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

Roxanne Van Zyl 31/03/2022 Elementary A1 60 Minutes

Lesson Type: Vocabulary

Lesson Topic: Documents and Texts
Lesson Aims:
By the end of the lesson, students will be better able to…
Identify, understand and make use of 10 new nouns relating to
“Documents and Texts”
Target vocabulary:
notebook, magazine, newspaper, letter, diary, passport, postcard, bill,
menu, textbook
Anticipated difficulties:
1. Students may have a difficult time or struggle with the phonology
of certain words due to their L1, in particular, they may struggle
with the pronunciation of words containing the letter “r”.
2. The students vary in age and therefore may have a harder time
feeling comfortable around one another.
3. The possibility that students will choose to interact in their native
language (L1)
4. The students being adults may become more easily frustrated or
discouraged.
Lesson Outcomes:
By the end of the lesson, students will have…
Practiced identifying the targeted vocabulary whilst making use of their pre-
existing vocabulary, they will have had conversations, in groups, about the relevant
“documents and texts” that they are familiar with or have made use of.
Suggested solutions:
1. Observe the students during lessons, if there is difficulty practice the
pronunciation of the words and use chorus repetition to ensure that
students pay attention to the stress sounds and the shape of the mouth
whilst speaking.
2. Pair or group students to ensure that no one feels excluded and that each
student has the chance to interact. Warmer and cooler exercises could be
used to get the students comfortable interacting with one another.
3. Require that students ask permission before speaking L1.
Encourage the students to use English as much as possible by doing
activities throughout the lesson. Whilst activities and exercises are being
done observe the students and their use of L1 and query if they are facing
difficulties.

4. Set clear goals and realistic outcomes for the students, help them track
their progress, and provide detailed and encouraging feedback.

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Language analysis:

Language Item Meaning of the item How you will present Concept Checking Grammatical Pronunciation
meaning Questions form

1. Notebook a small book either with blank or ruled pages for writing I will present an example of a 1. Do you have a Noun /ˈnəʊtbʊk/
notes in. notebook by using a notebook?
slideshow/flashcard, 2. Can you read
displaying an image of the from this book?
item with its use and 3. What can this
meaning. I will also show a book be used
physical example or realia for?
and demonstrate its use.
2. Magazine A large thin book with a paper cover I will present an example of a 1. What can you Noun /maɡəˈziːn/
that contains news stories, articles, photographs, etc; Magazine by using a see in a
slideshow/flashcard, magazine?
displaying an image of the 2. Does a
item with its use and magazine have
meaning. I will also show a pictures in it?
physical example or realia. 3. Is it small?
3. Newspaper A set of large printed sheets of paper, containing news, I will present an example of a 1. Does it contain Noun /ˈnjuːzpeɪpə/
articles, advertisements, etc. and published every day or Newspaper by using a News?
every week; slideshow/flashcard, 2. Do you read
displaying an image of the the
item with its use and newspaper?
meaning. I will also show 3. Is it a book?
physical examples or realia.

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4. Letter Written communication that can be sent in an envelope I will present an example of a 1. Have you Noun /ˈlɛtə/
by post or messenger Letter by using a written or
slideshow/flashcard, typed a letter?
displaying an image of the 2. Can you post a
item with its use and letter?
meaning. I will also show a 3. Can a letter be
physical example or realia. sent to another
country?
5. Diary A book that has a space for each day in which you can I will present an example of a 1. Do you write Noun /ˈdʌɪəri/
write down the experiences you have daily, your private Diary by using a your thoughts
and personal thoughts, etc. slideshow/flashcard, and ideas in a
displaying an image of the diary?
item with its use and 2. Does as diary
meaning. I will also show a have a
physical example or realia. separate
section or
space for each
day?
3. Do you share
your diary with
others?

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6. Passport An official document issued by the government that I will present an example of a 1. Can a passport Noun /ˈpɑːspɔːt/
identifies you as a citizen of a particular country allows Passport by using a be shared?
safe traveling between countries and that you may have slideshow/flashcard, 2. Does a
to show when you enter or leave a country. displaying an image of the passport allow
item with its use and you to travel
meaning. I will also show a between
physical example or realia. countries?
3. Is a passport
issued by the
government?
7. Postcard A printed card with space on one side for an address and I will present an example of a 1. Can a postcard Noun /ˈpəʊs(t)kɑːd/
a postage stamp is used for sending a short message Postcard by using a be sent to
through the mail. slideshow/flashcard, other
displaying an image of the countries?
item with its use and 2. Who can you
meaning. I will also show a write a
physical example or realia. postcard to?
3. Is there space
on a postcard
for an address?
8. Bill A printed or written statement/paper slip indicating I will present an example of a 1. What can be Noun /bɪl/
money paid or owed for goods or services. Bill by using a seen on a bill?
slideshow/flashcard, 2. Can you learn
displaying an image of the from a bill?
item with its use and 3. Is it a book?
meaning. I will also show a
physical example or realia.

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9. Menu A list of dishes that are available to order from a I will present an example of a 1. What can be Noun /ˈmɛnjuː/
restaurant. Menu by using a ordered from a
slideshow/flashcard, menu?
displaying an image of the 2. Have you used
item with its use and a menu before?
meaning. I will also show a 3. Where are can
physical example or realia. a menu be
found?
10. Textbook A textbook is an informational book or manual that you I will present an example of a 1. Do you use a Noun /ˈtɛks(t)bʊk/
use specifically for a class or subject at school, etc. Textbook by using a textbook?
slideshow or flashcard, 2. Where are
displaying an image of the textbooks most
item with its use and often used?
meaning. I will also show a 3. Can you learn
physical example or realia. from a
textbook?

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

Warmer To engage the 10 T-Ss 1. Have students play a game Students will feel more confident
students in the Minutes Teacher-Students “Hot Potato” by arranging and will be more open to
lesson, break the ice them in a circle. The teacher participating in the lesson.
between the Ss-Ss will give a word and then throw
students and review Students-Students the hot potato (ball) to a They will feel more comfortable in
as well as revise student. the space and interacting with one
previously learned 2. The student then has to say a another and will be able to better
vocabulary and (Whole Class) word relating to the word the understand the topic and context of
introduce the lesson teacher said. For (example: the lesson.
context. elephant-big/grass-green)
3. The students have 5 seconds to
pass the ‘hot potato’ on. If they
don’t say a word within the
time the ‘hot potato’ is given to
the teacher to start the game
again and the student must sit
down.
4. The last student standing is the
winner.

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Presentation To introduce the 5 Minutes T-Ss 1. The meanings of each of the Students will learn new vocabulary
(Meaning) learners to the Teacher-Students items from the target and be able to recognize and use 10
target vocabulary in Ss-Ss vocabulary will already be listed names of items relating to
a manner that is Students-Students on the board in no specific “documents and texts”.
engaging and fun. order. Students will be able to establish a
The visual (Whole Class) 2. The students will be presented connection between the items, their
association will with either flashcards or realia meaning, and their use.
assist the students in of each of the items. The students will also feel more
better 3. I will allow time for students to relaxed amongst the other students.
understanding and discuss amongst each other The students will use previously
memorizing the what they think the correct learned vocabulary and knowledge
vocabulary and its meaning of each item is, whilst to assist them in matching and
meaning. By having they are discussing I will be correctly pairing the items to their
the whole class monitoring them. definitions.
participate I will be 4. I will then ask the students to
able to see the participate by choosing
strongest and realia/flashcards and matching
weakest students them to the relevant meaning
and I will be better written on the board.
able to adapt my 5. I will then correct it where
teaching methods to necessary.
better aid and assist 6. Once items have been correctly
those who need it matched to their meanings I
most. will ask concept questions to
confirm understanding and use
the realia and flashcards as a
visual aid to reinforce their use
and meaning.

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Presentation To ensure that the 10 T-S 1. I will hand out a worksheet to
(Form) students are better Minutes Teacher-Student each of the students that they
able to memorize must complete individually.
the vocabulary and 2. The worksheet contains a
to reinforce the use, crossword puzzle that the
meaning, and form students must fill out.
of the target 3. The worksheet has the
vocabulary as well meanings or use of the 10 items
as establish the from the target vocabulary as
correct spelling of well as a picture of the item.
the items. 4. The students must use the
given information to complete
the crossword puzzle by
correctly associating the items
to their use or meaning with
the support of visual aid.
5. I will check each of their answer
sheets individually for correct
spelling as well as a proper
understanding of the items and
their meanings.
Students will be encouraged to test
their memory individually by
correctly associating the image and
meaning/use to the relevant item.
Students will be required to
remember the correct spelling of the
items to correctly complete the
crossword puzzle.
Students will be completing this
activity/exercise by themselves, this
will remove the fear of judgment
from other students and allow the
teacher to assist with each
individuals’ weak points.
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Presentation To ensure that the 5 Minutes T-Ss 1. I will use chorus drilling to assist Students will gain practice in hearing
(Pronunciation) students can Teacher-Students students with the pronunciation and saying particular words or
correctly pronounce of the target vocabulary. phrases.
the target (Whole Class) 2. The 10 items from the target Students will be more confident in
vocabulary. vocabulary will be written out their ability to correctly pronounce
on the board. the words.
3. I will point to each of the words
one by one and model the Students will be able to correct their
pronunciation in an form and pronunciation and be more
enthusiastic, clear, and conscious of their errors.
energetic manner
Students will feel more at ease in
4. I will then ask the entire class to
their environment and amongst the
repeat out loud what I have
other students.
modeled twice.
5. I will move through the list and
drill the items repeatedly.
6. Once completed I will give
suitable, enthusiastic praise!

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Practice To allow students 10
(Controlled) the opportunity to Minutes
practice the target
vocabulary in a
controlled and
restricted
environment, free
from judgment, and
to prepare students
for free practice.
T-S 1. The students will be provided
Teacher-Student with a worksheet.
2. In this worksheet, they will be
required to fill in the gaps to
form complete sentences.
3. The students will be provided
with a set of options in a word
bank to choose from.
4. Without identifying students
who made specific mistakes,
the teacher will assess the most
common errors and correct
them by putting noted errors on
the board and discussing them
with the class.
5. The teacher will ask who can
correct noted errors and
provide more examples and
support if needed.
Students will form a better
understanding of the target
vocabulary.
Students will read with a purpose
and will simultaneously be building
comprehension as well as
strengthening vocabulary skills.
The students will be required to
apply background knowledge and
use context clues to accurately
complete the sentences.
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Production To build confidence 15 Ss-Ss 1. The students will be divided into Students will be able to mingle and
(Freer) and provide the Minutes Students-Students 3 groups of 5. make use of prior knowledge as well
students with an 2. The students will then be asked as naturally learn target vocabulary.
opportunity to to converse with one another Through this communicative task,
communicate freely and form sentences and ask students will be better prepared for
and in a natural questions using the learned the unpredictable nature of real-life
manner. target vocabulary. communication,
3. The teacher will model an
example of what I expect from Students will learn the appropriate
the students in front of the use of language, and this activity will
classroom. likely boost their self-confidence.
4. The teacher will monitor
discussions and address them
only when necessary or at a
later stage.

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Cooler To consolidate 5 Minutes T-Ss 1. The teacher takes the last 5 Students will have a better
learning and to draw Teacher-Students minutes to openly discuss with understanding and feel empowered
attention to the new students the context of the by the end of the lesson.
vocabulary that has Ss-T lesson.
been learned Students-Teacher 2. The teacher will ask “What Students will be more confident in
have you learned today?” their capabilities and will have
3. Students will be able to offer ended the lesson off on a positive
feedback to the teacher note.
regarding what they have
learned and ask questions that Students will have had the
may help them have a better opportunity to be heard and to offer
understanding and address any feedback.
missed issues before ending the Students' memorization of target
lesson. vocabulary is improved.
4. The teacher will hand out a
worksheet with a mind-map
template for a homework
activity in which students must
list the 10 items of the target
vocabulary.
5. Students must stick the
worksheet in their notebooks to
review what they have learned
and improve memorization.
6. The teacher will follow up and
access in the next lesson.

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Lesson Rationale (700-1000 words):

The topic that I decided to choose for the lesson is “Documents & Text”
This topic focuses on 10 different types of “Documents” or “Text” that the students may have made use of or seen at some point in their lives or perhaps
even daily, this would be an informative lesson that I think the students would relate to and feel empowered when they can refer to these items in the
English Language and be able to understand their use and meaning.

Method:

The methodology used in this lesson is PPP. I chose to structure the lesson in this way for the numerous benefits that PPP offers.
PPP provides a simple and easy-to-follow structure that allows you to plan lessons in an effective manner that is also engaging and memorable for students.
Each of the students has different learning styles and abilities as well as goals, this lesson is structured to ensure that the goals and needs of each of the
students are met. The information in this lesson is broken down into smaller sections for the students and focuses on the aspects of the target language that
are most important, thus improving memorization and understanding, in an environment that is safe and where they can learn and grow, the structure also
assists them gradually in building their confidence and communicating more naturally.

Structure:

I start the lesson off by greeting the students and then performing a warmer exercise.
The warmer exercise that I have chosen “Hot Potato” is engaging and is a great way to get the students mentally prepared for the lesson. It is also a fun way
to break the ice and get familiar with one another and tests the students on their previous knowledge and skills. I wanted to ensure early on that safe space
was created and that students are comfortable with one another, by choosing this warmer exercise the whole class can participate and feel included, it also
assists me to be able to identifying the strengths and weaknesses of my students as well as which students may be more dominant or shy so that I am better
able to meet their needs.

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I then move on to the presentation aspect of the lesson, focusing first on meaning.
During this stage, the students are introduced to the target vocabulary that they will be learning throughout this lesson. To keep them engaged and to get
everyone participating in lesson I once again involve the entire classroom in the activity allowing them to mingle and get comfortable with the other
classmates and build confidence. I encourage them to only speak in English at this point as it may be tempting for the students to resort back to their native
language. This activity allows the students to take what they have already learned and apply it and paired with the realia and flashcards it will facilitate
easier learning and memorization and the students will have a better understanding of the use and meaning of each of the items and be able to
appropriately associate the items to their definitions. By asking concept checking questions I will be able to reinforce the meanings and ensure that students
are understanding what is being taught.

In the next stage of the lesson, I will focus on presenting the form. I do this by providing the students with a worksheet that has a crossword puzzle that
needs to be completed. The uses or definitions of the target vocabulary are given as well as pictures, to complete the puzzle, the answers will need to be
correctly placed and correctly spelled. For this stage I decided to provide the students with an opportunity to work individually to test their knowledge,
memorization, and understanding of the target vocabulary being learned, it will also encourage them to think about the spelling of the word and get them
comfortable with how the words can be used in sentences. Allowing them to complete the activity individually will remove the fear of judgment and create a
safe space for them, I will also have an opportunity again to assess and make note of the areas in which they may be struggling to better assist and help
them reach their goals.

To conclude the presentation portion of the lesson I will focus on the pronunciation of the target vocabulary.
For this stage, I use choral drilling and repetition. I find that drills are an engaging and effective way to improve the pronunciation of words, I will model the
words focusing attention on the stressed syllables, the students will have to repeat what I have modeled, by repeating the words multiple times and with
other students, it will aid in better memorization and recalling the material being taught whilst improving the confidence of the students. During this stage, I
will monitor the students to ensure that they are participating and producing the correct pronunciation.

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For the practice stage of the lesson, I decided to give the students another opportunity to work individually as this will give me a chance to see how much
they have learned thus far, their memorization, understanding, and their ability to listen and comprehend the lesson.
The students will be provided with a “Gap Fill” worksheet, this worksheet will require them to complete sentences using what they already know and will
show them how the target vocabulary can be used in sentences, this will also build comprehension and strengthen their vocabulary as they are required to
read with purpose and intent,

During the production stage, the students are now able to produce the language that they have learned and they are given a chance to communicate freely
in groups in a manner that is more relaxed and natural. The students are divided into groups to foster a real-world environment and to reduce the chance of
them reverting to their L1, this stage will give students a confidence boost as it is most similar to conversations that would be held in the real world. I will
monitor each of the groups, noting any issues that may need to be assessed at a later stage.

For the final part of the lesson, we will be cooling down! Instead of choosing a cooler activity, I decided to rather review the lesson with the students and get
their feedback. I do this by asking what they have learned within the lesson. This gives the students a chance to feel heard, show off their skills and how they
have progressed, or address any issues they may be facing before consolidating the lesson and overall will end the lesson off on a positive note. I will also ask
them what they most enjoyed to get a feel for where I may be able to improve or better adapt my lessons to ensure that their needs are being met.

As a homework activity, I would like the students to fill in the “Mind Map” worksheet that will be handed out before they leave to stick in their notebooks.
This is to review, reinforce and refresh what they have learned and improved memorization, this will be assessed and followed upon in the next lesson to
ensure that each student is actively participating and learning during the lessons.

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Potential issues:
Students may not have a clear or basic understanding of what to do or how to complete tasks in the lesson due to the level of the class being Elementary A1.
If I notice that the students may be struggling I will have to be clearer in my instructions, I could also use gestures or miming or model examples of exactly
what is expected for each of the tasks or activities.

A potential issue that may occur during the lesson is a lack of participation in activities that involve the entire class.
It may be difficult for me to monitor the students when they are doing activities as a unit. To solve this issue, I could perform random individual checks or
tests, this will assist in keeping the students alert at all times and give me a better opportunity to monitor their progress individually.

Another potential issue that I may face is the students reverting to their native language when in group situations.
To solve this, I will have to be strict and monitor the groups thoroughly, I could also state that the use of their native language is not permitted unless I am
asked beforehand.

Other Considerations:
The age group of the class is something I may need to reassess or reconsider as some of the students may find the activities child-like and be less willing to
participate. Adults tend to be more results orientated and may not find the activities I have chosen age-appropriate. If this is the case then I will have to keep
in mind for future lessons to plan activities or exercises that are engaging, fun, and educational whilst being appropriate for their age. In this lesson, I will
monitor the students and how interact during the activities, if I notice a lack of participation in certain students, I will address it with them and work on ways
to educate them in a manner that they prefer.

Another consideration is that due to the main goal of the lesson being communication, I have included fewer activities that involve writing.
This may be something I may need to focus more on as each of the students have different goals and motivations and they may be required to at some point
write in the English Language. I will perhaps consider adjusting the lesson plan or I could provide the students with homework activities that are more
writing-based to create more balance.

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References

Blog, T., 2022. 10 Production Activities to Incorporate into your Lesson Plans. [online] ITA Costa Rica.
Available at: <https://www.costaricatesol.com/tefl-costa-rica-blog/10-production-activities-to-incorporate-into-your-lesson-plans-385> [Accessed 30
March 2022].
En.islcollective.com. 2022. Documents and texts. [online]
Available at: <https://en.islcollective.com/english-esl-worksheets/material-type/flashcards/documents-and-texts/88479> [Accessed 30 March 2022].
En.islcollective.com. 2022. Documents and texts part 2. [online]
Available at: <https://en.islcollective.com/english-esl-worksheets/material-type/flashcards/documents-and-texts-part-2/88480> [Accessed 30 March
2022].
TEFL or TESOL Course. 2022. PPP (3Ps) Teaching Method in Teaching English As A Foreign Language Classes. [online]
Available at: <https://www.teflindia.com/blog/ppp-3ps-teaching-method-in-teaching-english-as-a-foreign-language-classes/> [Accessed 30 March
2022].
Teflcourse.net. 2022. Drilling as a Teaching Method: Pros and Cons. [online]
Available at: <https://www.teflcourse.net/blog/drilling-as-a-teaching-method-pros-and-cons/> [Accessed 30 March 2022].
Wiseman, J., Wiseman, J., Wilson, R., Bledsoe, J. and Bledsoe, J., 2022. 8 First Lesson Problems and Solutions for Young Learner Classes. [online] Resources
for English Language Learners and Teachers | Pearson English.
Available at: <https://www.english.com/blog/8-first-lesson-problems-and-solutions-yl-classes/> [Accessed 30 March 2022].

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All images used for flashcards are taken from Google Images

Notebook:
https://www.kindpng.com/imgv/hbJRoxb_grab-and-download-notebook-icon-png-writing-notebook/
Magazine:
https://www.kindpng.com/imgv/ixmTJww_stacks-of-magazine-png-transparent-png/
Newspaper:
https://toppng.com/free-image/newspapers-PNG-free-PNG-Images_118641
Letter:
https://www.clipartmax.com/middle/m2i8A0K9N4d3K9H7_person-writing-letter-vector-paper/
Diary:
https://library.kissclipart.com/20180914/upw/kissclipart-new-year-daires-clipart-diary-school-education-65aa5166766d424b.jpg
Passport:
https://pngimg.com/image/100002
Postcard:
https://i.pinimg.com/736x/a8/da/e7/a8dae73242a1afd29a44dc1018c422b1.jpg
Bill:
https://www.pngkit.com/png/full/146-1467071_banknote-payment-already-paid-transprent-png-free-bill.png
Menu:
http://www.freepngclipart.com/download/menu/5782-restaurant-menu-download-png.jpeg
Textbook:
https://bennewmark.files.wordpress.com/2017/12/textbooks.png

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Materials (include all physical copies of the materials you plan to use in your lesson, referenced):

• Realia will be provided throughout the lesson as well as flashcards.

• Flashcards were made for this lesson by myself as seen below
• Definitions of items will be on the back of the flashcards.

NOTEBOOK MAGAZINE
NOTE-BOOK
MAG-A-ZINE

Small book with either blank or ruled lines for writing notes. Large thin book with paper cover, contains news, stories, articles,
photographs, etc;

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 NEWSPAPER LETTER
NEWS-PA-PER LET-TER

Set of large printed sheets, containing news, articles, advertisements, etc. Written communication that can be sent in an envelope by post or
and published every day or every week. messenger

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 DIARY PASSPORT
DI-A-RY PASS-PORT

A book that has a space for each day in which you can write down the Official document issued by the government that identifies you as a
experiences you have daily, your private and personal thoughts, etc. citizen of a particular country, allows safe traveling between countries
and that you may have to show when you enter or leave a country.

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 POSTCARD BILL
POST-CARD BILL

A printed card with space on one side for an address and a postage stamp A printed or written statement/paper slip indicating money paid or owed
is used for sending a short message through the mail. for goods or services.

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 MENU TEXTBOOK
MEN-U TEXT-BOOK

A list of dishes that are available to order from a restaurant. A textbook is an informational book or manual that you use specifically
for class or subject at school, etc.

Presentation (Form) Worksheet

• For the presentation stage of the lesson, I created a worksheet containing a crossword puzzle for students to complete.
• (See Below)

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 Documents & Text Crossword Puzzle
• Please complete the crossword puzzle by using the definitions and pictures given.
• Have a look at the example provided for “Across (5.)”
• Try and produce the correct spelling and remember to do your best!
GOOD LUCK!!!

Across Down
5. A thin book that has pictures, 1. Has a section for each day that I
articles, and stories in it. can use to keep track of all my
personal thoughts and ideas

2. A piece of paper showing money

7. A written communication that can paid or owed for goods or services
be mailed or posted usually in an
envelope.
3. We use these books in class to
8. Has a space on one side for a learn about specific subjects.
postage stamp.

9. Either has blank or ruled pages, and

is used for taking down notes. 4. I can use this document to travel
safely between countries.

10. When at a restaurant it can be used 6. Large printed sheets that contain
to order food. the news, advertisements and
other articles, usually published
daily or weekly

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Controlled Practice Worksheet
• For this stage of the lesson, students were provided with a “Gap Fill” worksheet.
• I obtained parts of this worksheet from the following sources:

o En.islcollective.com. 2022. Documents and texts. [online]

Available at: <https://en.islcollective.com/english-esl-worksheets/material-type/flashcards/documents-and-texts/88479> [Accessed 30
March 2022].
o En.islcollective.com. 2022. Documents and texts part 2. [online]
Available at: <https://en.islcollective.com/english-esl-worksheets/material-type/flashcards/documents-and-texts-part-2/88480> [Accessed
30 March 2022].

• Some parts of the worksheet are modified and adjusted and only certain abstracts have been used.

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 Gap Fill Worksheet (Controlled Practice)
• Fill in the gaps with the correct word:

Notebook – Passport – Letter – Bill – Postcard – Textbook – Diary – Menu – Magazine – Newspaper

1. Every Morning on the bus on my way to work I read the _________________. I like to read the news daily.

2. Everyone in class should have their _____________________open on page 45.

3. The restaurant is trying an adventurous new ______________featuring traditional dishes from all over the world.

4. I finally received my_________________of acceptance in the mail from the University of Oxford.

5. I haven’t received my monthly_________________for water and electricity as yet.

6. I got to the airport and realized that I had forgotten my_________________. I was not allowed to travel without it and had to rush back home to
get it.

7. For the new year I will need to get myself a new_________________to keep track of all my personal plans, thoughts and ideas.

8. Did you read the latest celebrity gossip in the latest copy of ‘VOGUE’_________________ ?

9. My teacher was upset with me at my last lesson as I didn’t bring my_________________with my homework in it.

10. I have a friend who is traveling the world, whenever they stop somewhere new they send me a _________________ with a picture and stamp.

26 i-to-i LOVE TEFL Lesson Plan

Cool Down Mind-Map Homework Worksheet

• For the final stage of the lesson, I provided students with a Mind-Map Worksheet as homework.

Homework Activity

Mind-Map

• Below you are given an example of a mind-map.

• Using the 10 vocabulary items learned in the lesson, I would like you to stick this worksheet in
the back of your notebook and complete your very own mind map to look back at and refresh
your memory when needed!

Example:

Dogs

Snakes Animals Cats

Birds

Complete the Mind Map Below:

Documents
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