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

Erna Van Den Bergh 11/04/2025 A2 -Pre-Intermediate 60 Minutes

Lesson Type:
Vocabulary Lesson

Lesson Topic:
Objects in the Classroom

Lesson Aims: Lesson Outcomes:

By the end of the lesson, students will be better able to… By the end of the lesson, students will have…
1. To identify ten objects in the classroom 1. Students will be able to pronounce and write the words:
2. Use the ten new vocabulary word in structured sentences Presentation form – unscramble words and Presentation
Target vocabulary: pronunciation – pronounce as a class when shown item
Pencil, Desk, Rubber, Ruler, Blackboard, Shelf, Dictionary, 2. Students will be able identify words and link a description to
Bookcase, Bin, Scissors the words: Presentation meaning stage using cards and
Student says meaning
3. Students will be able to spell and use the words in
sentences – Presentation form – Unscramble the word and
Controlled practice – Fill in the gap worksheet

Lesson plan 150823

Anticipated difficulties: Suggested solutions:
Include one relating to L1/age/level of the students and one for the
10 words (meaning, form, or pronunciation). 1. Practice by using different worksheets

1. Spelling – the students don’t use the Roman Alphabet 2. Using the Phonetic Alphabet to assist students with
pronunciation
2. Pronunciation – Students to struggle with some of the
sounds e.g. : scissors, shelf, dictionary 3. Watching student and encouraging all students in group to
participate by establishing clear expectations.
3. Dominant students – one student to dominate during group
activities

Language analysis:

Language Meaning of the How you will present Concept Checking Grammatical form Pronunciation
Item item meaning Questions Use the IPA
translator if needed
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. Pencil It is made of wood 1. Is it used for Noun pɛnsᵊl
and can be write or painting?
draw in colour or 2. Do I write with it?
just a dark grey.

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2. Desk A piece of furniture 1. Do I sit on it? Noun dɛsk
with a flat surface 2. Do I put my books
and you find them in on it to write in?
every classroom.

3. Rubber A tool that we use to 1. Is it hard or soft? Noun rʌbə

remove writing 2. Can I use it to
from different remove writing?
surfaces.

4. Ruler We use it to 1. Can you measure Noun ruːlə

measure and to with it?
draw a straight line. 2. Do you use it in
your books?
5. Blackboard I use it to write on 1. Can I write with Noun blækbɔːd
with chalk, you will chalk on it?
see them in 2. Is it used to paint
classrooms. on?

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6. Shelf A flat piece of wood 1. Do you sit on it? Noun ʃɛlf
attached to the wall 2. Do I keep my
to keep things papers on it?
example papers.

7. Dictionary A book that you use 1. Do you write in it? Noun dɪkʃᵊnᵊri
find the meaning 2. Does it have words
and spelling of with the meanings
words. in it?

8. Bookcase Made out of wood, 1. Can you see one? Noun bʊkkeɪs
and can be moved 2. Do you keep your
around, you store books in one?
your books on it.
9. Bin Container that we 1. Can I through Noun bɪn
use to put all our paper in it?
unwanted paper 2. Can you use it at
and rubbish in. home?
10. Scissors Tool for cutting 1. Can I use it with Noun sɪzəz
paper. wood?

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 2. Have you used it
before?

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

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

Warmer To get students 10 T-S T provides a set of cards with words Ss take it in turns to pick a card and
thinking in English, minutes from the previous lesson. T divides Ss then draw or describe the word to the
raise energy levels, into groups. T instructs Ss to pick a rest of their group. The other Ss need
and to activate prior S-Ss card one at a time and describe their to guess what the word is.
knowledge. Ss-S word for the group to guess.
Warmer For students to 5 T-S 1. We always played I spy 1. Each Student to get
participate and minutes when I was your age. You chance to play I spy game.
test their S-Ss say: “I spy with my little
knowledge about eye something beginning
previous lessons, with…..” and we must
and to serve as an guess what you see in the
icebreaker. classroom. Only 3 guesses
allowed.

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Presentation Students must 8 T-S T – To show pictures of each S – Students to name items that
meaning remember the minutes item and ask Students to say the they see.
meaning. name.
S-T
Presentation Spelling. 5 S T – Provide each S with S – Student to re-arrange letters
form minutes worksheet with scrambled to form correct spelling of
letters to unscramble. words.
Presentation Enables the 7 T-S T – Pronounce the word S – To pronounce together as
pronunciation Student to minutes ensuring each sound is defined group.
correctly T – Ensures each syllable is clear
pronounce each and pronounced correctly.
word.
Controlled Recognise. 10 Ss-Ss T- To handout a worksheet with S - Students to complete
practice minutes fill the gap. worksheet and repeat answers
T – Ensuring each student once done
understands task and give the
correct answers once all the S
are done.
Production Apply target 20 Ss-Ss T – Make two lines. S – Students to use own
language to minutes T – Let the front two Students vocabulary to describe what
develop spoken stand back to back, draw a card they see on card and other
fluency. and explain to Student standing student to guess what it is.
behind them what it is they see
on the card.
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Cooler Summaries 5 T-S T – Briefly cover errors in S – To unscramble the words
vocabulary minutes previous stages. S – Positive about what was
learned T – Make 5 groups and explain learned and enjoyed the class.
anagrams and give example
“ibn” Bin, each group to use 3
words
Lesson Rationale (700-1000 words):
This lesson is structured using the PPP model it gives me enough time to explain, practice the pronunciation and for the students to
have enough communication time as this will contribute to their confidence in speaking English as well as in using the new vocabulary
in this lesson. This lesson plan is also flexible as many different worksheets and cards were used and can back each other up. With this
model students have the opportunity to learn in a structured and clear method, different learning styles are also covered by using
worksheets and verbal activities to present the new vocabulary.

By having the target words on cards, worksheets and physically in the classroom it will help the students memorise and link the words
to each other.
By showing the pictures of the items in the presentation meaning stage the students will have the opportunity to test themselves as to
the meaning and I will have the opportunity to see which student(s) needs more assistance with the meaning of each item.
By pronouncing the words over and over in different stages of the lesson and the students repeating each word, I can make sure each
student can pronounce it correctly with regards to the sounds (Shelf, Dictionary ect.) and it will help them remember the words.
By naming each picture in the presentation meaning stage the students will again have the opportunity to work on the pronunciation
and familiarising themselves with the item and word. The unscrambling exercises will improve the spelling, and reading skills.
In the presentation pronunciation stage I will be able to walk between the students and pick up which words are not pronounced
correctly and pronounce it again until the students get it right.

Lesson plan 150823

With the fill the gap worksheet I will teach the students how to use the target words in a sentence, but also once again give them the
opportunity to remember the description of the target words. Students will also build confidence speaking in class when they have to
describe the cards in the production stage.
The group activities are also there to get the students to know each other and for me to see who needs more help, as I have the
opportunity to move between the groups and listen to each one and help and guide.
The game in the beginning will once again build confidence in the English language and give me a good indication of the understanding
of the previous lessons. I will also be able to identify pronunciation errors from previous lessons and address them by using the words
during the lesson.
The anagram game in the end will be done in a groups and the students will have the opportunity to scramble the words and ask
another group to unscramble in that way I can asses if the lesson was successful. The group with the most correct unscrambled words
will be the winner of this lesson. This game will uplift each student and make the class fun in a way that the student will find the learning
of new vocabulary easier. These two activities will encourage the students to communicate and listen right to the end.

If any of the activities does not go as planned, I can always go back to the board and flash cards and do it in a class formation.
I can have the students find the physical item in the class and by doing that I can still make sure they recognise the words and they can
describe what each one is and what they are used for, by doing that I still work on the pronunciation and meaning of each word.
I can also use the physical item to help them make sentences.

I considered making a big advertisement to present the using of the target vocabulary but decided against it as the interaction between
me and the students would not be the same. I also considered making a “Snakes and ladder” game using a dice to move on a board to
unscramble or describe the picture that they landed on, I decided against it as that would have combined two stages.
I considered doing the unscrambling on the board but then I might only have some students participating in the exercise where if they
each have a worksheet they can complete it alone.

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Bibliography (if needed):
Google images
www.superteacherworksheets.com
IPA Phonetic Transcription of English Text - toPhonetics

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

Word Scramble
Flash Cards
Fill the Gap

Lesson plan 150823

Lesson plan 150823