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

Mandy Claudelle Jeggels 24 August 2023 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…
Recognise, understand, and identify the meaning, pronunciation, and form of Practiced identifying the targeted vocabulary and making use of their pre-
ten new words, relating to “Objects in the Classroom”. existing vocabulary. They will have participated in group and class discussions.

Target vocabulary:
pencil, desk, rubber, ruler, blackboard, shelf, dictionary, bookcase, bin, scissors
Anticipated difficulties: Suggested solutions:
Students may find it difficult with the phonology of certain words due to their Observe the students throughout lessons. If they find it difficult to pronounce
L1. They may find it difficult to pronounce words containing the letter “r”. words, make use of chorus repetition to ensure that students take note of the
stress sounds and the shape of their mouths.
Students vary in age and may have difficulty in feeling comfortable
around each other. Group students so that all students feel included and have a fair opportunity
to interact. Warmer and cooler activities could make students more
It may be possible that students will choose to interact with their native comfortable with interacting with one another.
language (L1)
Students should ask permission before speaking L1. Motivate students to
Adult students may become easily frustrated or discouraged. speak English as much as possible by doing activities throughout the lesson.
Observe students during class activities and their use of L1. Ask if they are
facing difficulties.

Set clear objectives and realistic end results. Give detailed and encouraging
feedback on their progression.
Lesson plan 150823
Language analysis:

Language Item Meaning of the item How you will present Concept Checking Questions Grammatical form Pronunciation
meaning Use the IPA translator
if needed
1. Pencil Thin and long I will present an example 1. Do you have a pencil? Noun /ˈpensl/
instrument for writing of a pencil by using a 2. Can you write with a • The student
and drawing, consisting flashcard, displaying an pencil? drew a flower in
of a rod marking image of the object, its 3. What can a pencil be pencil.
substance, which is use, and its meaning. I will used for?
erasable. also present a physical
example of the object.
2. Desk A piece of furniture I will present an example 1. Do you sit at a desk? Noun /desk/
with a flat surface, used of a desk by using a 2. Is the desk • The student sat
to write, read and study flashcard, displaying an comfortable? at his desk.
image of the object, its 3. Does the desk look
use, and its meaning. I will new or old?
also present a physical
example of the object.
3. Rubber An elastic substance I will present an example 1. Do you have a Noun /ˈrʌbə(r)/
used to erase pencil of rubber by using a rubber? • The student
marks flashcard, displaying an 2. Did you use a rubber used a rubber to
image of the object, its to erase your pencil erase the pencil
use, and its meaning. I will marks? marks on his
also present a physical 3. Did you borrow your page.
example of the object. rubber to your friend?
4. Ruler A straight strip of I will present an example 1. Do you have a ruler in Noun /ˈruːlə(r)/
plastic or metal, of ruler by using a your school bag?
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marked at regular flashcard, displaying an 2. May I borrow your • The student
intervals. Used to draw image of the object, its ruler please? used a ruler to
straight lines use, and its meaning. I will 3. Is your ruler broken? draw a straight
also present a physical line on the page.
example of the object.
5. Blackboard A large object attached I will present an example 1. Did you write on the Noun /ˈblækbɔːd/
to a wall with a smooth, of a blackboard by using a blackboard?
dark surface. Notes are flashcard, displaying an 2. Can you read on the • The teacher
written on this object image of the object, its blackboard? wrote on the
with chalk. use, and its meaning. I will 3. Did you erase the blackboard
also present a physical blackboard?
example of the object.
6. Shelf Length of wood I will present an example 1. Can you see the shelf? Noun /ʃelf/
attached to a wall, that of a shelf by using a 2. Which books are on • There are books
provides storage for flashcard, displaying an the shelf? on the shelf
objects. image of the object, its 3. Are there magazines
use, and its meaning. I will and books on the
also present a physical shelf?
example of the object.
7. Dictionary A book that lists the I will present an example 1. Do you have a Noun /ˈdɪkʃənri/
words of a language in of a dictionary by using a dictionary? • There is an
alphabetical order. flashcard, displaying an 2. Do you know how to English
image of the object, its use a dictionary? dictionary in
use, and its meaning. I will 3. Is there a dictionary in class
also present a physical class?
example of the object.

Lesson plan 150823

8. Bookcase An object with space to I will present an example 1. Do you have a Noun /ˈbʊkkeɪs/
store books in, usually of a bookcase by using a bookcase? • The student has
used by students flashcard, displaying an 2. How many books can a bookcase to
image of the object, its fit in to your keep all books
use, and its meaning. I will bookcase? and study
also present a physical 3. How long do you have material
example of the object. your bookcase? together.
9. Bin A container to dispose I will present an example 1. Did you empty the Noun /bɪn/
waste of a bin by using a bin? • The student
flashcard, displaying an 2. How big is the bin? emptied the bin
image of the object, its 3. Do you have a bin in after class
use, and its meaning. I will class?
also present a physical
example of the object.
10. Scissors An object with two I will present an example 1. Do you have a pair of Noun /ˈsɪzəz/
blades used for cutting of a pair of scissors by scissors? • The student lost
paper and material using a flashcard, 2. May I borrow a pair of his/her scissor
displaying an image of the scissors?
object, its use, and its 3. Did you cut your hair
meaning. I will also with a pair of scissors?
present a physical
example of the object.

Lesson plan 150823

Stage Name Stage Aim Time Interaction Pattern Teacher’s procedure Students will…

Warmer To get students 10 T-Ss 1. Students play a game of “Hot Students will feel comfortable and
focused on the Minutes Teacher – Students Potato” by arranging students open to participate in the lesson.
lesson, to lay the first in a circle. I will name a word
stone between the Ss-Ss and throw the hot potato to a Students will feel more comfortable
students, review and Students – Students student. in class and interacting with one
to revise previously 2. The students say a word in another. Students will also have a
learned vocabulary. (Whole Class) relation to the word I said. (For better understanding of the topic and
Introduce the example: Pen-write/car-drive) context of the lesson.
context of the lesson. 3. Students have five seconds to
pass the hot potato on. If the
student does not say the word
within five seconds, the hot
potato is given to me to start
over, and the student sits
down.
4. The last student standing wins
the game.

Presentation To introduce the 5 Minutes T-Ss 1. The meaning of each item of Students will learn the new
(meaning) target vocabulary to Teacher-Students the target vocabulary will be vocabulary and identify and use ten
students in a manner written on the board in no names of items relating to “objects in
that is fun and Ss-Ss specific order. the classroom”.
pleasant. Students-Students 2. The students will be presented
Students will have a by flashcards of each of the Students will identify a link between
better (Whole Class) target vocabulary items. items, its meaning and use.
Lesson plan 150823
understanding, 3. I will allow time for students to
memorize discuss the meaning of each Students will feel more comfortable
vocabulary and item amongst each other, in class.
meaning through whilst monitoring the student
visual association. interaction. Students will use previously learned
The teacher can 4. I will request the class to vocabulary and knowledge to assist
identify the strong choose a flashcard and them in matching and pairing the
and weak students by matching it to the correct items to their definitions.
having the class meaning on the board.
participate. The 5. I will take note of errors and
teacher may amend correct them.
teaching methods to 6. I will ask concept questions to
assist the weaker ensure that students
students in having a understand, and use flashcards
better to reinforce its use and
understanding. meaning.

Presentation To confirm that 10 T-S 1. I will hand out a worksheet of a Students’ memory will be tested
(form) students can Minutes class activity to each student individually by correctly matching the
memorize the target Teacher-Student individually. image and meaning to the relevant
vocabulary and to 2. The worksheet contains a item. Students will be required to
reinforce the use, crossword puzzle that students remember the correct spelling of the
meaning and form. must identify and fill out. items to complete the crossword
To ensure that 3. The worksheet has the puzzle.
students establish meaning and picture of each of
the correct spelling of the ten items from the target Students will complete this activity
the target vocabulary. individually. This will make the
vocabulary. student feel more comfortable as the

Lesson plan 150823

4. Students must complete the teacher will assist each student
crossword puzzle. individually with their weak points.
5. I will check each answer sheet
individually for the correct
spelling, proper understanding
and meaning.
6. I will do a “corrections” class
activity for all the errors. I will
write the correct spelling,
meaning on the board.
Presentation To ensure that 5 Minutes T-Ss 1. I will use chorus drilling to help Students will acquire practice in
(pronunciation) students correctly Teacher-Students students with the saying and hearing words or phrases.
pronounce the target pronunciation of the target
vocabulary. (Whole Class) vocabulary. Students will be more confident in
2. I will write out the ten items of pronouncing the words of the target
the target vocabulary on the vocabulary.
board.
3. I will point to each of the ten Students will correct the
items and model the pronunciation and form, as they will
pronunciation in a clear be more aware of their errors.
manner.
4. I will ask the whole class to Students will feel more comfortable
repeat the word out loud. in the class and amongst each other.
5. I will continue with the rest of
the target vocabulary items, by
modelling the pronunciation in
a clear manner.

Lesson plan 150823

6. After the activity is completed,
I will praise students positively.

Controlled To provide an 10 T-S 1. Students will receive a Students will develop a better
practice opportunity for Minutes Teacher-Student worksheet. understanding of the target
students to practice 2. There will be gaps to form vocabulary.
the target vocabulary sentences.
in a restricted 3. The student will have a set of Students will read sentences with a
environment, with options to choose from. purpose and will build
enthusiasm, and to 4. I will assess the most common comprehension and strengthen
prepare students for errors and correct them on the vocabulary skills.
free practice. board as a class activity.
5. I will ask students if they can Students are required to apply
identify and correct the errors background knowledge and use
and provide more examples if context clues to fill the sentences.
needed.
Production To develop 15 Ss-Ss 1. Students will be divided into Students will have an opportunity to
confidence and give Minutes Students-Students three groups of five. socialize and use prior knowledge and
students an 2. Students are required to have new target vocabulary naturally.
opportunity to conversations amongst each
communicate openly other and form sentences. Students will be more prepared for
in a natural way. Students are also required to unforeseen nature of real-life
ask questions using the target communication.
vocabulary.
3. I will provide an example of Students will be able to learn the
what I expect from students. significant use of language, which will
result in self-confidence.

Lesson plan 150823

4. I will monitor all discussions
and address them when it is
necessary.
Cooler To merge learning 5 Minutes T-Ss 1. I will make use of the last five Students will feel more empowered
and to highlight new Teacher-Students minutes to discuss the context by the end of the lesson.
target vocabulary of the lesson.
that has been Ss-T 2. I will ask the class “What have Students will have more confidence
learned. Students-Teacher you learned today?” in their capabilities and ended off the
3. Students will be able to give lesson positively.
feedback on what they have
learned. Students will have had an
4. I will ask the students “What opportunity to be heard and to
was your favourite part of the receive feedback from myself.
lesson? and do you have any
questions?”
5. I will provide answers to all
questions.
6. I will hand out a summary of
the lesson, and a mind-map
exercise for homework in
which students must list the
ten items of the target
vocabulary.
7. I will follow up and access in
the following lesson.

Lesson plan 150823

Lesson Rationale (700-1000 words):
The topic I decide to choose for the lesson is “Objects in the Classroom”.
This topic addresses ten typical objects that you may find in a classroom that students might have heard of or seen at some point in their lives. This would be
an informative lesson that I think students would relate to and feel comfortable when they can refer to these items in the English Language. Students will
also be able to understand the use and meaning of these items.

Method:
The methodology used in this lesson is Presentation, Practice, Production (PPP). A PPP structure holds numerous benefits. It is a simple, easy-to-follow
methodology that allows the teacher to plan lesson an effective, organised manner. It is also engaging and memorable for students. This lesson is structured
to accommodate each student with different learning styles, and to ensure that objectives are achieved. The information in this lesson is divided into smaller
sections, and it highlights the aspects of the target language. The structure assist students in building confidence gradually in communicating in a native
manner.

Structure:
I start off the lesson by greeting all students and executing a warmer exercise. The warmer exercise “Hot Potato” is entertaining and is a good way of getting
students focused and prepared for the lesson. This warmer also allows students to get familiar with one another and tests the students on their prior skills
and knowledge. I chose this warmer exercise because the whole class can participate and feel included.

The presentation aspects of the lesson, focuses first on meaning. Students are introduced to the target vocabulary that they will be learning in this lesson. I
allow all students to conversate and get comfortable with each other and in the classroom environment. I encourage students to only speak English at this
stage. The flashcard activity facilitates easier learning as it provides a picture of the item, its use and meaning. I will ask concept checking questions to ensure
that I reinforce the meanings 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.
The definitions of the target vocabulary are named, and pictures are provided. The answers must be correctly placed and spelled to complete the puzzle. I let
the students work individually so that I have an opportunity to test their knowledge, memorization and understanding of the target vocabulary being learned.
When students work individually, they do not fear judgement and it will create a safe space for them. I will also have an opportunity to identify areas in which
they may be struggling, and to assist in achieving their goals.

Lesson plan 150823

To end the presentation portion of the lesson, I focus on the pronunciation of the target vocabulary. I use choral drilling and repetition, as drills are an
engaging and effective way to improve the pronunciation of words. I model the target vocabulary focusing attention on stressed syllables. The students must
repeat the words that I have modelled multiple times individually and with other students. I will monitor the students to ensure that they are producing the
correct pronunciation.

For the practice stage of the lesson, I provide students with a “gap fill” worksheet. This activity will give me an opportunity to see how much the students
have learned thus far, their understanding, and their ability to comprehend the lesson. The “gap fill” activity will show them how the target vocabulary can
be used in sentences. This will result in building comprehension and strengthen their vocabulary, as they read with intent and purpose.

Students can produce the language that they have learned in the production stage, and they are given an opportunity to communicate freely in groups in a
manner that is natural and relaxed. The students are divided into groups to experience an environment to reduce the chance of speaking their L1. This stage
will also give students a confidence boost. I will monitor all groups, taking note of issues that need to be addressed at a later stage.

I decided to do a review session instead of a cooler activity. 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. This activity will be handed out before they leave the classroom. It must be pasted
in their books. This activity is to reinforce, review and refresh what they have learned in the lesson.

Potential Issues:
Students may not have a clear understanding of how to complete tasks in the lesson. If I see students struggling with class activities, I will set my instructions
in a more clear, simple manner. I will also use gestures or miming of what is expected for each of the activities.

A potential issue that may occur is the lack of participation in class. To solve this issue, I will ask a question relating to the target vocabulary to any student,
to keep them alert and focused.

Lesson plan 150823

Students may revert to their native language during group discussions. I will be strict and monitor group discussions thoroughly.

Other Considerations:
Due to the main goal of the lesson being communication, I have included few activities that involves writing. I need to focus on developing more writing-
based activities. I may adjust the lesson plan by including more writing activities and provide students with writing-based activities for homework to provide
a balance.

Bibliography:

TEFL Training College Lesson Planning. (n.d.). Available at: https://www.go-tefl.com/wp-content/uploads/2019/09/1-Course-Work-Reading-Lesson-

Planning.pdf [Accessed 21 Aug.2023].

Tefl-toolkit.com. (2021). Lesson Planning / Free Lesson Plan Template and Sample – TEFL-Toolkit.com. [online] Available at: https://tefl-toolkit.com/blogs/the-
tefl-toolkit-blog/lesson-planning-free-lesson-plan-template-and-sample [Accessed 22 Aug. 2023].

1 I-TO-I LOVE TEFL Lesson Plan | PDF | Vocabulary | Lesson Plan

By Anon | Container: Scribd | URL: https://www.scribd.com/document/523436327/TEFL-Assignment-1#

Images used for the flashcards are downloaded from Google Images.
Pencil:
https://myonlinestationery.co.za/product/staedtler-tradition-pencil-6b/

Desk:
https://www.educanda.co.za/product/playroom-by-greenbean-high-school-saligna-single-combination-desk/

Rubber:
https://mcsofficesupplies.co.za/staedtler-tradition-eraser-small
https://www.indiamart.com/proddetail/eraser-21679003348.html

Lesson plan 150823

Ruler:
https://www.istockphoto.com/vector/30-cm-ruler-school-supplies-measurement-tool-isolated-vector-illustration-gm1199502445-343218898

Blackboard:
https://www.gettyimages.com/photos/blackboard

Shelf:
https://stock.adobe.com/search/images?k=bookshelf

Dictionary:
https://www.ebay.co.uk/itm/185658389138

Bookcase:
https://www.officebox.co.za/category/sy5P0bj9OS/AZ/none/book-bags

Bin:
https://plasticworld.co.za/shop/wheelie-bin-130-black/

Scissors:
https://za.rs-online.com/web/p/scissors/5099960

Materials (include all physical copies of the materials you plan to use in your lesson, referenced):
• Flashcards will be provided throughout the lesson.
• Flashcards were made for this lesson by me.
• Definitions of items will be on the back of the flashcards.

Lesson plan 150823

DESK
PENCIL DESK
PEN + CIL

Thin and long instrument for writing and drawing, consisting of a rod marking A piece of furniture with a flat surface, used to write, read, and study.
substance, which is erasable.
RUBBER RULER
RUB + UH ROO + LUH

An elastic substance used to erase pencil marks. An object marked at regular intervals, used to draw straight lines.

Lesson plan 150823

BLACKBOARD SHELF
BLAK + BAWD SHELF

A large object attached to a wall with a smooth, dark surface. Notes are Length of wood attached to a wall, that provides storage for objects.
written on this object with chalk.

DICTIONARY BOOKCASE
DIK + SHUH + NUH + REE BU-KAYS

A book that lists the words of a language in alphabetical order. An object with space to store books in, usually used by students.

Lesson plan 150823

BIN SCISSORS
BIN SI + ZUHZ

A container to dispose waste. An object with two blades used for cutting paper and material.

Presentation (Form) Worksheet

• For the presentation stage, I designed a worksheet containing a crossword puzzle activity for students to complete.
The activity includes a definitions and pictures of the target vocabulary.
• (Please see worksheet below)

Lesson plan 150823

Objects in the Classroom Crossword Puzzle

• Please complete the crossword puzzle by using definitions and pictures.

• Please see pictures below for clues to the answers.
• Try and produce the correct spelling of words.
GOOD LUCK!

Across Down
2.An object with space to 1. An object used to cut paper and
store books in, used by students. material.
5. A container to dispose waste in. 2. A large object attached to a wall
7. An object used to draw straight lines. with a smooth, dark surface.
8. A piece of furniture with a flat Notes are written in chalk.
surface, used to write, read, and study. 3. An object attached to a wall,
9. A books that lists the words of keeps books together.
the English Language. 4. An object used to erase pencil
marks on paper.
5. A thin long object, used to
draw and scribble.

Lesson plan 150823

Lesson plan 150823
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.

Gap Fill Worksheet (Controlled Practice)

Fill in the gaps with the correct word:
Pencil Desk Rubber Ruler Blackboard Shelf Dictionary Bookcase Bin Scissors

1. The teacher writes in chalk on the ___________________.

2. A _____________ removes pencil marks on the page.

3. A _____________ lists the words of the English Language.

4. The books are organized on the _______________.

5. The empty water bottle is in the ___________.

6. The teacher used a ____________ to cut the paper in half.

7. The student used a _____________ to draw a straight line.

8. A _____________ keeps books together and organized in your school bag.

9. Are you sitting comfortably in your _____________?

10. The words were scribbled in _________________.

Lesson plan 150823

Cooler Mind-Map Homework: I provided students with a Mind-Map activity as homework.

Homework Activity: Mind-Map

Complete the mind-map below using the 10 target vocabulary words.
Stick this activity in your books and complete the mind-map for revision purposes.
See example below:
Example:

Lesson plan 150823

Lesson plan 150823