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assignment 01 i-to-i level 5 course
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assignment 01 for i-to-i level 5 course. It has good feedback according to i-to-i standards. please use only as reference.
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Name of the Teacher Date Level of the class Length of lessonMarno 16/07/2023 Elementary level(A1) 60 minutes
Lesson Type:
Vocabulary
Lesson Topic:
Natural World
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…
By the end of the lesson, students will be able to produce ten By the end of the lesson, students will have recognised, practised
English nouns in context of the natural surroundings around them and produced the ten English nouns within the classroom by the
with the correct pronunciation and students will be able to use use of different worksheet activities and conversations amongst
these nouns in basic sentences. each other in group activities.
Target vocabulary:
Grass, field, tree, river, park, flower, hill, lake, plant, bridge.
Anticipated difficulties: Suggested solutions:
Include one relating to L1/age/level of the students and one for 1. Remind all students that even though they differ in age that
the 10 words (meaning, form, or pronunciation). they all are at a similar level of the English language and
encourage the idea of teamwork through highlighting their
1. Students vary in age from 18 to 38 years old, with different motivation to improve their English language. With
extrinsic and intrinsic motivations for studying the target worksheets that has been developed that is the same for all
language. This difference in motivations between students students, the teacher can identify the abilities of the
Lesson plan 130623
, students based on their ability to learn.
and their age could cause divisions in the class. 2. Group activities will be used instead of pair work, in which
the class will be divided into five groups of three learners
2. The odd number of students in the class can make pair work
each to ensure that all learners in the class get equal chance
impossible as there will be one student without a partner
to participate in the lessons and ensure that they all feel
3. The explanation of basic words and their definitions may comfortable.
become challenging for both teacher and student when the 3. The use of flashcards and images paired with the target
students are at an elementary level of the target language. words will help the teacher to better illustrate the definition
of items in the natural world. By using images related o
4. Students may have a difficulty in pronouncing the target these items, students will be able to relate and better
words due to their L1 language that does not contain a /r/ understand the target language, as well as make
sound and is replaced with a /l/ or /w/ sound, thus words connections between the image and the word in the L1
such as grass, bridge, flower and hill might be difficult to language.
pronounce for students 4. By using modelling and chorusing, as well as encouraging
students to help each other, students will be able to learn
the pronunciation of the words correctly. The teacher
starts off by demonstrating the movement of the tongue,
mouth and lips with exaggerated movements, such as with
the letter /r/. I would ask the students to repeat the words
that are divided into syllables and said slowly and clearly at
first until they are comfortable with the pronunciation of
the word. Time will be spent on words that contain the
letter /r/ first before moving on to the other words in the
target language.
Lesson plan 130623
, 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. grass A common wild Use a picture of grass Is grass green? Noun /ɡrɑːs/
plant with narrow
green leaves that Is grass found outside?
are eaten by cows,
Can we touch grass?
horses, sheep, etc.
2. field An area of land in Use a picture of a field Where do we keep Noun /fiːld/
the country used sheep?
for growing crops
or keeping animals Can we plant flowers in a
in, usually field?
surrounded by a
Can we walk in one?
fence.
3. tree A tall plant that can Use a picture of a tree Under what do we sit for Noun /triː/
live for a ling time. shade?
Trees have a thick
central wooden Are trees big?
Lesson plan 130623
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