ASSIGNMENT 1: ANDREA BARNARD

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

Andrea Barnard 14 November 2024 Pre-intermediate Level (A2) 60 minutes

Lesson Type:
Vocabulary Lesson

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 and use ten new nouns within the classroom context. Recognise, understand, Practiced identifying the targeted vocabulary and making use of their pre-existing
and identify the meaning, pronunciation, and form of ten new words, relating to vocabulary. They will have participated in group and class discussions.
“Objects in the Classroom”. Students will make a connection between the target
vocabulary words and the objects they will find in a classroom and will be able to
identify the meaning, form and pronunciation of the target vocabulary words.

Target vocabulary:
pencil; desk; rubber; ruler; blackboard; shelf; dictionary; bookcase; bin; scissors

Lesson plan 150823

ASSIGNMENT 1: ANDREA BARNARD

Anticipated difficulties: Suggested solutions:

1. Students may find it difficult with the phonology of certain words due to their 1. Monitor students throughout the lesson. If they have difficulty pronouncing
L1 being Chinese. They may find it difficult to pronounce words containing the a word, use choral repetition to make students pay attention to stress sounds
letter “r”. and the shape of their mouths.

2. It may be possible that students will choose to interact with their native 2. Students need to ask permission before speaking in L1. Students are
language (L1) during pair or group work. encouraged to speak English as much as possible through activities carried
out throughout the lesson. Observe students in the class and use L1. Ask them
3. Students vary in age and may have difficulty in feeling comfortable around if they encounter any problems.
each other.
3. Divide students into groups so that all students feel included and can have a
fair discussion. Warmer and cooler games make it easier for students to
communicate with one another.

Language analysis:

Language Item Meaning of the item How you will present Concept Checking Grammatical form Pronunciation
meaning Questions Use the IPA translator
if needed

1. Pencil A pencil is used to I will present an What do you use to write Noun /ˈpensl/
draw or write with on example of a pencil by with?
paper. using a flashcard,  The student used
displaying an image of Do we use it to write and his pencil to write
the object, its use, and draw? the test.
its meaning. I will also
present a physical Can you erase the
example of the object. material?

Lesson plan 150823

ASSIGNMENT 1: ANDREA BARNARD

2. Desk A table with a flat top I will present an What is the piece of Noun /desk/
where you sit at to example of a desk by furniture you sit at in the
read and write. using a flashcard, classroom to do your work  The teacher sat at
displaying an image of on? her desk marking
the object, its use, and tests.
its meaning. I will also Do you sit at your desk?
present a physical
example of the object. Is the desk comfortable?

3. Rubber A rubber is used for I will illustrate an What do you use to Noun /ˈrʌbə(r)/
removing pencil example of a rubber by remove pencil marks from
marks from paper. using a flashcard, paper?  The girl used her
displaying an image of rubber to erase
the object, its use, and Do you have a rubber? the pencil marks
its meaning. I will also from her paper.
present a physical Did you borrow your
example of the object. rubber to your friend?
4. Ruler A ruler is used to I will illustrate an What do you use for Noun /ˈruːlə(r)/
draw straight lines example of ruler by drawing straight lines?
with. using a flashcard,  The boy used his
displaying an image of Where do we use it? (In ruler to draw a
the object, its use, and our workbooks) straight line.
its meaning. I will
present a physical May I borrow your ruler
example of the object please?
as well.
5. Blackboard A blackboard is a I will illustrate an What am I writing on Noun /ˈblækbɔːd/
large board which is example of a when want to show you
black or green that blackboard by using a something?
flashcard, showing a

Lesson plan 150823

ASSIGNMENT 1: ANDREA BARNARD

teachers write notes picture of the object, Do you get this item in  The teacher wrote
on. the meaning and what different colours? the answers on the
its function is. I will blackboard.
present a physical What is the colours?
example of the object
by referring to the What colour is our
classroom blackboard. classroom blackboard?

6. Shelf A shelf is a board, I will show the students What do you call the Noun /ʃelf/
made of wood and it an example of a shelf boards that is fixed to the
is set to the wall, for by using a flashcard, wall, we use to put things  The children
things to be placed displaying an image of on? stored their
on. the object, its function, English books on
and its meaning. I will the classroom
refer to a classroom’s shelf.
shelf as a reference to a
physical object.

7. Dictionary A dictionary is a book I will show the students What do we call the book Noun /ˈdɪkʃənri/
that have words of a an example of a we use to search for
language in dictionary by using a words in a language?  Can I borrow your
alphabetical order flashcard, displaying an dictionary for my
and shows the image of the object, its Can we use this book for English class
meaning and spelling function, and its the English language as please?
of it. meaning. I will refer to well?
a classroom dictionary
as a reference to a In what order can we find
physical object. the words that is written
inside?

Lesson plan 150823

ASSIGNMENT 1: ANDREA BARNARD

8. Bookcase A bookcase is a piece I will show the students What do we call the piece Noun /ˈbʊkkeɪs/
of furniture with an example of a of furniture we keep
shelves for keeping bookcase by using a books on?  The teacher
books on. flashcard, displaying an grabbed a
image of the object, its Does this piece of storybook from
function, and its furniture have shelves? the bookcase and
meaning. read it to class.

9. Bin A bin is an object that I will show the students What do we call the Noun /bɪn/
you put waste in. an example of a bin by container we put waste
using a flashcard, in?  The children threw
displaying an image of their waste paper
the object, its function, in the bin.
and its meaning. I will
refer to a classroom bin
as a reference to a
physical object.

10. Scissors A scissor is an object I will show the students What do we use to cut Noun /ˈsɪzəz/
you use to cut paper an example of a scissors paper with?
with. by using a flashcard,  The students used
displaying an image of What can we cut with their scissors to
the object, its function, scissors? cut out shapes.
and its meaning. I will
refer to a classroom Do you think scissors is
scissors as a reference sharp?
to a physical object.

Lesson plan 150823

ASSIGNMENT 1: ANDREA BARNARD

Stage Name Stage Aim Time Interaction Pattern Teacher’s procedure Students will…
Warmer To get students 10 minutes T-Ss 1. Students play a game of “Hot Students will feel comfortable and open
focused on the lesson, Potato”. T will arrange the students to participate in the lesson. It is
to lay the first stone Ss-Ss in a circle. T will name a word and innovative and fun. It is an “ice-breaker”
between the students, pass the hot potato to a student. to activate students’ participation and
review and to revise motivation.
previously learned 2. The students say a word in relation
vocabulary. to the word the T have said. Example Students will feel more comfortable
Introduce the new “classroom” - “study” - “learn” communicating with one another. It will
context of the lesson. be easier for them to understand the
3. Students have five seconds to pass new vocabulary as well.
the hot potato on. If the student
does not say the word within five
seconds, the hot potato is given to T
and the game will start over, and the
student who lost will sits down.

4. The last student standing wins the

game.
Presentation Introduce target 10 minutes T – Ss 1. The meaning of each target Students will feel better and more
meaning vocabulary to students vocabulary word is written on the comfortable in class and use
in a fun and engaging Ss-Ss blackboard. the previous vocabulary and knowledge
way. Students gain they have learned to help them compare
better understanding 2. Students are given flashcards of and contrast objects with their
and retention of each required vocabulary word. explanations.
vocabulary and
meaning through 3. T gives students time to discuss the Students learn new words and identify
visual stimulation. A meaning of each element among and use ten nouns related to "objects in
teacher can identify themselves while monitoring the classroom". They can define the
strong and weak student interactions.

Lesson plan 150823

ASSIGNMENT 1: ANDREA BARNARD

students by relationship of elements, meaning and

integrating them into 4. T asks the class to choose a usage.
the classroom. The flashcard that matches the correct
teacher can change meaning on the board.
the teaching methods
to make the weaker 5. T acknowledge errors and make
students understand corrections accordingly.
better.
6. When T asks conceptual questions
to get students to understand,
T uses flashcards to reinforce
application and meaning.
Presentation To ensure that 10 minutes T-S 1. T gives each student a Students' memory is tested individually
form students can worksheet of a class activity. by correctly matching the image and
remember the meaning to the corresponding object.
target vocabulary and 2. The worksheet contains a Students must remember the correct
to reinforce its use, crossword puzzle for the spelling of the items to complete the
meaning and form, students identify and complete. crossword puzzle.
and to ensure that the
students' 3. The worksheet describes the Students will complete this activity
pronunciation of the meaning and nature of each of individually. This makes the student feel
target vocabulary is the ten target vocabulary. better and more comfortable as the
correct. teacher helps each student with his or
4. The students should now her weaknesses.
complete the crossword puzzle.

5. T will check each answer sheet

individually for correct spelling,
comprehension and meaning.
6. T will create a "corrections"
class activity for all errors. T to
Lesson plan 150823
ASSIGNMENT 1: ANDREA BARNARD

write the correct spelling and

meaning of each word on the
board.
Presentation To make sure that 5 minutes T - Ss 1. To assist the students in identifying As students practice speaking and
pronunciation students pronounce the target vocabulary words, the T listening to words or phrases, they will
the target vocabulary will use chorus drills. become more confident in pronouncing
correctly. the target vocabulary.
2. T will write the ten
target vocabulary words on the Students correct pronunciation and
board. construction when they realize their
mistakes.
3. T will refer each of the ten objects
and clearly model the pronunciation. Students experience a sense of
satisfaction in both their own learning
4. T will request everyone to recite the and class.
word.

5. Following the clear modelling of T's

pronunciation, T will proceed to the
other parts of the vocabulary.

6. After the activity is completed, T will

praise students positively.
Controlled To create a way for 10 minutes T-S 1. Students are given a worksheet. Students will better understand the
practice students to practice target vocabulary and read the
the target 2. Spaces appear to form sentences. sentences to build comprehension and
vocabulary in a build vocabulary skills.
restricted
environment with
enthusiasm and to

Lesson plan 150823

ASSIGNMENT 1: ANDREA BARNARD

prepare students for 3. The student will Students should use background
free work. have answer options to choose knowledge and use context clues to
from. complete the sentences.

4. I will review the most obvious

mistakes and correct them on the
board as a class activity.

5. I will ask the students if they can

identify and correct the mistakes
and provide more examples if
necessary.
Production To help students feel 15 minutes Ss-Ss 1. The students will be divided in 3 Students will get to interact with one
confident and allow groups of 5 students (15 students in another and use prior knowledge and
them to communicate class) new vocabulary in a natural way by
freely in a natural talking freely to one another on:
manner. 2. The teacher will explain to the
students that they must discuss in 1. What the object is
the group what Classroom Objects 2. When and how the object could
they have learnt about during the be used
class. They need to discuss all ten 3. Why it would be used
words. 4. What is would be used for.

This will help them to be ready for

3. The teacher will tell the students to unexpected conversations in real life.
discuss, thinking about what the
object is, when and how the object They will also understand how
could be used, why the object would important language is and feel more
be used and what the object would sure of themselves (be more confident).
be used for.

Lesson plan 150823

ASSIGNMENT 1: ANDREA BARNARD

4. The teacher will move around The aim is to have students feel more
between the groups and listen to comfortable while taking part in this
what the students are saying. The phase.
teacher will then make notes on
what they are saying, without
interfering.

5. The teacher will give feedback on

the task given to students by making
use of the notes and observations
made, whilst moving around
between the groups during this
phase.

6. The teacher will then praise the

students for their hard work and
effort.
Cooler To combine learning 5 minutes T-Ss 1. The teacher will use the final five By the end of the lesson, students will
and showcase the minutes to discuss the lesson’s feel more confident and empowered.
newly learned target Ss-T background.
vocabulary. They will have a positive outlook on
2. The teacher will ask the students their abilities and will have the chance to
what they have learned during the share their thoughts and receive
lesson. feedback from the teacher.

3. Students can provide feedback on

their learning experiences.

4. The teacher will inquire about the

students’ favourite part of the lesson
and if they have any questions in
Lesson plan 150823
ASSIGNMENT 1: ANDREA BARNARD

which the teacher will answer all of

them.

5. The teacher will give a brief

overview of the lesson and will
assign a mind map activity for
homework.

6. Students need to write down the

ten vocabulary words they have
learned in the mind map. The word
will be written in a colour block
above a white block. The meaning
will be written in the white block.
First word will be done for them as
an example.
7. The teacher will check and review
the homework during the next
lesson.

Lesson Rationale (700-1000 words):

I have chosen the topic, “Objects in the Classroom” for my vocabulary lesson.

This topic discusses ten things that you might see in your classroom that students will hear or see at some point in their lives. This will be a rich lesson and I
think students will relate and be happy to be able to refer to the content in English which is all around them in every classroom they go to. Students will also
understand the purpose and importance of these items and will easily be able to refer to them not just in their native language, but in English as well.

Lesson plan 150823

ASSIGNMENT 1: ANDREA BARNARD

METHOD:
The method used in this course is Presentation, Practice and Production (PPP). The PPP model has many benefits. It is a simple, easy-to-follow method that
allows teachers to organize their lessons effectively and organically. It is also effective and memorable for students. This course is designed to accommodate
all students with different learning styles and to ensure that the objectives are achieved. The material in this lesson is divided into small sections and focuses
on different aspects of the language. These models gradually help students develop confidence in communicating in their native language.

STRUCTURE:
At the beginning of the lesson I will greet my students and do a quick and warmer activity. The "hot potato" exercise is fun and a great way to get students
focused and prepared for the lesson. This warmer also allows students to get to know each other and to test students' skills and experiences. I chose this
warmer activity because the whole class could participate and feel involved.
The presentation aspects of the lesson, focuses first on meaning. I want to introduce the students to the concepts they will learn in this lesson. I allow all
students to interact and feel comfortable in the classroom environment. I encourage students to speak only English at this stage. The flashcard activity helps
facilitate learning because it provides a picture of the object, its purpose, and its meaning. I ask probing questions to ensure that I am reinforcing the topic
and that students understand what is being taught.

I will focus on presenting the form, by providing students with a worksheet that contains a crossword puzzle activity that must be completed individually. I
will give the context of the target word and give the answer pictures that must be placed and written correctly to complete the puzzle. I let my students work
individually so I have time to test their knowledge, memory and understanding of the target language they are learning.
When students work individually, they do not fear being judged, which creates a safe environment for them. I will also have the opportunity to identify areas
where they will struggle and help them achieve their goals.

To conclude the presentation part of the lesson, I will focus on the pronunciation of the target language. I use chorus practice and repetition because practicing
is a fun and useful way to improve your pronunciation of a word. I model the target words and focus on the emphasized words. Students should repeat the
words I modelled several times, either individually or with other students. I monitor students to make sure they are using the correct pronunciation.

During the lesson practices, I will give the students a "Gap Fill" sheet. This activity will allow me to see how much the students have learned so far, their level
of understanding, and their ability to understand the lesson. "Gap Fill" will tell them to use the words in the sentence. When they read with purpose and
intention, this helps them develop understanding and expand their vocabulary.

Lesson plan 150823

ASSIGNMENT 1: ANDREA BARNARD

The activity will give the students the opportunity to “practice” the newly learned Objects in the classroom vocabulary, in a natural way. For the students to
do 90% of the talking and for the teacher to move around and monitor the activity without interfering too much, unless L1 is being used within the groups.
The lesson aim would now be achieved, because the students would know what the objects is, when it would be used, how and why it would be used and
what is would be used for.

Instead of concluding with a cooler activity, I decided to do a review session. I do this by asking “What have you learned in this lesson?” “What was your
favourite part of the lesson?” “Do you have any questions?” This gives the student a chance to feel heard, to showcase their skills, progression, and to address
any issues that they may be facing. This will also end the lesson off on a positive note.

Students are required to complete the "Mind Map" activity for homework. These activities will be distributed before leaving the classroom. It must be pasted
in their exercise books. This activity is to reinforce, review and refresh what they have learned in the lesson. The teacher explains the activity and instructs
the learners to paste the activity in their English workbooks before concluding the lesson.

POTENTIAL ISSUES:
Students may be unsure of how to complete tasks in the lesson. If I see a student struggling with class activities, I will prepare a clearer, simpler lesson. I will
also use the gestures or patterns required for all activities. One problem that can arise is a lack of cooperation in the class. To prevent this, I would ask my
students a question about the target vocabulary and make them aware and focused. Students can switch to their native language, L1, during group
discussions. I will keep an eye on the group chat.

OTHER CONSIDERATIONS:
Since the main focus of this lesson is communication, I have included some activities that include writing. I need to focus more on developing writing-based
activities. I could change the lesson plan to include more writing and give students writing homework to create a well-structured balance.

Lesson plan 150823

ASSIGNMENT 1: ANDREA BARNARD

Bibliography (if needed):

 i-to-i TEFL Lesson plan : Can be found under Courses; TEFL Level 5 Fundamental Basics (i-to-i); Unit 5; Go to assignment.
https://i-to-i.atomlms.co.uk/assignment/7151075/
 All worksheets were designed by myself. Some inspiration were taken from Google and Twinkl: https://www.twinkl.com/
 I made use of canva.com for making creative worksheets. https://www.canva.com
 Stevens, J. L. (2017). The Top 6 English Pronunciation Errors Made by Native Chinese Speakers. URL: https://blog.talk.edu/grammar/the-top-6-english-
pronunciation-errors-made-by-native-chinese-speakers/

 IPA translator: https://www.oxfordlearnersdictionaries.com/

Pictures used for language analysis are from google:

1. Pencil https://img.freepik.com/premium-vector/education-material-icon-vector-illustration_1287271-21600.jpg?semt=ais_hybrid
2. Desk https://media.istockphoto.com/id/1341840089/vector/laptop-
desk.jpg?s=612x612&w=0&k=20&c=nQJuiz94Elms4sge3uVlVIGRYUKXjOu0ZrHm7KKYYv8=
3. Rubber https://www.shutterstock.com/image-vector/eraser-vector-cartoon-art-illustration-260nw-2491381975.jpg
4. Ruler https://www.shutterstock.com/image-vector/vector-ruler-illustration-isolated-on-260nw-1960293775.jpg
5. Blackboard https://static.vecteezy.com/system/resources/previews/017/301/453/non_2x/blackboard-and-elements-in-the-classroom-on-wooden-
sheet-background-chalkboard-for-copy-space-blank-blackboard-illustration-vector.jpg
6. Shelf https://thumbs.dreamstime.com/b/book-composition-potted-flower-shelf-color-vector-illustration-flat-style-clipart-design-books-flower-
193176622.jpg
7. Dictionary https://t3.ftcdn.net/jpg/00/27/12/82/360_F_27128274_P2aKaG6A40TdnqXulgKVavJ9Oi4O93jP.jpg
8. Bookcase https://img.freepik.com/premium-vector/isolated-illustration-wooden-bookcase-with-books-book-spines-retro-style_87693-655.jpg
9. Bin https://p7.hiclipart.com/preview/914/621/183/rubbish-bins-waste-paper-baskets-plastic-bag-office-recycle-bin.jpg
10. Scissors https://www.shutterstock.com/image-vector/scissors-cartoon-260nw-674659648.jpg

Lesson plan 150823

ASSIGNMENT 1: ANDREA BARNARD

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

 Flashcards will be provided throughout the lesson that were designed by me through canva.com
 Definitions of each vocabulary word will be on the back of the flashcards.
 A picture for illustration will be presented on the flashcard as well. (All of the above links used)

Lesson plan 150823

ASSIGNMENT 1: ANDREA BARNARD

Presentation (Form) Worksheet

• For the presentation stage, I have designed and created a worksheet on canva.com containing a crossword puzzle activity for students to complete.
 The activity includes a definitions and pictures of the target vocabulary.
• (Please see worksheet on the next page)
• http://www.canva.com was used to create the crossword puzzle.

Lesson plan 150823

ASSIGNMENT 1: ANDREA BARNARD

Lesson plan 150823

ASSIGNMENT 1: ANDREA BARNARD

Controlled Practice Worksheet

• I designed a “Gap Fill” worksheet for students to complete in this stage.
• The content of this worksheet is my own
work.

Lesson plan 150823

ASSIGNMENT 1: ANDREA BARNARD

Cooler Mind-Map Homework: I provided students with a Mind-Map activity as homework. This will be pasted into their workbooks.

Lesson plan 150823

ASSIGNMENT 1: ANDREA BARNARD

Lesson plan 150823