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

Willemien du Preez 25 July 2022 Elementary 60 minutes

Lesson Type:
Vocabulary

Lesson Topic:
House and Home - Nouns

Lesson Aims: Lesson Outcomes:

By the end of the lesson, students will be better able to…
• Identify and use ten new nouns related to objects in the
house and practice these words in basic sentences.
• Students will also be able to write these words and be able
to use the correct pronunciation.
Target vocabulary: clock, computer, desk, lamp, toilet,
refrigerator, shower, bed, bookcase, key.
By the end of the lesson, students will have…
• Identified the target language and answered basic
questions about the meaning of the words (For example: “Is
this a desk?” instead showing a picture of a bookcase.
• Use the target words in short, simple sentences.
• Answered basic questions about the target words (For
example: “Where do I go to wash myself?”.
• Written the words during various written exercises.
• Completed a worksheet where they fill in the gaps.
• Practised the correct pronunciation.
• Used the phonetic script.

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Anticipated difficulties:
1. Students may have difficulties with the pronunciation of
the target words.
2. Students may also struggle with the pronunciation of the
letter R as it is not a natural sound in their L1 (Chinese) in
the target language with words such as computer and
refrigerator.
3. Older students may dominate the lesson and younger
students may then react negatively.
4. Due to an uneven number of students in the class (15), pair
work may be a problem.
5. Different levels of understanding within the elementary
level of the class.
6. Adult learners may have extensive demands on their time.
Suggested solutions:
1. I will use of drilling and chorus drilling to practice
pronunciation.
2. I will do an exercise to specifically practice the letter R.
(Exercise will be explained in the Presentation Stage where
pronunciation is practiced).
3. Establish class rules that states that everyone must get an
equal opportunity to speak. Ask individual students by
name to answer questions.
4. Where necessary groups activities will be in groups of three.
To save time the seating will be arranged before class to
accommodate that.
5. Although the class if of elementary level, there may be
differences in understanding. Establish this by asking
Concept Checking Questions.
6. Do not waste time on non-essential details. Place the focus
on the teaching of the target language.
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Language analysis:

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

Example: Example: Example: Example: Example: Example:

huge very big, enormous using a picture of a mouse What’s the opposite of huge? Strong adjective / hjuːdʒ/
and an elephant to show Name a huge mountain.
large size
1. Clock Device that shows Do I wear a clock on my Noun /klɒk/
time, mounted on a arm?
wall. What do I use a clock
for?
2. Computer Electronic device Can I use a computer to Noun /kəmˈpjuːtə/
that stores and send an email?
manipulates Can I store photographs
information and on a computer?
data.
3. Desk Article of furniture Do I write at my desk? Noun /dɛsk/
with a flat surface Do I eat at my desk?
on top, as well as What do I do at my
drawers to store desk?
papers and writing
materials.

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4. Lamp Device that gives Why will I use a lamp? Noun /læmp/
light by electricity Will I use the lamp on a
of gas. sunny day?
5. Toilet Device that is used Will I find a toilet in the Noun /tɔɪlɪt/
to get rid of body living room?
waste. In which room will I find
a toilet?
6. Refrigerator An appliance that is In which room in the Noun /rɪˈfrɪdʒəˌreɪtə/
kept cool and used house will I find a
to store food and refrigerator?
drink. Will I store milk in the
refrigerator?
7. Shower A cubicle where a In which room will I find Noun /ʃaʊ ər/
person stands a shower?
under a spray of Will I wear my clothes in
water to wash. a shower?
8. Bed A furniture item Will I find a bed in the Noun /bɛd/
upon which a kitchen?
person sleeps What do I use a bed for?
9. Bookcase A set of shelves for Will I be storing my food Noun /bʊkˌkeɪs/
books in a bookcase?
What else can I store in
a bookcase?

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10.Key A small metal Will I use a key to write Noun /ki/
instrument cut to fit with?
into a lock to move What else will I use a key
a bolt for?

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

Example: Example: Example: Example: Example: Example:

Warmer To engage the 10 T-S Show pictures of 3 different sports – Students will identify the lesson topic
learners in the minutes football (team), tennis (one vs one), Learners will use their previous
lesson, to activate marathon running (individual) knowledge to make links to the topic
the learner’s prior S-S Ask students to discuss the
knowledge of the advantages and disadvantages of
topic each type of sport

Introduction To introduce 1 T-S Students will identify with the

myself, welcome minutes topic and start thinking of
the students and similar objects in their own
tell them that the homes.
target language
of the lesson
involves furniture

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 and appliances in
the house.

Warmer To engage the 5 T-S Teacher hands each group a set The students should enjoy the
students and get minutes S-T of cards with the previous exercise and it will boost their
them thinking in S-S lesson’s words. confidence in a more relaxed
English and not T explains to students that they scenario. It gets them thinking
their L1. It will have 4 minutes for the exercise about the topic.
introduce the (1 minute).
students to the One student of each group will
topic and it will hold up a card to his forehead
review words (without looking at the word)
from a previous and the other two must give
lesson about the clues without using the word.
House and Home. First student must then guess
The words are: the word. Each student gets a
kitchen, study, turn.
bathroom, T pays close attention to what
bedroom, lounge. the groups are doing. When
students struggle teacher can
step in to help by giving a clue.

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Presentation: To help students 8 T-S T says the word out loud while Students will repeat the words
Meaning understand the minutes S-S the picture of the word is shown as the teachers reads and writes
meaning of the on the overhead screen in the the words.
target words by class. Students will also draw from
showing pictures T also writes the word on the words they already know
of the target white board with the definition during the story and get a feel
language. To next to it. for the use of the target words
further present Students must repeat the word within the context of the theme
meaning by and the meaning. (4 minutes) of the lesson and where it fits in
reading an easy T gives each students a typed a simple sentence.
story with the story that is sculpted around the Students will answer the CCQ’s
target words. target words. The words are and repeat the word and repeat
marked from 1 – 10. This paper the word and meaning.
also has photos of the target
words.
Teacher explains that this task
will take 4 minutes.
Teachers reads the story to the
students and the student must
write down the number of the
word at the appropriate photo.
Teacher will ask individual
students what a word means.
Teacher will also ask CCQ’s set
out in the vocabulary list.
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 Teacher takes in the papers and
will mark it when students do
the word scramble.
Teacher will use words that the
students found difficult as a
warmer in the next lesson.

Presentation: To make sure 5 T-S Teachers provides the students Students will get the feel for the
Form that students minutes S-T with a paper with a word written word by unscrambling
know the correct scramble. the letters to form the correct
spelling of the Teachers tells class that they spelling of the word.
words. have 5 minutes to complete this
exercise.
Teacher explains that the
students must write down the
correct spelling of the word. For
example: rfeaotrgrer for
refrigerator.
Teachers demonstrates a word
from the previous lesson on the
white board.
T takes back the papers. Papers
will be marked when students
do the Gap fill exercise during
Controlled Practice.
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Presentation: To ensure that 10 T-S T starts by doing an exercise to This will help students to master
Pronunciation students minutes S-S teach the correct pronunciation the difficult R sound and will
correctly of the letter R. help with the correct
enunciate the T asks students to watch her pronunciation of target words
target words. mouth closely. T says the word with the letter R.
“really” 5 times slowly. T asks
the students to just observe.
After 5 times T points to
students and they will say the
word. Repeat this at least 5
times. This exercise will take 3
minutes.

Teacher then models the correct
pronunciation of the target
words. This exercise will take 7
minutes)
T gives special attention to
difficult words such as
refrigerator that also has the R
sound.
T asks the students to repeat
the words by choral drilling.
Students will learn the correct
pronunciation of the target
words and how to shape the
mouth.
Students will know which part
of the word to accentuate.

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 Teacher marks where the
accent of the word is on the
white board and students
repeat the words.
Teachers will show the
phonemic script.

Practice: To check that 8 T-S Teachers provides a worksheet Students will practice the target
Controlled students minutes with a gap fill exercise. words in the context of an easy
Practice understand the Teachers explains that students sentence.
new vocabulary must fill in the correct target Students will practice the
and how to word in the gap provided. This spelling of the target words.
correctly use it in will take 1 minute.
a sentence. T tells students that they have 6
minutes to complete the
exercise.
Teacher marks the word
scramble exercise that was
done earlier when the Form of
the target language was
presented.
Teacher asks students to hand
their paper to another student,
provides the correct words, and

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 ask students to mark. This will
take 2 minutes

Production: To allow students 18 T-S Teacher describes a roleplay The students will use the target
Freer Practice to use the target minutes S–S where one person in a group of language in a more natural way
language freely Ss-Ss three is an interior decorator, and experience an
in groups of the other two are clients. improvement in the way they
three. The clients must brief the use the target vocabulary.
decorator on what furniture
and appliances they want. The
decorator must ask questions.
Both parties using the target
words.
Teacher models a quick
example with one of the
stronger students.
T will first be the client and then
change rolls and be the
decorator.

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 Teacher gives 4 minutes for
students to prepare and 14
minutes for the roleplay.
T will monitor the different
groups and make notes of what
students are struggling with.
Cooler To make students 5 T-S Teacher divides the class into The activity will bring the class
aware of what minutes five groups of three each. together and students will be
they have T gives each group two of the confident that they can use the
learned. target words on a piece of target vocabulary correctly.
paper.
T explains that they have 2
minutes to write two facts
about each word.
Students then share this with
the class by first giving the
facts, and then another group
can give the word.
Lesson Rationale (700-1000 words):
You should cover: why you have structured the lesson in the way that you have, what each activity will contribute towards the learning aims and how this
will be achieved, other activities that you considered including and why you chose not to use them, what you would do if any of your activities didn’t work in
the way you have planned

I chose the PPP method as it is an effective way to introduce students to new words and concepts. The PPP method is a three-stop lesson and it helps the
students learn, understand and practice new vocabulary.

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The Warmer has been chosen to engage the students. It shows manipulated pictures of the target words. I will ask students to guess what the objects are.
When they guess correctly the full picture will be revealed. This will help to boost confidence and help the students to think creatively. If students struggle
with the exercise, I will ask questions that will help lead them to the answer.

In the Presentation Stage, where I will introduce the meaning of the target words, students will look at pictures of the target word objects. I will model the
word and they will repeat it through drilling. I will also write the words on the white board with the meaning next to it. Students will repeat this as well. The
quick exercise where students match words in a story with a picture of the target objects will give context and meaning to the words. I will ask Concepts
Checking Questions to ensure that students understand the meaning of the word.

In the Presentation Stage where I teach the Form of the word, I will give the students a word scramble where they unscramble the letters to write down the
correct spelling of the word.

In the Presentation Stage where I teach the pronunciation, I will model the correct pronunciation of the word. Then again, through drilling, I will ensure that
each student will be able to pronounce the words correctly. I will again point to the written word on the white board and indicate where the accent of the
word is. I will ask the students to repeat the words.

In the Production Stage, the freer practice will help the students to use the target language more freely in small groups of three. I will describe and
demonstrate a roleplay with one of the stronger students. One student will be an interior decorator and the other two will be the clients. The clients must
brief the decorator on what they want for their house, the decorator must also ask questions. This will ensure that all students will use the target language
in a more natural way. The aim is that students will experience an improvement in the way they use and understand the target language.

I will end the lesson with a Cooler to make the students aware of what they have learned. I will again divide the class into groups of three. I will hand each
group two target words written on a piece of paper. The other groups will not be aware what these words are. Each group will then write three facts about
the target object on the paper and share it with the class. The other groups will then guess what the word is. This activity will bring the class together and
students will be confident that they know and can use the target language.

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When students struggle to think of words and sentences, I will stop the activity by involving the whole class and asking everyone to brainstorm some ideas.
This will also involve the quieter students as I will directly ask them questions.

I have also prepared a Filler if, for some reason, any part of the lesson takes a shorter time to finish. I will hand a piece of paper, with the target word written
on it, to a student. The student must describe the object without using the target words. The other students must then guess what the word is. All this must
happen in 30 seconds.

I wanted to include a game where the class is split into two teams and lined up in rows. I show each student a flash card with a target word. The student must
then identify the word. If the student is correct, he/she can remain standing. If they are wrong, the must sit down. The winning team is the team with the
most members still standing. I thought that this game may be inappropriate as it is a class of adults.

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

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1) Typed story being used in Presentation Stage: Meaning. Exercise made my me.

Instructions: Read the story. Write the number of the word at the photo with the same meaning.

I open the door with my (key – 1). I walk into the house and go to my study. I switched on the (lamp – 2) that is standing on
the (desk – 3) next to the (computer – 4).
I look at the (clock – 5) to see what time it is. It is 10 o’clock. Time to go to the (toilet – 6) and then the (shower – 7).
I then go to the kitchen because I am hungry. I open the (refrigerator – 8) and take an apple to eat. I go to the (bookcase – 9)
to pick a book to read in (bed – 10).

The Photos will be the same as indicated in the Vocabulary List.

2) Word Scramble as being used in Presentation: Form Exercise made by me.

Instructions: Unscramble the words. Look at the words (the letters are mixed up) and write the corrects spelling next to it.

• Raeifrorgte for refrigerator

• Mlpa for lamp
• Sdke for desk
• Rtpoemcu for computer
• Tloeit for toilet
• Eoswrh for shower
• Scobeaok for bookcase
• Edb fo bed
• Eky fo key
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• Koccl for clock

3) Gap fill exercise for Controlled Practice Exercise made by me.

Instructions: Write the correct word in the gap provided.

• I switch on the _________when it is dark outside.

• I keep the milk in the _____________ to keep it fresh.
• A __________is used to get rid of body waste.
• I sit down at my _________to study for the test.
• I look at the __________to see what time it is.
• My favourite book is ____________and I keep it in the ___________. (The gap for favourite book is to personalise the
exercise.)
• I switch on my _______________and send an email to my friend.
• I am very tired, so I am going to _________to sleep.
• I am dirty from working in the garden, so I am going to wash myself in the __________.
• I will use my ________to open the door to my house.

• Words: Key. Shower. Computer. Bookcase. Bed. Lamp. Desk. Toilet. Clock. Refrigerator.

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