree in English and many years teaching experience so you can trust my work. If you find the document helpful please leave a 5 star review. If you have a concern please rather message me personally so that I can assist you :)

Typology: Assignments

2023/2024

Available from 02/03/2024

amy-wattam
amy-wattam 🇿🇦

4.5

(13)

8 documents

1 / 16

Toggle sidebar

This page cannot be seen from the preview

Don't miss anything!

bg1
Name of the Teacher Date Level of the class Length of lesson
Amy 19/07/2023 pre-intermediate (A2) 60 minutes
Lesson Type:
Vocabulary
Lesson Topic:
Objects in a room
Lesson Aims:
By the end of the lesson, students will be better able
to recognise and produce ten English nouns in the
context of objects in a home/house, with the correct
pronunciation and form and be able to use them in
basic sentences.
Target vocabulary: clock, computer, desk, lamp,
toilet, refrigerator, shower, bed, bookcase, key
Lesson Outcomes:
By the end of the lesson, students will have
recognised, practiced and produced the 10 new
English nouns by means of various
classroom/worksheet activities and through
conversation amongst each other in group
activities.
Anticipated difficulties:
1. Students may have difficulty in pronouncing
some of the more challenging target words
because in their L1 language (Chinese) there is
no /r/ sound, so this is often replaced with /l/
or /w/. Students may therefore struggle to
pronounce words such as refrigerator, shower,
and computer.
2. Students range from ages 11 -12 years of age
and have the same L1, which means they may
be excited by each other’s company and similar
age groups and may struggle to focus and try to
speak to each other in their L1.
3. Explaining the definitions of the words in a
simple manner may be slightly challenging
when teaching learners at an elementary level
of learning the target language.
4. The odd number of students making up the
class (15) means that pair work will not be
Suggested solutions:
1. 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.
pf3
pf4
pf5
pf8
pf9
pfa
pfd
pfe
pff

Partial preview of the text

Download i to i TEFL assignment 1 - Vocabulary - Objects - Passed with great feedback (2024) and more Assignments English Language in PDF only on Docsity!

Name of the Teacher Date Level of the class Length of lesson Amy 19/07/2023 pre-intermediate (A2)^60 minutes Lesson Type: Vocabulary Lesson Topic: Objects in a room Lesson Aims: By the end of the lesson, students will be better able to recognise and produce ten English nouns in the context of objects in a home/house, with the correct pronunciation and form and be able to use them in basic sentences. Target vocabulary: clock, computer, desk, lamp, toilet, refrigerator, shower, bed, bookcase, key Lesson Outcomes: By the end of the lesson, students will have recognised, practiced and produced the 10 new English nouns by means of various classroom/worksheet activities and through conversation amongst each other in group activities. Anticipated difficulties:

  1. Students may have difficulty in pronouncing some of the more challenging target words because in their L1 language (Chinese) there is no /r/ sound, so this is often replaced with /l/ or /w/. Students may therefore struggle to pronounce words such as refrigerator, shower, and computer.
  2. Students range from ages 11 -12 years of age and have the same L1, which means they may be excited by each other’s company and similar age groups and may struggle to focus and try to speak to each other in their L1.
  3. Explaining the definitions of the words in a simple manner may be slightly challenging when teaching learners at an elementary level of learning the target language.
  4. The odd number of students making up the class (15) means that pair work will not be Suggested solutions: 1. 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.

possible as there will be one extra person with no partner.

  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. Keep activities fun and engaging.
  2. 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.
  3. In group work activities, I will split students into five groups of three or into six groups of two and one group of 3 to ensure all students are given equal opportunities to participate and to ensure that they all feel comfortable in equal/similar group sizes. Language analysis: Language Item Meaning of the item How you will present meaning Concept Checking Questions G
  1. Shower A cubical or bath that releases drops of water from above through a lot of very small holes and that you can stand under to wash your whole body. Using a picture of a shower. Is a shower found in the bathroom or the living room? Do you like a hot or a cold shower? Noun Do you shower in the morning or at night?
  2. Bed A large rectangular piece of furniture, often with four legs, used to sleep on. Using an image of a bed. Is a bed rectangle or triangle shaped? How many beds do you have in your home? Noun Do you sleep in a bed?
  3. Bookcase A piece of furniture with shelves to put books on. Using a picture of a bookcase filled with books. Is there a bookcase in this classroom? Noun What can you find in a bookcase?
  4. Key A piece of metal that has been cut into a special shape and is used for opening or closing a lock, or starting a car engine. Using an image of a key. What do you use to start a car? Can you use a key to open your home? Noun How many keys do you have?

Stage

Name

Stage Aim Time Interactio

n Pattern

Teacher’s procedure Students will…

Warmer To create an environmen t in which the learners are fully engaged and ready to begin learning, to get them interested in and to

minutes

T- S

S-S

Teacher will start by greeting the class in a friendly manner and then move onto showing students large printed out images of different and interesting kinds of homes, ie: house, apartment, boat house, hut. Students will be able to identify that the lesson topic is related to houses/homes and use their previous knowledge to relate to the topic. Students will feel more comfortable after a fun discussion that is relatable to all and a little bit of casual interaction, which will

start thinking of the topic of the lesson and to activate prior knowledge of the topic. Students will be asked to group up into groups of 3 with the people closest to them proximally and discuss what kind of homes they have lived in throughout their lives. Then teacher will ask them to discuss what kind of items they think one usually has in a home. make it easier to do successful group work in the upcoming activities. Present To get learners to recognise each word, understand its meaning and context, and to pronounce it correctly.

minutes T-S Show^ student^ pictures^ of each of the 10 target words. For each picture, clearly pronounce the word, splitting them into syllables and repeating it a few times before asking the students to repeat them back, ensuring all students participate. Showing a picture for each word, and using each word in two or more simple sentences will put each into context. CCq’s will be asked at this stage to ensure that the students understand the meaning and context of each word. Students will be able to recognise all 10 given words and become familiar with each word in terms of meaning, pronunciation and context through interacting with the teacher's presentation. Practice To establish the correct spelling of words and to practice the meaning, form and function of each word in a

minutes T-S and S-S Teacher will provide students with a short worksheet to complete individually. This worksheet will have two sections. The first will include the 10 target words but spelt incorrectly. Students must circle where the words are spelt Students will improve their own understanding of the meaning, function and form of the words through a controlled practice worksheet. Students will gain more confidence and apply themselves more practically.

Cooler To interact in a fun way to end the lesson. Teacher will make the students aware of their great progress they have made throughout the lesson, and reassure them by recapping the work in a brief and fun game.

minutes S-S Students will again split into groups of 3 and play a quick game of pictionary. The teacher will provide each group with a stack of flashcards with one of the ten card words. Then each member of the group gets a chance to pick up a flashcard without showing the other 2 members, and draw the word that they pick up until someone guesses what they have drawn. Whoever guesses first gets a point. Students will be calm and feel reassured as they leave the classroom with a fresh memory of the work covered in a fun and interactive manner. Lesson Rationale (700-1000 words): The lesson will be structured in a way that allows students to feel relaxed but motivated and be able to relate their own knowledge to the context in the English language when they practice. It will also create a comfortable and natural environment to learn. For this lesson, I have used the PPP methodology to teach a vocabulary lesson to a class of 15 mono-lingual (Chinese) children. The PPP method is a basic and logical way to structure your lesson as it creates a clear picture of what the students can expect for the lesson and what is expected from them for the lesson. The following rationale will stipulate the reasons for the lesson structure and to give more detail about the lesson structure and how the activities will contribute to the lesson and how this will be obtained. It will also discuss any issues that might occur and the possible solutions for these. The structure of the lesson has five stages. Stage one, the ‘warmer’ stage, will get the students’ attention from the beginning of the lesson and encourage the students to engage with the topic at hand and familiarize themselves with the topic before the start of lesson. In order to get the students’ attention and capture their interest from the start of the lesson, it must be interactive and stimulating. This will assist the student in remembering and relating their own experiences to the topic at hand. Using bright and interesting images of the topic will stimulate and encourage the students to be involved in the activity/lesson. I will only allocate 10 minutes to this stage in order to keep the students focused and avoid distraction. It will create a friendly and comfortable environment for the students to interact and engage during the lesson with one another. Stage two is ‘the presentation’ stage. The teacher will introduce the target language to the class for 15 minutes so that the students understand each word in terms of meaning, form, context and the ability to correctly pronounce. Using large, clear and colourful pictures will enable the students to understand and associate the meaning of each word to their own prior knowledge. Each word will be pronounced slowly and clearly by the teacher and images will be displayed as well as the splitting of syllables. This

will be repeated to the students and the teacher will ask them to repeat it back through a drilling activity until students pronounce the words correctly. Students must be comfortable and familiar with the words and pronunciation before moving on. Students must be able to familiarize themselves with the /r/ sound in some of the target words. The teacher will use concept checking questions for each word to ensure the students the context and meaning of each word, making sure that each and every student is attended to and heard. In stage three, the ‘practice’ stage, students will be encouraged to think about using the correct context, form and function through individual work in a controlled environment. Using a short and simple worksheet, which will include two sections, will allow for this to take place. Individual work will allow the teacher to see which students may need extra help. In the first section, 10 target words will be incorrectly spelt, and the student must circle the incorrectly spelt word where an incorrect letter is used or placed and rewrite the word correctly in the next column. The second section will be made up of 10 simple questions each missing a target word. The teacher will walk around the class which will allow the teacher to monitor and assess the level of understanding and assist any students that might be struggling. Next is the ‘Production Stage’, Stage 4. In this stage the students will use what they've learnt during the lesson in a more natural way. Allowing the students the opportunity to practice in a more comfortable and interactive manner will make the process a lot more realistic and build confidence. This will give the students freedom to converse more informally while incorporating the target vocabulary into their conversations. The teacher will provide feedback and assistance so students can feel comfortable and understand the topic of conversation. The final stage is the cooler, which allows students to calm down and feel confident by the end of the lesson. This will happen for 10 minutes with a fun activity where students will have the opportunity to reflect on what has been taught in the lesson and feel reassured with a quick recap. The activity will be a fun game of pictionary by picking an image to draw from a pile of cards with target words on. Some activities may not go to plan with the students due their elementary 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 spelling worksheet may be difficult/not go to plan for some of the learners, as they are only at an elementary 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. For the other activities I will ensure that I repeat the activities as often and clearly to the students as they need so that they can understand fully. I will also regularly ask the students about their understanding of the lesson and re-explain areas where they might be struggling to make sure the whole class is understanding areas of difficulty. I would ask students for feedback on any activity that did not go according to plan so that the issues can be resolved for future lessons. If the activity still does not go according to plan I will then resort to alternative activities that were planned before the lesson began. An alternative option that could have been used in this lesson plan was role play through acting out the use of the target word 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. This may be a fun option for when the students get to know one another better.

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

**1. House

  1. Apartment
  2. Boat House
  3. Hut Present: Target vocabulary images**

**1. Computer

  1. Clock
  2. Refrigerator
  3. Toilet
  4. Desk
  5. Lamp
  6. Shower
  7. Bed
  8. Bookcase 10.Key**

Spelling Exercise Circle the mistakes and correct the spelling in the list of words below: Incorrect Spelling Correct Spelling Clok Komputer Deske Lump Toliet refrudgertor Shouwer Bad Boockase Keey Missing words exercise In groups of two(and one group of three), look at the following sentences and fill in the missing words:

  1. I can tell the time on the in my house.
  2. After I drink a lot of water, I need to go and use the in the bathroom.
  3. I sleep in my at night.
  4. I like to in the morning so that I am clean for the day.
  5. I use my to open the door to my house.
  6. I switch my on so I can read at night.
  7. My mom puts some of the food in the to keep it cold.
  8. I love to do my work at my.
  9. I love to play games on my _.
  10. The books that I keep on my are all my favourites.

Cooler:  If you found this assignment helpful, which I truly hope you did, please leave a 5-star review on my profile, as this helps me to help others with their courses and my reputation greatly affects my sales. Thank you so much!