120 hour - Level 3 - i to i TEFL assignment - Vocabulary - Passed
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This level 3 lesson plan on places in a town 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 lea...
Name of the Teacher Date Level of the class Length of lesson
Amy 6 Feb 2024 Pre-intermediate 60 mins
Course you are taking: 120 hour TEFL level 3
Lesson Type: Vocabulary
Lesson Topic: Places in a town
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…
1. Recognize and produce the target vocabulary related to places in a town in a real- 1. Students will have recognized the meaning, practiced and produced the target
life context. The target vocabulary includes: bus station, cinema, playground, city vocabulary in an activity that replicates a real-life scenario.
centre, library, museum, hotel, post office, restaurant and supermarket. 2. Produced the target vocabulary in a written and spoken context with the correct
2. Be able to produce the target vocabulary in a written and spoken context. spelling and pronunciation.
Target vocabulary: Bus station, cinema, playground, city centre, library, museum,
hotel, post office, restaurant, supermarket.
Anticipated difficulties: Suggested solutions:
Include one relating to L1/age/level of the students and one for
the target language). 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 (reasons including studying in
1. Students range from ages 18 to 38 years of age, with different motivations
an English-speaking country, travelling and helping their job prospects). By
for studying the target language, which could cause divisions within the
developing material worksheets that are the same for all students will allow
class. It may also result in difficulty selecting activities that all of the learners
the teacher to identify students’ abilities and categorize the students if
can relate to and learn from equally
lesson plan 150823
, necessary, based on their ability to learn.
2. Students may have difficulty in pronouncing some of the more challenging
target words because in their L1 languages there are differences in 2. Through modelling and chorusing, as well as encouraging group work,
pronunciation of sounds. For example in Chinese there is no /r/ sound, so learners will learn to pronounce the words correctly. The teachers will
this is often replaced with /l/ or /w/. Students may therefore struggle to demonstrate the movement of the tongue, teeth and lips with an
pronounce words such as university, factory, garage etc. Saudi speakers exaggerated movement when making the /r/ sound in these words. The
often insert a vowel sound in English syllable to break up consonant words would be split up into syllables and said slowly and clearly, with
clusters, and may struggle with words like library or supermarket. Italian exaggerated mouth movements. I would ask students to repeat after me so
speakers often a schwa sound after words ending with consonants. This they can become familiar and comfortable with pronunciation. Time will be
results in adding a syllable to the word and may sound like: Museum(ah), spent on the words with sound /r/ first before moving on to pronouncing
hotel(ah). the other words in the target language if necessary. The same will be done
for the Italian and Saudi students with their pronunciation of consonants.
3. Explaining the definitions of the words in a simple manner may be slightly
challenging when teaching learners at a pre-intermediate level of learning 3. The use of images and flashcards paired with the target words will help to
the target language. 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.
Stage Name Stage Aim Time in Interaction Teacher’s procedure Students will…
minutes Pattern
Example: Example: Example: Example: Example: Example:
Warmer To get students 10 T-S T provides a set of cards with words Ss take it in turns to pick a card and
thinking in English, minutes from the previous lesson. T divides Ss then draw or describe the word to
raise energy levels, into groups. T instructs Ss to pick a the rest of their group. The other Ss
and to activate prior S-Ss card one at a time and describe their need to guess what the word is.
knowledge. Ss-S word for the group to guess.
Warmer The aim of the warmer 10 T-S Ball game: Students will feel more relaxed after
is to engage the S-S 1. Ask students to tell the class what the warmer when the whole class gets
students' interest in S-S activity they like to do with friends or an opportunity to speak in front of
lesson plan 150823
, the lesson, and raise family or alone in their home town or any their classmates. The warmer will
their energy so that town they have been to. The teacher will encourage students to start thinking in
they will find it easier start by saying that they like to watch English and because it is a low-
to start thinking in movies with friends at the cinema pressure activity the students will feel
English. Each student (relating to the target vocabulary). more confident to speak English for
will also be included in 2. The teacher will then pick a random the rest of the lesson.
the warmer, which in student and throw a big soft ball to them.
turn will foster a They then have to take their turn by
feeling of belonging. saying what their favourite activity to do
The warmer will be in a town is.
kept simple with the 3. Each student will repeat the activity
aim to keep students until every student has had a turn.
feeling confident to 4. The T. will illicit ideas.
speak English for the
rest of the lesson.
Presentation To get students to 10 T-S 1. Show the pictures of the places in town The students can connect the target
think about the to the students one by one. Elicit the vocabulary to the visual aids. Stronger
meaning definitions of the
S-S names of each of the places out loud. Ask students may already know some of
target vocabulary on students to chorus the target vocabulary. the target vocabularies. As a result,
their own. Students Show the written vocabulary on the peer learning will occur. Students can
will learn the board as you introduce each word. connect vocabulary that they already
definitions of the 2. Divide the class into three groups of 4 know to the target vocabulary. This
words and have a making sure to have different L1 students way they can also gain the ability to
visual aid to associate and different genders and ages in each develop a better understanding of the
them with. group (mixed). target vocabulary. Students will feel
3. Place the different pictures of the more involved in the learning process
places in town on the board one by one. by connecting the vocabulary that
4. Ask students to discuss in groups what they learned previously to the target
they think people do in the places vocabulary.
indicated by the picture.
5. Monitor the group discussions by
walking around and listening in on each
group.
6. Pick a random student from each
lesson plan 150823
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