*PASSED* TEFL Level 5 Advanced Diploma. Assignment 1. Teaching Vocabulary - Items of Clothing. Detailed lesson plan including lesson rationale and resources.
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Course
420 Hour Advanced TEFL Diploma
Institution
420 Hour Advanced TEFL Diploma
Hi there, I'm a qualified teacher with over 25 years experience. I'm a TEFL teacher specializing in 1 to 1 and online lessons. I have completed the TEFL Level 5 Advanced Diploma RQF. The assignments I wrote for the Level 5 Advanced Diploma qualification passed first time and received excellent fee...
Name of the Teacher Date Level of the class Length of lesson
Peter McCullagh 23/2/2023 Beginner (A1) 60 minutes
Lesson Type:
Vocabulary
Lesson Topic:
Nouns – Items of clothing.
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…
Identify and use ten new nouns relating to clothes. 1. Correctly identified the ten items of clothing in the target
vocabulary.
Target vocabulary: 2. Learned how to pronounce correctly the ten words in the
target vocabulary.
Shirt, jeans, trainers, dress, socks, skirt, shoes, jumper, trousers,
3. Written 5 descriptions of the clothes that five of their
coat.
fellow students are wearing, using the target vocabulary,
The indefinite articles ‘a’ and ‘an’.
as well as the vocabulary they know already.
The noun ‘pair’.
4. Had a conversation with a partner, about the clothes that
their fellow students are wearing.
Anticipated difficulties: Suggested solutions:
1. I think some students may struggle with pronouncing some of the sounds in the 1. I will model the correct pronunciation of each individual word in the target
target vocabulary: e.g. the ‘j’ sound in ‘jeans’ and ‘jumper’, the ‘tr’ and ‘ers’ sounds vocabulary a number of times. I will focus on mouth shapes and tongue positions to
in ‘trainers’ and ‘trousers’ reinforce the correct way to pronounce each word. e.g. circling lips to pronounce
the ‘ou’ sound in ‘trousers’, a tongue roll to pronounce the ‘tr’ sound in ‘trousers’
and ‘trainers’. When modelling the correct pronunciation of the words, I will break
1 Lesson Plan
, each word down into syllables. E.g., ‘trousers’ ‘trowz’ and ‘uhz’. I will say the words
out loud and exaggerate the sounds. I will give the students plenty of opportunities
2. Learners are at the elementary stage, and may not have come across the verb ‘to to practice the correct pronunciation of each word, and make very subtle
wear’ yet. corrections if required.
2. During the warmer activity I will describe to the students what I am wearing. I will
use the same sentence pattern for each item.
“Today, I am wearing a shirt”.
“I am wearing jeans”.
“I am wearing socks”.
“I am wearing shoes”.
This will make a connection between the verb ‘wearing’ and the items of clothing. I
will emphasize this verb-noun connection throughout the lesson myself, both orally
and on the board, and provide opportunities for the students to use it orally and in
writing. I think this will reinforce the learners’ understanding.
3. During the ‘realia-word card’ matching exercise in the warmer stage, there will be 3. I think classroom management is very important here. I will be standing by the
15 students walking around the table at the front of the class. Learners may be realia table to maintain a steady flow of learners. I will try to ensure that students
examining the items of clothing for prolonged periods of time causing ‘traffic jams’. do not spend too much time with each item. I will encourage students to look at
each item for a few seconds and then move on to the next one. I will tell the
students that they can come back and look at items if they need to. I will also be
ready to provide any prompts to help the students identify the items.
4. During the Production- Free Practice stage, it may be difficult to get students to 4. The tone of the lesson is very important here. I think the learners will have gained
volunteer to walk along the catwalk for the roleplay. This might be due to nerves or sufficient confidence in the previous stages of the lesson, through working in pairs
lack of confidence. and asking and answering questions, to enable them to take part in the roleplay. I
will ensure that the roleplay is a fun and light-hearted activity that the students will
enjoy. I will walk along the catwalk first, and then pick out five of the more
confident students in the class to act as models.
Language analysis:
Language Meaning of the item 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/
2 Lesson Plan
, and an elephant to show Name a huge mountain.
large size
1. shirt a piece of clothing worn on I will use realia; I will show a Do you wear it on your feet? noun /ʃɜːt/
the upper part of the body, real shirt with a matching word Can you point to someone in class
with sleeves and usually with card. who is wearing a shirt?
a collar and buttons down What colour is it?
the front
2. jeans trousers made of denim (a I will use realia; I will show a Do you wear them on your head? noun /dʒiːnz/
type of strong cotton) real pair of jeans with a Can you point to someone in class
‘a pair of trousers’ matching word card. who is wearing jeans?
What colour are they?
3. trainers [usually plural] a shoe that I will use realia, I will show a Do you wear them on your head? noun /ˈtreɪnə(r)/
you wear for sports or as real pair of trainers with a How many of them are there?
informal clothing. matching word card. When might you wear these?
‘a pair of trainers’
4. dress a piece of clothing that is I will use realia, I will show a Are you wearing a dress today? noun /dres/
made in one piece and hangs real dress with a matching Is it worn by a man or a woman?
down to cover the body as word card. Would you wear this on a cold day
far as the legs, sometimes or a hot day?
reaching to below the knees,
or to the ankles
5. socks "a piece of clothing that is I will use realia; I will show a How many of them are there? noun /sɒk/
worn over the foot, ankle real pair of socks with a What colour are they?
and lower part of the leg, matching word card. Is anyone else in class wearing
especially inside a shoe" socks today?
(“sock - Oxford Advanced
Learner's Dictionary”)
‘a pair of socks’
6. skirt a piece of clothing that I will use realia; I will show a Would you wear this on a cold day noun /skɜːt/
hangs from the middle part real skirt with a matching word or a hot day?
of the body card. Is it worn by a man or a woman?
Can you point to someone in class
who is wearing a dress?
7. shoes one of a pair of objects I will use realia; I will show a How many of them are there? noun /ʃuː/
usually made of leather or real pair of shoes with a What colour are they?
3 Lesson Plan
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