Name of the Teacher Date Level of the class Length of lesson
Senzo Mtyingizane 08-12-2020 Elementary 60 minutes
Lesson Type: Vocabulary
Lesson Topic: Pl... [Show More] aces in town
Lesson Aims:
By the end of the lesson, students will be better able to… Identify 10 new places in town (bus station, cinema, playground, city centre, library, museum, hotel, post office, restaurant, supermarket) and be able to construct sentences using the names of the places,
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…
1. Had a conversation about the places they regularly go to using the targeted vocabulary. Students will also share their experiences in these places using their existing vocabulary combined with the target vocabulary.
Anticipated difficulties: Suggested solutions:
1. Difficulty pronouncing words with the sound of “r” in them, including library, restaurant and playground since the students are Chinese 1. Chorus the pronunciation of the words and stress the “r” sound with the shape of my mouth to ensure students are paying attention. I will also circle the “r” sounds I want the students to be able to pronounce
2. Difficulty understanding what a city centre is due to the fact it consists of buildings and people moving around and has no particular/exact label.
2. Provide multiple pictures of different city centres from around China and around the world so they can establish a pattern
3. Due to age differences (18-37) personalities may clash and older students may take a backseat as they may fear embarrassing themselves in front of younger students.
3. During class activities I will call out different names of people to answer questions, and during group activities I will ensure that groups consist of different age groups and personality types
Language analysis:
Language Item Meaning of the item How you will present meaning Concept Checking Questions Grammatical form Pronunciation
Example: huge Example:
very big, enormous Example:
using a picture of a mouse and an elephant to show large size Example:
What’s the opposite of huge? Name a huge mountain. Example: Strong adjective Example:
/ hjuːdʒ/
1. Bus station a place in a town where buses arrive and depart. Show pictures of bus stations, including local bus stations. 1. Where do you catch a bus?
2. Where do busses arrive? Noun /bʌs/ /ˈsteɪʃ(ə)n/
2. Cinema a theatre where films are shown for public entertainment. Show pictures of a cinema as well pictures of people watching films in a cinema. 1. Where does the public watch films? Noun /ˈsɪnɪmə,ˈsɪnɪmɑː/
3. Playground an outdoor area provided for children
to play in, especially at a school or public park. Show pictures of playgrounds with
kids playing in them. Find pictures of local playgrounds students may be familiar with. 1. Where do children play
outdoor games?
2. Is it inside or outside? Noun /ˈpleɪɡraʊnd/
4. City centre the central part or main business and
commercial area of a city. Show the picture of the local city
centre, as well as pictures of other city centres around the world. 1. Is it the central location
of the town?
2. Is it one of the busy areas in the city? Noun /ˈsɪti/ /ˈsɛntə/
5. Library a building or room containing
collections of books, periodicals, and sometimes films and recorded music for use or borrowing by the public or the members of an institution. Show pictures of local libraries to
help students know what is using familiarity. 1. Are books stored in the
room/building?
2. Is it open for the public? Noun /ˈlʌɪbrəri,ˈlʌɪbri/
6. Museum a building in which objects of
historical, scientific, artistic, or cultural interest are stored and exhibited. Show pictures of different museums,
including pictures of local museums that students may be familiar with. 1. Is it educational?
2. Are the objects stored shown in a particular way? Noun /mjuːˈzɪəm/
7. Hotel an establishment providing
accommodation, meals, and other services for travellers and tourists. Show pictures of different hotels,
including local hotels that students may be familiar with. 1. Is it for temporary or
permanent accommodation?
2. Is it primarily used by locals or tourists? Noun /həʊˈtɛl/
8. Post office the public department or corporation responsible for postal services Show pictures of local post offices that students are aware of, and also show other ones from English dominant countries. 1. Where do you do your postal services?
2. Does it accept and send letters and parcels? Noun /pəʊst/ /ˈɒfɪs/
9. Restaurant a place where people pay to sit and
eat meals that are cooked and served on the premises. Show pictures of different
restaurants, including local restaurants that students may be familiar with. 1. Are meals prepared in a
different location? Noun /ˈrɛst(ə)rɒnt,ˈrɛst(ə
)r(ə)nt,ˈrɛst(ə)rɒ̃/
10. Supermarket a large self-service shop selling foods
and household goods. Show pictures of supermarkets that
are popular in the area 1. Where do you buy
groceries?
2. Is it for luxury goods or household necessities? Noun /ˈsuːpəmɑːkɪt/
Stage Name Stage Aim Time Interaction Pattern Teacher’s procedure Students will…
Example:
Warmer Example:
To engage the learners in the lesson, to activate the learner’s prior knowledge of the topic Example:
10
minutes Example:
T-S
S-S Example:
Show pictures of 3 different sports – football (team), tennis (one vs one), marathon running (individual)
Ask students to discuss the advantages and disadvantages of each type of sport Example:
Students will identify the lesson topic Learners will use their previous knowledge to make links to the topic
Warmer To engage students and get them thinking about different places they went to and get them thinking about these places in English 10 minutes T-S/OCFB
S-S 1. Tell students about my busy weekend. I currently stay in a hotel in the city centre, this weekend I decided to check out the town. I went to the bus station and took a bus to the museum, and after that I passed by the library to pick up a book and then later went on to watch a movie at the cinema. Ask students to tell me the places I visited this past weekend
2. Setup five groups of 3 students per group and ask them to discuss with each the places they visited this weekend Start to pick up the names of the places I visited and it will have them thinking about what they did over the weekend and the places they visited. Based on what they did, it will bring up more vocabulary than the targeted, helping students to produce vocabulary too.
Have a conversation about the places they visited and produce a list, each group present their own list
Presentation:
Meaning 1 Begin teaching the target
vocabulary focussing on definitions 10 minutes T-S
Ss-Ss 1. Re-group students again in set 3 and
give each group a list of words of target vocabulary.
2. Have students discuss what they think the words are referring to looking at definitions on the board and pictures
3. Each group to put a word in the target vocabulary next to the definition, and make corrections thereafter Discuss which words go with what definitions.
Will draw from their own vocabulary to enable them to correctly pair the words and definitions.
Will make educated guesses drawing from the knowledge they already have of the English language.
Presentation:
Meaning 2 To allow the students
to understand the meaning of the target vocabulary and memorize it through visual association. 5 minutes T-S
Ss-Ss 1. Students will be the given pictures of
the places and will be in the same groups
2. In the same groups of 3, students will then be asked to place the pictures in the next to the names and definition of places of the places
3. Corrections where need will be made Students will begin to correctly make
associations between the target vocabulary and its counterpart definition and visual aid.
Presentation: Form To establish the correct spelling of the words 10 S-S 1. This will be an individual assessment where students are given word scrambles to put the letters to put on the correct spelling Students will manipulate the letters in many different ways in order to discover the hidden word.
OCFB 2. At the end of the assessment, answers will be discussed in class
Presentation: Pronunciation To enable students to correctly enunciate all the target vocabulary 10 minutes T-S 1. Chorus the pronunciations to the class and have the students repeat after the teacher until they get it right
2. Chorus the words with the sound “r” which students may struggle with and drill them in See the stressed syllables denoted on the board.
Practice:
Controlled Practice 1 To connect the
spoken definition or description with the written target vocabulary on the
board. 5 minutes T-S
1. Remove all definitions of the target from sight and write the target vocabulary scattered across the board
2. Read out the descriptions to students and by raise of hands, students will answer by the name of place read Students will compete to make the
quickest cognitive association with
the definitions and the target vocabulary
Production:
Freer practice To help students become
confident in using the target language and find discover vocabulary of other places not in the target vocabulary 5 minutes S-S 1. Students regroup in groups of 3 and
discuss places they visited over the weekend.
2. Students in groups will then present places they visited, for the places they do not know in English, they will present a picture of drawing
3. As the teacher I will walk around to listen to the discussions to see who is on the right page and assist struggling groups. Students will begin to understand the context
to which they should use the target vocabulary and will develop more vocabulary and know places in English
Cooler To finally consolidate
the new vocabulary and make students aware
of the progress they have made/what they have learned. 5 minutes T-S/OCFB Wrap up the lesson by asking students
individually the easy questions to ensure basics are understood. Questions to include randomly selecting a picture and asking students individually what is on the picture Students will show by a raise of hands if they
want to answer questions. To avoid the same students answering all the questions, no student will answer more than 1 question. [Show Less]