120 hour - Level 3 - i to i TEFL assignment - Vocabulary - (places in a town) - 2024, Assignments of English Language

Download 120 hour - Level 3 - i to i TEFL assignment - Vocabulary - (places in a town) - 2024 and more Assignments English Language in PDF only on Docsity! 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: By the end of the lesson, students will be better able to… 1. Recognize and produce the target vocabulary related to places in a town in a real- life context. The target vocabulary includes: bus station, cinema, playground, city centre, library, museum, hotel, post office, restaurant and supermarket. 2. Be able to produce the target vocabulary in a written and spoken context. 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. Students will have recognized the meaning, practiced and produced the target vocabulary in an activity that replicates a real-life scenario. 2. Produced the target vocabulary in a written and spoken context with the correct spelling and pronunciation. Anticipated difficulties: Include one relating to L1/age/level of the students and one for the target language). 1. Students range from ages 18 to 38 years of age, with different motivations for studying the target language, which could cause divisions within the class. It may also result in difficulty selecting activities that all of the learners can relate to and learn from equally Suggested solutions: 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 an English-speaking country, travelling and helping their job prospects). By developing material worksheets that are the same for all students will allow the teacher to identify students’ abilities and categorize the students if lesson plan 150823 2. Students may have difficulty in pronouncing some of the more challenging target words because in their L1 languages there are differences in pronunciation of sounds. For example in Chinese there is no /r/ sound, so this is often replaced with /l/ or /w/. Students may therefore struggle to pronounce words such as university, factory, garage etc. Saudi speakers often insert a vowel sound in English syllable to break up consonant clusters, and may struggle with words like library or supermarket. Italian speakers often a schwa sound after words ending with consonants. This results in adding a syllable to the word and may sound like: Museum(ah), hotel(ah). 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 the target language. necessary, based on their ability to learn. 2. Through modelling and chorusing, as well as encouraging group work, learners will learn to pronounce the words correctly. The teachers will demonstrate the movement of the tongue, teeth and lips with an exaggerated movement when making the /r/ sound in these words. The words would be split up into syllables and said slowly and clearly, with exaggerated mouth movements. I would ask students to repeat after me so they can become familiar and comfortable with pronunciation. Time will be spent on the words with sound /r/ first before moving on to pronouncing 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. The use of images and flashcards paired with the target words will help to 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 minutes Interaction Pattern Teacher’s procedure Students will… Example: Warmer Example: To get students thinking in English, raise energy levels, and to activate prior knowledge. Example: 10 minutes Example: T-S S-Ss Ss-S Example: T provides a set of cards with words from the previous lesson. T divides Ss into groups. T instructs Ss to pick a card one at a time and describe their word for the group to guess. Example: Ss take it in turns to pick a card and then draw or describe the word to the rest of their group. The other Ss need to guess what the word is. Warmer The aim of the warmer is to engage the students' interest in 10 T-S S-S S-S Ball game: 1. Ask students to tell the class what activity they like to do with friends or Students will feel more relaxed after the warmer when the whole class gets an opportunity to speak in front of lesson plan 150823 sentence. For example: I buy groceries from the supermarket. Supermarket. From the supermarket. Go and buy groceries from the supermarket. I buy groceries from the supermarket. 3. The teacher will then pick individual students to pronounce the target vocabulary. 4. The teacher will indicate the stressed syllables of the target vocabulary on the board as well as the correct phonology of the target vocabulary. Saudi and Italian students. The students will hear and see where the stress of each word in the target vocabulary lies. Controlled practice To help students practice the target vocabulary in organic sentences. To check the student’s understanding of the target vocabulary. 10 T-S S-S T-S S-S Fill the gap worksheet 1. Hand out the worksheet. 2. Ask students to fill in the gaps in the sentences on the worksheet using words from the word bank. 3. The teacher will monitor the class. 4. Teacher will do a self marking exercise and read out the correct answers and explain anything students may have difficulty with The students will learn how to correctly use the target vocabulary in sentences. Production To push students to use their language skills along with their newly acquired vocabulary to plan a weekend trip. 15 T-S S-S Plan a trip 1. Divide the class into the same three groups. 2. Ask students to plan a weekend itinerary in a town. It can either be for an entire weekend or a day, but they have to include as many words from the target vocabulary as possible. 3. Write down ideas for the trip on the board. For example: “visit the museum at 12:00 pm”. 4. Monitor the discussions. 5. The teacher will give guidance where Students will plan a weekend trip using the target vocabulary as well as the vocabulary that they already know. Students will practice naturally communicating in English. lesson plan 150823 necessary. 6. Once the groups have finished their plans, each group will share their weekend activities with the class. Cooler To recap the target vocabulary and to end the lesson with the students feeling good about what they have learned. 5 T-S S-S Board Race: 1. Divide the class into three groups (mix them up). 2. Split the board into three sections for each group to write on. 3. One student from each group will run to the board and write a word down from the target vocabulary after the teacher calls the word out. 4. The students who have written on the board will then run back to the group and pass the pen to the next student. 5. The fastest group wins The students will practice their spelling in a fun environment. The students will be reminded of the vocabulary that they have learned throughout the lesson. Lesson Rationale (700-1000 words): Cover all the below points: 1. why you have structured the lesson in the way that you have 2. what each activity will contribute towards the learning aims and how this will be achieved 3. other activities that you considered including and why you chose not to use them 4. what you would do if any of your activities didn’t work in the way you have planned Structure The lesson follows the PPP (Presentation, Practice and Production) structure. PPP is used to teach a language structure for students at lower levels (TTA, 2016). The PPP method is suited for my students who are at an elementary level. This method gives plenty of opportunities for students to communicate with one another in English. Speaking in English in class is important since China is not an English speaking country. Therefore, the students are not very likely to encounter other English speakers in their day to day lives, and practising in class becomes mandatory. Warmer The warmer at the start of the lesson helps to raise the energy of the students and help them switch from their L1 to English (Warmers, fillers & coolers, N.d., p8). This lesson starts with a ball game. This simple game can boost the students’ confidence to speak English in front of the class. I purposefully chose a ball game to start with since it is a low-pressure activity that won’t overwhelm the students and boost their confidence. In the first activity, students are encouraged to tell the teacher what lesson plan 150823 activities they like to do with family or friends. It nudges them to think about vocabulary that may relate to the target vocabulary in the lesson. For example, they can say they like to watch movies with their friends. It may invoke images of a cinema in their minds. Presentation: Meaning In the first presentation stage, the students are introduced to the target vocabulary. By using visual aids, the students can connect the definition of the vocabulary to the pictures. I tried using more familiar pictures that the students can relate to, for example instead of using a picture of New York City centre, I used a picture of Hong Kong city centre. This stage will help to achieve the first aim of the lesson, as the target vocabulary is introduced to the students for the first time. By telling the students to think about the activities they can do at each of the places in town, the students can discover the meaning of the target vocabulary for themselves. It will help them recall the meaning of each word, therefore, achieving the first lesson aim. Presentation: Form In this stage, the students are tasked with unscrambling the target vocabulary from the board. It gives students a chance to practice the spelling of the target vocabulary as it will force them to puzzle the word out. It also helps students achieve the second aim since they can produce the words in a written context. Presentation: Pronunciation The pronunciation stage begins with choral drilling. This will help the students understand where the stress in each word lies and it will help them memorise the vocabulary (5. Presentation, n.d.). Using the CIC method, I will have students chorus parts of a sentence relating to the target vocabulary until they can pronounce the sentences without any mistakes. I will pick random students to pronounce the target vocabulary to check that their pronunciation is correct. I will also indicate the stressed syllables on the board along with the correct phonology of the words. This will help the students who may struggle to pronounce sounds like r, l and n, and to correctly pronounce consonants. By learning to pronounce the words correctly the students will be better able to produce the target vocabulary in a spoken context. Controlled Practice The first activity for the controlled practice is a 'fill the gap' worksheet. I chose this activity so that the students can get a better understanding of how to use the target vocabulary in structured sentences. It will also help students with their comprehension of the target vocabulary. The activity might help students in the practice stage of the lesson. It will once again also help them to produce the target vocabulary in a written context. Also, the students will participate in an Info-Gap game. This game will help students to practice their speaking and pronunciation skills in a fun way. It will also help students to achieve the aim of practising the target vocabulary in a spoken context. This is also a great chance for me to check the students’ understanding of the target vocabulary and correct any problems. Production For this stage, the students will plan a weekend trip into town. This activity will help students practice their communication skills in a real-life context. The students are given enough materials to feel confident enough to speak English more freely using the newly acquired target vocabulary. The first aim of the lesson is therefore completed as the students can now use the target vocabulary in a real-life context. Cooler The lesson ends with a board race. This activity will recap the target vocabulary and end the lesson on a positive note. The class will have a chance to practice their spelling one last time. The activity will also help students to feel like they’ve learned something. Some activities may not go to plan with the students due their pre-intermediate level of English language, but the decision to put the students into groups may help the students feel less pressure or nerves when interacting and answering the questions. The worksheets may be difficult/not go to plan for some of the learners, as they are only at the pre-intermediate level of learning. However, this can be fixed by the teacher walking around and attending to individuals who may be struggling or feel lesson plan 150823 mors with TEACH AND TRAVEL GROUP LID. NURSEATTRA ARUMERSKETP (Education.com, 2021). Each group will receive al least x4 of these letter sheets (the teacher will cut them out beforehand and laminate them). A B c D E F G H I J K iL M N lesson plan 150823  mors with TEACH AND TRAVEL GROUP LID. Fill in the Gap Worksheet Fill in the gaps in the sentences using the correct word from the word bank. Word Bank cinema hotel post office supermarket lesson plan 150823 1m Portnorntp wh TEACH AND TRAVEL GROUP LID. bus station city centre museum playground restaurant library 1. The children are playing in the 2. | go to watch a movie with my friends at the 3. The bus arrives and departs at the 4. |go to buy groceries at the 6. The is in the middle of the city. 6. | goto the to send my mother a letter. 7. | book a room in the to sleep in for the night. 8. He visits the to look at all the historical objects. 9. She goes to the to borrow a book. 10. My friends and | order food at the Flash Cards lesson plan 150823 1m Portnorntp wh TEACH AND TRAVEL GROUP LID. restaurant supermarket Match column A to column B Match the word in column A with the cortect meaning in column 8 by writing the correct letter of column 8 next to the correct number of column A. The first number of column A is an example, =I Column L_1I Cohan 8 lesson plan 150823 1m Portnorntp wh TEACH AND TRAVEL GROUP LID. te [Restaurant A Aplace where lats of people go to watch movies. 2) Hotel B A place with large shelves where you can buy food and household goods. 3) City centre € A place outdoors where children like to play at a schoo! of a park. 4) Museum D Aplace where you pay for a roam to sleep in. $) Library = Aplace where you can sit and eat food after you've ordered it. 6) | Supermarket F Aplace where you can send or receive letters or packages. 7 Cinema G Aplace where buses stop and go (arrive and depart). 8) Playground H Aplace where interesting historical, artistic or cultural objects are stored that can be viewed by the public. i) Post office I Aplace where you can go to borrow books, films and music 10) Bus station J ‘The midsle of the city, where most ofthe shops and businesses are. bus station A place where buses stop and go. Using a picture of a real bus stop from Google Images to convey the meaning. Alternatively, realia can be used, for example using toy busses to demonstrate the bus ‘stop. lesson plan 150823 1m Portnorntp wh TEACH AND TRAVEL GROUP LID. cinema A place where lots of people go to watch movies. Using a picture of a cinema from Google Images. playground Aplace outdoors where children like to play at a school or a park. Using a picture of a playground from Google Images. lesson plan 150823  mors with TEACH AND TRAVEL GROUP LID. the outside of the hotel, as well as pictures of a bedroom inside a hotel. post office A building where you can send or receive letters or packages. The meaning of the word will be conveyed by a picture of a Chinese Post Office. An example of a letter in an envelope lesson plan 150823  mors with TEACH AND TRAVEL GROUP LID. could also be used in roleplay later on in the lesson. restaurant A place where you can sit and eat food after you've ordered it. Using a real picture and a cartoon picture of a restaurant to convey the meaning. lesson plan 150823 1m Portnorntp wh TEACH AND TRAVEL GROUP LID. supermarket A place with large shelves where you can buy food and household goods. Using pictures of the isles in a real supermarket as well as a cartoon picture of the outside of a supermarket to convey meaning. lesson plan 150823