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

Trystan Piper 25/07/2024 A2 Pre-Intermediate 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…
Identify the following ten common classroom objects in English Identified the meaning of the target vocabulary, practiced
and be able to form sentences and have better communication pronunciation as well as performed in a role play activity that
using these objects in a real-life scenario. teaches them to effectively communicate using these activities in a
real-life scenario.

Target vocabulary: Pencil, Desk, Rubber, Ruler, Blackboard,

Shelf, Dictionary, Bookcase, Bin, Scissors

Lesson plan 150823

Anticipated difficulties: Suggested solutions:

1. Younger students might have shorter attention spans and may 1. Use shorter activities that will engage with the students to grab
lose focus during parts of the lesson. and hold their attention changing it up as you go.
2. Students might have difficulty pronouncing the word scissors 2. Break the word up into syllables and repeat it slower so that
due to the double s sound and silent c sound. students can grasp the pronunciation repeat it back to me.
3. When using realia, I might not have all the objects on hand or 3. Make sure to have all objects on flashcards just in case not all
available within the classroom. objects are available and be prepared to use a different
technique if necessary.

Language analysis:

Language Item Meaning of the How you will present Concept Checking Grammatical form Pronunciation
item meaning Questions

1. Pencil Something small I will gesture/mime Can you draw with it? Noun /ˈpɛnsəɫ/
and wooden and writing with an Can you paint with it?
you write with it. imaginary pencil as Can you use it in one
well as use realia. hand?
2. Desk You sit at it when I will gesture/point to Can you sit next to it? Noun /ˈdɛsk/
you do work, its the desk and use the Can you stand on it?
like a table. physical desk as Can you put your pencil
realia. on it?
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3. Rubber You use it to rub I will use flash cards, Do you use it on paper? Noun /ˈɹəbɝ/
out pencil marks. realia, and explanatory Can you eat it?
examples. Is it soft?

4. Ruler You use it to I will use realia and Can you use it to draw Noun /ˈɹuɫɝ/
measure things and explanatory examples. lines?
to draw straight Is it bendy?
lines.
5. Blackboard This is what I use to I will use the physical Can you write on it? Noun /ˈbɫækˌbɔɹd/
write and draw on board as realia and use Can you look at it?
to teach you words. flash cards/pictures. Is it small?
6. Shelf This is to put stuff I will use realia and Can you climb on it? Noun /ˈʃɛɫf/
on, like books, flash cards/pictures to Can you put a toy on it?
plants, or toys. show what it is.
7. Dictionary This is a big book I will use realia and Can it sing to you? Noun /ˈdɪkʃəˌnɛɹi/
of all the words, flashcards as well as Can you look for words?
and it tells you what explanatory examples.
the words mean.
8. Bookcase This is like the I will use Can you sit in it? Noun /ˈbʊkˌkeɪs/
shelf, but we keepflashcards/pictures to Can you put food in it?
all our books here.
show the bookcase. Can you put your books
in it?
9. Bin This is where we I will use flashcards Is it for books? Noun /ˈbɪn/
throw all our and Explanatory Can you put your cut
rubbish away. Examples. paper in it?
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 10.Scissors We use this to cut I will gesture/mime Is it sharp? Noun /ˈsɪzɝz/
things like paper. using scissors and use Is it a toy?
Realia.

Stage Name
Stage Aim
Time
Interaction Pattern
Teacher’s procedure
Students will…
Warmer
To encourage students to pay attention and get involved with the lesson.
5 Minutes
T-S-S
Hot Potato Flash Cards game. Have the students stand in a circle, give each student a flashcard with an already learned vocabulary word
on it, give one student a ball to pass on to the next student while the teacher plays music, when the music stops, the student with the ball
must explain his flashcard to the class, the teacher will pick another student who has their hand raised to answer what they think is on the
flashcard.
Students will have revised previously learned vocabulary by thinking about how to describe their own vocabulary word as well as
answering another student’s vocabulary word.

This helps the students get comfortable with the teacher and their peers and grabs the attention of the students for the lesson.
Presentation meaning
To ensure students understand the meaning of the target vocabulary.
5 Minutes
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T-Ss

T-Ss

1. Show the students the target vocabulary with flashcards or images and realia where available.
2. Use CCQ’s to check that students understand the context.
Listen and repeat the words back to the teacher and try to understand through visual aid as well as CCQ’s.
Presentation form
Help students familiarise themselves with the spelling of the target vocabulary.
5 Minutes
T-Ss
SS
1. Have students complete a word scramble work sheet individually and review them as a class afterwords.
Complete the word scramble individually and then as a class go over the work.
Presentation pronunciation
Help students accurately pronounce the target vocabulary.
7 Minutes
T-Ss

S-S

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S-Ss

1. Introduce the Phonetic Scrip of each word.

2. Put the students into pairs.
3. Have the students break the target vocabulary into syllables and practice the pronunciation.
4. Have one member of each pair take turns pronouncing a word to the entire class.
5. Class will correct incorrect pronunciation with teacher guidance.
Will be introduced to the phonetic script of each word.

Will get a better grasp of the pronunciation of target vocabulary.

Will get a confidence boost when getting the pronunciation correctly.

Controlled practice
To ensure that the students have grasped and are able to use the vocabulary being taught correctly through drill activities.

10 Minutes
Ss

S-S
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 1. Provide a worksheet with a match the word to the picture activity as well as a gap fill activity.
2. Students will complete the activities individually and at the end will compare their answers with the pairs they were in from the
previous activity.
Learn the correct use of the target vocabulary through activities and peer review.
Production
Have students apply what they have learned through conversational practice.
20 Minutes
S-S
1. Put students into pairs.
2. Have students role-play, taking turns, one being a shop keeper and the other a teacher, buying products for the classroom.
Will be able to demonstrate the ability to use what they have learned in a regular conversation, demonstrating their ability to hold a basic
conversation in a real-life scenario.
Cooler
To review the vocabulary in an engaging way and show how the students have progressed in what they have learned.
8 Minutes
Ss-Ss
1. The teacher will draw a tic tac toe grid on the board and place a vocabulary word in each block.
2. The students will split into two teams. One will be X and the other O.
3. One member of each team must choose a word and the team must work together to use it correctly in a sentence. If the answer is
correct they will place their symbol in the grid. Once a team gets 3 in a row, that team wins.
Demonstrate their understanding of the target vocabulary by using it correctly in a sentence.
Lesson Rationale

Why was the lesson structured this way?

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I structured the lesson using the PPP (Presentation, Practice, Production) method because it helps the student learn and use language
effectively, while building the students skills and knowledge. Each stage of the PPP method is essential as they help to develop and
refine knowledge building skills for the student as the lesson progresses. Using the PPP method is also helpful because it is easier for
newer teachers or beginner teachers to set out a lesson plan.

The Presentation stage makes sure that the students comprehend the meaning, structure, and pronunciation of the new words. From this
base, students can then progress through the knowledge in a step by step manner. The Practice stage consolidates the new vocabulary in
a controlled setting where the students are able to pay attention to the correct usage of the words. The Production stage allows the student
to practice the language in real life situations, enhancing their fluency and their confidence.

How does each activity contribute towards the aims and how it will be achieved?

The warmer helps establish the right learning atmosphere and engages prior knowledge of the students for new learning. It applies
competitive fun to the lesson which motivates the students to recall information faster get the questions right. It keeps them engaged and
entertained, which is crucial when teaching younger learners as they tend to have a shorter attention span.

Flash Cards, Images, and Realia, help students familiarise the new vocabulary with the visual aid. Having these available is especially
helpful because students will be able to immediately recognise the object and be able to put two and two together which makes things
easier for the teacher. Concrete words would generally be easier to teach as they have tangible counterparts that you can use to show
your students.

The word scramble helps students learn the correct way to spell each word and this makes the learning interactive and engaging.

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Having students break up the syllables and practice their pronunciation is useful for the students to get better at breaking up the syllables
which in turn makes it easier for them to learn the stresses of the words and being better able to pronounce each word and or any future
words because they will be able to break any future words into syllables if ever necessary.

Matching the words to the picture is on par with the flashcards but the twist is that the student is doing it themselves or with a partner,
thus testing their new knowledge and understanding of the concept.

The gap fil activity is beneficial to the student because it helps them learn how to apply the target vocabulary correctly in a sentence in
real life situations. It also helps them learn where and how to use the word in a sentence.

The cooler activity is specifically designed to be fun and shake off any feelings of potential negativity a student might be feeling at any
point. It also recalls the information they just learned, much like the warmer and creates a competitiveness that encourages the students
to think about what they have learned and apply it to the given situation. Thus subtly testing their knowledge and if they have actually
achieved the aim of the lesson.

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

Unfortunately, there are times when things don’t go according to plan and you either have to have quick thinking or a contingency plan
in place. For example, if I had a student that had difficulty matching the vocabulary to the correct picture, one of the possible solutions is
to have the students pair up, a weaker student with a stronger student so that they have that extra support, or to provide hints.

What other activities did you consider using before settling on the ones you have? Why didn’t you use them?

I had thought about using the label game where each group is given a set of labels and they are tasked to go and find each of the objects
in the classroom and stick the label on it and loudly exclaiming the word. But a few issues arise from this. Its possible that I don’t have
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enough objects or some objects are missing from the classroom entirely, or I have shy students that are not comfortable exclaiming
loudly in front of the class, and the time constraints. An activity like this would take a bit of time to set up.

Bibliography (if needed):

Bibliography
PremierTefl.Com. (Unkown, Unknown Unknown). Retrieved 07 24, 2024, from https://premiertefl.com/wp-content/uploads/2020/06/Warmers-FIllers-Coolers-1.pdf
Using the PPP lesson structure to teach grammar and vocabulary. (2022, 05 03). Retrieved 07 25, 2024, from Sonako.com: https://sanako.com/using-the-ppp-lesson-
structure-to-teach-grammar-and-vocabulary

All images taken from google and made into flashcards on Microsoft Word.
All Worksheets made on Microsoft Word, images taken from google images.

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

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