i to i TEFL assignment 1 - Vocabulary - Objects - Passed with great feedback (2024), Assignments of English Language

Download i to i TEFL assignment 1 - Vocabulary - Objects - Passed with great feedback (2024) and more Assignments English Language in PDF only on Docsity! Name of the Teacher Date Level of the class Length of lesson Amy 19/07/2023 pre-intermediate (A2) 60 minutes Lesson Type: Vocabulary Lesson Topic: Objects in a room Lesson Aims: By the end of the lesson, students will be better able to recognise and produce ten English nouns in the context of objects in a home/house, with the correct pronunciation and form and be able to use them in basic sentences. Target vocabulary: clock, computer, desk, lamp, toilet, refrigerator, shower, bed, bookcase, key Lesson Outcomes: By the end of the lesson, students will have recognised, practiced and produced the 10 new English nouns by means of various classroom/worksheet activities and through conversation amongst each other in group activities. Anticipated difficulties: 1. Students may have difficulty in pronouncing some of the more challenging target words because in their L1 language (Chinese) there is no /r/ sound, so this is often replaced with /l/ or /w/. Students may therefore struggle to pronounce words such as refrigerator, shower, and computer. 2. Students range from ages 11 -12 years of age and have the same L1, which means they may be excited by each other’s company and similar age groups and may struggle to focus and try to speak to each other in their L1. 3. Explaining the definitions of the words in a simple manner may be slightly challenging when teaching learners at an elementary level of learning the target language. 4. The odd number of students making up the class (15) means that pair work will not be Suggested solutions: 1. 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. possible as there will be one extra person with no partner. 2. 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. Keep activities fun and engaging. 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. 4. In group work activities, I will split students into five groups of three or into six groups of two and one group of 3 to ensure all students are given equal opportunities to participate and to ensure that they all feel comfortable in equal/similar group sizes. Language analysis: Language Item Meaning of the item How you will present meaning Concept Checking Questions G start thinking of the topic of the lesson and to activate prior knowledge of the topic. Students will be asked to group up into groups of 3 with the people closest to them proximally and discuss what kind of homes they have lived in throughout their lives. Then teacher will ask them to discuss what kind of items they think one usually has in a home. make it easier to do successful group work in the upcoming activities. Present To get learners to recognise each word, understand its meaning and context, and to pronounce it correctly. 15 minutes T-S Show student pictures of each of the 10 target words. For each picture, clearly pronounce the word, splitting them into syllables and repeating it a few times before asking the students to repeat them back, ensuring all students participate. Showing a picture for each word, and using each word in two or more simple sentences will put each into context. CCq’s will be asked at this stage to ensure that the students understand the meaning and context of each word. Students will be able to recognise all 10 given words and become familiar with each word in terms of meaning, pronunciation and context through interacting with the teacher's presentation. Practice To establish the correct spelling of words and to practice the meaning, form and function of each word in a 13 minutes T-S and S-S Teacher will provide students with a short worksheet to complete individually. This worksheet will have two sections. The first will include the 10 target words but spelt incorrectly. Students must circle where the words are spelt Students will improve their own understanding of the meaning, function and form of the words through a controlled practice worksheet. Students will gain more confidence and apply themselves more practically. controlled manner. To get students to engage with each other and work through the content in groups. incorrectly and rewrite the word spelt correctly. The second section will be made up of 10 sentences, each missing the target word, which students must fill in with the correct target word according to the rest of the sentence. Teacher will monitor and provide feedback appropriately. The worksheet will provide CCQ’s. Productio n To use the target vocabulary more freely and with confidence in conversatio n amongst each other. 15 minutes T-S and S-S Ask learners to get into groups (5 groups of 3) and incorporate the target vocabulary learnt in the lesson in conversation about your “daily routine” at home, and what home/house items you use in this routine. Teacher will give my own example first in order to clearly explain what is meant by a daily routine. Teacher will walk around monitoring the students’ conversation, supplying feedback and encouragement where appropriate/necessary. Students will be allowed to creatively and practically use what they have learnt and practiced in a less controlled manner. They will use the newly taught words in freer conversation. Cooler To interact in a fun way to end the lesson. Teacher will make the students aware of their great progress they have made throughout the lesson, and reassure them by recapping the work in a brief and fun game. 7 minutes S-S Students will again split into groups of 3 and play a quick game of pictionary. The teacher will provide each group with a stack of flashcards with one of the ten card words. Then each member of the group gets a chance to pick up a flashcard without showing the other 2 members, and draw the word that they pick up until someone guesses what they have drawn. Whoever guesses first gets a point. Students will be calm and feel reassured as they leave the classroom with a fresh memory of the work covered in a fun and interactive manner. Lesson Rationale (700-1000 words): The lesson will be structured in a way that allows students to feel relaxed but motivated and be able to relate their own knowledge to the context in the English language when they practice. It will also create a comfortable and natural environment to learn. For this lesson, I have used the PPP methodology to teach a vocabulary lesson to a class of 15 mono-lingual (Chinese) children. The PPP method is a basic and logical way to structure your lesson as it creates a clear picture of what the students can expect for the lesson and what is expected from them for the lesson. The following rationale will stipulate the reasons for the lesson structure and to give more detail about the lesson structure and how the activities will contribute to the lesson and how this will be obtained. It will also discuss any issues that might occur and the possible solutions for these. The structure of the lesson has five stages. Stage one, the ‘warmer’ stage, will get the students’ attention from the beginning of the lesson and encourage the students to engage with the topic at hand and familiarize themselves with the topic before the start of lesson. In order to get the students’ attention and capture their interest from the start of the lesson, it must be interactive and stimulating. This will assist the student in remembering and relating their own experiences to the topic at hand. Using bright and interesting images of the topic will stimulate and encourage the students to be involved in the activity/lesson. I will only allocate 10 minutes to this stage in order to keep the students focused and avoid distraction. It will create a friendly and comfortable environment for the students to interact and engage during the lesson with one another. Stage two is ‘the presentation’ stage. The teacher will introduce the target language to the class for 15 minutes so that the students understand each word in terms of meaning, form, context and the ability to correctly pronounce. Using large, clear and colourful pictures will enable the students to understand and associate the meaning of each word to their own prior knowledge. Each word will be pronounced slowly and clearly by the teacher and images will be displayed as well as the splitting of syllables. This Materials (include all physical copies of the materials you plan to use in your lesson, referenced): Warmer: different home images 1. House 2. Apartment 3. Boat House 4. Hut Present: Target vocabulary images 1. Computer 2. Clock 3. Refrigerator 4. Toilet 5. Desk 6. Lamp 7. Shower 8. Bed 9. Bookcase 10.Key Present: Showing students images next to the 10 target words, whilst pronouncing the target words slowly and clearly. The table below will be on the whiteboard in front of the class, with pictures next to each word so students can see the spelling and the image it relates to whenever needed throughout the class. Language Item Phonetic Pronunciation Computer /kəmˈpjuː.tər/ Clock /klɒk/ Desk /desk/ Bookcase /ˈbʊk.keɪs/ Lamp /læmp/ Toilet /ˈtɔɪ.lət/ Bed /bed/ Shower /ʃaʊər/ Key /kiː/ Refrigerator /rɪˈfrɪdʒ.ər.eɪ.tər/ Practice: Students will get into groups and complete two of the worksheets below, practicing pronouncing the words above to each other.  If you think that there is anything that could be improved, instead of leaving a review, please rather message me personally so that I can consider your suggestions and give you any additional information that I can, as this will be better for both of us.