Assignment 2

Name: Felicia Basitsana

Surname: Kgopane

Date: 11 May 2023

Lesson Plans

Lesson Plan 1
Date: 06 April – Class: Beginner Duration: 1 Hour

Subject: Months of the Year

Materials: Flash cards and a calendar
Lesson Objective
At the end of the lesson, students should be able to: -
- Identify the months of the year verbally from the chart.
- Name the different months of the year.
- List the months of the year in chronological order.

Assumptions: Students may know the different months of the year in their home
language but fail to identify them in English. Students may mix up the months of the
year because some months have similar pronunciation and spelling.
Anticipated Problems: Students may struggle to say the months in chronological
order, such that they may mix up the months. Secondly, students may struggle with
the pronunciation of the names.
Solutions: With the use of flash cards, this will allow students to practice the names
and get used to the pronunciation of the months. Moreover, it will be a fun activity for
students to do on their spare time.

Presentation- Strategy 1

20 minutes
Interaction Patterns- Teacher to students and students to teacher.
Purpose of procedure- To elicit the students prior-knowledge about the concept
‘Months of the year’. This is to allow myself as the teacher to see what students
know and what they do not know in order to fill the gap with the correct and new
knowledge. To gauge students’ attention towards the new concept to be learned.

1. To start the lesson, I will ask students “how many months do we have in
year?”.
2. Students’ responses will be noted. Soon after students will be asked to name
the months. Possibility is that students might name some of the months in
their language.
3. As the teacher, I will scaffold the students by translating the months in
English. In this way students will learn the vocabulary easily. Such that they
are able to link the new vocabulary with what they already know from their
 home language. Basically, I will be using their home language to teach the
concepts of the months of the year in English. This is because, when I use the
students home language to introduce the concept, students will feel at ease
and be interested to learn.
4. A calendar will be brought in the class with the different months and their
numerical representation for instance, June will be the 6 th month.
5. Then I will first read out the names to the students one by one, slowly this is to
accommodate the students since they are still in the beginner level.
6. Students will be required to repeat after me, the second time when reading
the months. This is to drill the students’ pronunciation of the names.
7. Lastly, students will be required to read out the names pointed by the teacher
independently.

Practise- Strategy 2

20 minutes
Interaction Patterns- Students to students, teacher to student.
Purpose of procedure- To observe if students have learnt the vocabulary. And to
provide drill practise for the students. To test students of their written language of the
new concepts.
1. Students will do a turn and talk activity and remind themselves of the months
of the year. The turn and talk will be done in pairs for 10 minutes, where, they
will be encouraged to use English as much as possible.
2. Then students will individually complete a worksheet task, whereby they have
to list the months of the year in chronological order. The months will be
jumbled.
3. Students will complete the worksheet for minutes, then we will have a
correction session for 5 minutes. Where I will pick students randomly, to
provide us with the answers. And I will correct the students where they go
wrong.
4. The correction session will be a whole-class discussion, whereby we correct
the student together as the class and the teacher.

Production- Strategy 3 – Flash Card game

15 minutes
Interaction Patterns- Students to students, teacher to student.
Purpose of procedure- To provide students with a fun and interactive game which
is educational and allow students to

Flash card game

- I will bring in flashcards with the months of the year.

- Students will play in pairs. Students will have to pronounce the name of the
month correctly but also making sure they do not run out of time.
- This round will be 7 minutes.
 - The student that get the most cards correct and accurate, moves to the next
round.
- The next round will consist of players that won the pair round. Now the
players will play together.
- The player that will get the most cards will be the winner of the game.

Lesson Plan 2
Date: 07 April – Class: Beginner Duration: 1 Hour

Subject: Seasons
Materials: Chart and ball.
Lesson Objective
At the end of the lesson, students should be able to: -
- Identify the four different seasons.
- Describe the climate of the different seasons.
- Match the climate with the seasons on a worksheet.

Assumptions: Since this a beginner level class, it very likely that students will
struggle with the pronunciation of the new vocabulary introduced.
Anticipated Problems: Students may mix up the seasons such as summer and
spring because they have similar characteristics. To add on that, students may mix
up the weather patterns of the seasons.
Solutions: To help solve the problems, a chart will be introduced that indicates
which months fall under which season as well as the weather patterns of each
season.

Presentation- Strategy 1

20 minutes
Interaction Patterns- Teacher to students and students to teacher.
Purpose of procedure- Before the actual lesson starts, the teacher will remind the
students of the months of the year that were learnt in the previous lesson. Then the
new vocabulary will be introduced using the previous knowledge gained from the
previous lesson.
1. To start the lesson, I will ask students “Do you remember the months of the
year we learnt?”
2. Students’ responses will be noted, and feedback will be given which will come
in a form of correcting students pronunciation of the months.
3. Soon after, the I will now introduce the concept of seasons. I will introduce the
concept of season by telling the students that the months of the year are
further grouped to seasons. Such that a group of three months has its own
season.
4. I will explain that in a year we have four seasons. The four seasons are
Spring, Summer, Autumn, and Winter.
5. Then I will list the months that fall under Autumn (September to October),
Summer(June to August), Winter( November to March), Spring (April to May)
6. I will explain to the students that in Autumn it is cool and windy, in Summer, its
hot, rainy, and sunny. In Spring it is warm, with rainfall and plants grow and in
Winter it cold, chilly, and sometimes snowy or icy.
 7. I will specifically say that the months in seasons differ according to the country
or place.
8. I will bring in a chart, that shows a visual representation of the different
seasons in the months.
9. Then together as a class we will say out the names together, to allow the
students to get used to the pronunciation of the words.
10. Students will be given a chance to say out the words independently, to drill
their pronunciation.

Practise- Strategy 2

20 minutes
Interaction Patterns- Students to students, teacher to student.
Purpose of procedure- To observe if students have learnt the vocabulary. And to
provide drill practise for the students. To test students of their written language of the
new concepts.
1. Students will be encouraged to work in groups to complete a worksheet that
requires them to match the season with its weather climate.
2. Students will be encouraged to try and communicate in English.
3. Students will complete the worksheet for 10 minutes, then we will have a
correction session for 5 minutes. Where I will pick students randomly, to
provide us with the answers. And I will correct the students where they go
wrong.
4. The correction session will be a whole-class discussion, whereby we correct
the student together as the class and the teacher.

Production- Strategy 3 – Game

15 minutes
Interaction Patterns- Students to students, teacher to student.
Purpose of procedure- To provide students with a fun and interactive game which
is educational and allow students to also interact with each other in the language.

Guess the Season game!

- I will bring in a ball and we will seat in a circle.

- The ball will be written the names of the different seasons.
- The ball will be passed around in a circle, and the student the student that
gets the ball must create actions that describe the season written on the ball.
- The other students that are not acting out, will have to guess which season is
the student with the ball describing.
- If the player fails to describe the season, they will pass the ball someone of
their choice.
- Or choose to ask someone help them act out the actions together.
- Students can either use actions or even words to describe the season.
 - Students will be encouraged to use English as much as possible and utilize
the new vocabulary learnt.

Lesson Plan 3
Date: 08 April – Class: Beginner Duration: 1 Hour

Subject: Birthdays
Materials: Calendar
Lesson Objective
At the end of the lesson, students should be able to: -
- Say at least one sentence in English.
- Ask their fellow classmates about their birthdays.
- Answer a question posed by the teacher.

Assumptions: Students may struggle to make a whole sentence in English.

Anticipated Problems: Students might use their home language to complete the
sentence. Moreover, they may struggle with pronunciation for some words.
Solutions: To help with the anticipated problem, I will introduce the different
vocabulary needed to form a sentence or answer the questions I will ask the
students.

Presentation- Strategy 1

20 minutes
Interaction Patterns- Teacher to students and students to teacher.
Purpose of procedure- The purpose of this procedure will be to introduce students
to the new vocabulary that will be used throughout the lesson.
1. I will start the lesson by introducing the new vocabulary, so that students
understand how we use this vocabulary to conversate with each other.
2. The vocabulary I will introduce is ‘I, she, he, is, born, birthday, when, on, am
and was.
3. I will explain each term to the students such that students understand what
each word in the vocabulary listed means.
4. I will then attempt to use the vocabulary to show students how we use this
vocabulary to create a sentence or answer a question.
5. But before creating my sentence I will explain to students that todays focus
will be on birthdays, I will explain to students that a birthday is the day in
which they were born or the day they came to this earth.
6. I will explain that in this lesson we will talk about each other’s birthdays.
7. To attempt my sentence construction, I will pose this question: When were
you born?
8. I will then explain that to answer that question I will say: ‘I was born on the 24 th
of November”.
9. Then I will ask one of my students the very same question.
10. The student will be given sufficient time to think about the answer and
construct the sentence.
 11. It may be difficult for the student to say the sentence, but I will help them out
either by saying the full answer and asking the student to repeat after me or
help them with completing some words they struggled to complete.

Practise- Strategy 2

20 minutes
Interaction Patterns- Students to students, Teacher to students.
Purpose of procedure- To observe if students have learnt the vocabulary. To test
students of their written language of the new concepts. To also check if students can
create a proper sentence with the vocabulary introduced.
1. Students will be given an activity whereby they have to pick five of their
classmates and ask when they were born using this question: ‘When is your
birthday?”
2. Students will have to note down the dates and complete a worksheet
individually.
3. In the worksheet, the students have to write down who they asked and write
down the birthday of the student asked in full. For instance: Tanish was born
on the 12th of January.
4. The student will write this with all the five students they asked, meaning there
will be five students’ birthdays on the worksheet.
5. To help students check if they have constructed the sentence properly, I will
write an example on the board of how they were supposed to write the
sentence.
6. In this way students will get to see where they went wrong and ask questions
if they do not understand.

Production- Strategy 3 – ‘Ask Me when?’ game.

15 minutes
Interaction Patterns- Students to students, teacher to student.
Purpose of procedure- To provide students with a fun and interactive game which
is educational and allow students to also interact with each other in the language.
Moreover, to allow students to be comfortable with saying the whole sentence. This
is to provide drill practise for the students.

Ask Me When?

- With this game students will stand in a circle, and I will be in the middle of the
circle.
- Students will have to ask each other when their birthday is or when they were
born.
- One student will start by asking the next student when their birthday is, and
the next student will answer that – My Birthday is on the ………
- As the teacher, I will ask the student who posed the question, to tell me when
is …. Birthday.
- For example- Lisa (Student 1)- Felicia, when is your birthday?
- Felicia (Student 2)- My birthday is on the 3rd of October.
- Teacher: Lisa when is Felicia’s Birthday?
- Lisa: Felicia is born on the 3rd of October.
- The game will rotate like that until everyone takes a turn.
- Then I will bring a calendar and every student will paste their name on the
date they were born.