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Assigment 2-Lesson Plan

The document outlines a lesson plan for teaching beginner students vocabulary related to family members, scheduled for 31st October 2024. The plan includes a 60-minute session divided into presentation, practice, and production phases, utilizing flashcards, family pictures, and worksheets to engage students in learning. Anticipated challenges include pronunciation difficulties and unfamiliarity with basic numbers, with strategies provided to address these issues.

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1 views

Assigment 2-Lesson Plan

The document outlines a lesson plan for teaching beginner students vocabulary related to family members, scheduled for 31st October 2024. The plan includes a 60-minute session divided into presentation, practice, and production phases, utilizing flashcards, family pictures, and worksheets to engage students in learning. Anticipated challenges include pronunciation difficulties and unfamiliarity with basic numbers, with strategies provided to address these issues.

Uploaded by

simz50
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Simone Govender 30th October 2024

Assignment 2: Design a lesson plan of your own

Lesson Plan

Date: 31st October 2024


Subject: Vocabulary
Topic: Family Members
Duration: 60 minutes
Class Size: 30 Students
Level: Beginner
Materials: Family member flashcards, family member pictures, family picture, family member
worksheet, flashcards for numbers.
Lesson objective: To teach students family members in English and to familiarize them with
the vocabulary and expressions associated with it.
Assumptions: Students would have been exposed to some of the family member vocabulary
through watching television.
Anticipated Problems: Some learners might struggle with pronunciation; learners might not
be familiar with basic numbers in the chant.
Solutions: Using audio lingual(drill) will help the learners to become more comfortable with
pronunciation. Before we start the chanting exercise, I will show the students flashcards with
the basic numbers. I will also stick pictures of a few numbers on the board to help them.

Presentation Phase (Strategy 1)

1) I will show students the family member flashcards and ask them to repeat each family
member after me. I will do this with them a few times to help them become comfortable
with the pronunciation. I will show them the flashcards again and ask them to try and
say the words on their own. For example, I will show Student A the mother flashcard
and ask, “who is this?”, Student A should respond with “This is the mother”. I will allow
each student to try to answer.
2) I will show them a family picture and ask them to guess who each member is. I will
point at the grandfather and ask, “who do you think this is?”

Purpose of Procedure: To familiarize learners with family member vocabulary and


pronunciation. To practice the new vocabulary.

Interaction Pattern: T>S and S>T

Timing: 20 min

Practice Phase (Strategy 2)

1) I will ask the students to help me draw a family tree. I will start by placing the
grandfather family member card at the top of the board and eliciting from the students
the rest of the members. I will ask them “who do you think should go next to
grandfather”.
2) I will ask them to create their own family tree with the family member cards. They can
use the example on the board as a guide. They can cut up each card and put it in the
order of their own families.
3) After they have done their family tree, I will let them pair up and ask each other to point
to a member from their family tree and ask the question” Who is this?”. For example, I
will point to the family tree on the board and point to the father and ask “who is this? I
will show them how to respond.” This is my father”. I will then ask Student A to point to
a family member on Students B’s family tree and ask: “Who is this?”, Student B should
respond with “This is my sister”. Student B will then ask Student A the same question.

Purpose of Procedure: To confirm new vocabulary and allow students to become more
comfortable using it. To be able to identify the new vocabulary.

Interaction Pattern: T>S, S>T and S>S

Timing: 20 min

Production Phase (Strategy 3)

1) I will start by sticking the number cards on the board and ask them to repeat each number
after me, I will then read the worksheet “There are three in my family, my father, my brother
and me. How about you?” I will point to each member on the board as I say it. After they have
chanted it a few times, I will ask them to say it to each other and point each member out on
their family tree. For example, I will start by saying” There are five in my family, my mother, my
two sisters, my brother and me. How about you, Student A?” I will point to each member on
the family tree as I chant it. Student A should answer and then ask Student B the same thing
question.

Purpose of Procedure: To see if the students can produce the vocabulary independently and
confirm that they understand the lesson.

Interaction Pattern: T>S, S>T and S<S

Timing: 20 min

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