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Name of the Teacher Date Level of the class Length of lesson
Alicia Oosthuizen 19/02/2022 Elementary (A1) 60-minutes
Lesson Type:
Noun Vocabulary in a PPP format
Lesson Topic:
Documents & Texts
Lesson Aims:
By the end of the lesson, students will be better able to…
Recognize and differentiate 10 new nouns related to documents and text. They Lesson Outcomes:
should be able to use it in the correct context and pronounce it with ease and By the end of the lesson, students will have…
confidence. Participated in a role play conversation with their partner making sure to use all the
Target vocabulary: target vocabulary to create meaningful dialogue.
Notebook, magazine, newspaper, letter, diary, passport, postcard, bill, menu,
textbook
Anticipated difficulties: Suggested solutions:
1. There is no “r” sound in the L1 (Chinese), so this is often replaced with “l” or “w”. 1. Through modeling and chorusing, as well as encouraging group work learners will
Therefore, students might struggle with the phonology of some of the more challenging learn to pronounce the words correctly. The teacher will demonstrate the movement
target words,in particular the pronunciation of words such as library, playground and of the tongue, teeth and lips with an exaggerated movement when making the “r”
restaurant. sound in these words. The words would be split up into syllables and said slowly and
2. English uses the Latin or Roman alphabet, consisting of 26 letters. Chinese uses a non- clearly, with exaggerated mouth movements. I would ask students to repeat after me
alphabetic script of logograms. In other words, characters represent words or phrases so they can become familiar and comfortable with pronunciation. Time will be spent
3. Both English and Chinese languages are SVO languages, meaning the accepted on the words with the sound “r” first before moving on to pronouncing the other
sentence structure is Subject-Verb Object. However, while in English this is pretty words in the target language if necessary. Spend time practicing the sound on its
strict, in Chinese languages, it is not. Chinese sometimes allows sentences which own by growling like an angry dog and asking students to copy this helps students
exhibit the SOV structure and, more commonly, the subject of a sentence can be achieve an “r” sound before moving on to pronouncing the words library, playground
omitted altogether or the object of the sentence may come first, depending on the and restaurant. You can also consider drawing of mouth placement on the board or
topic of the sentence. using materials to help show the correct mouth placement, in particular focusing on
4. Due to the varying ages and genders, students may not feel comfortable with their the differences between “l” and “r”, and writing out phonetics and syllables.
classmates as the younger students would not have much in common with the older 2. Understand that it may take a bit longer for them to do reading and writing exercises.
group, and vice versa. 3. In the classroom, help learners by doing activities which focus on error correction.
5. Students may decide to interact in their L1 during the warmer and Production: Freer This could be on-the-spot or delayed but be sure to draw their attention to this issue.
Practice Stages. 4. Pair students of similar ages and backgrounds together if it feels necessary, also
6. Explaining the definition of the words in a simple manner may be slightly challenging make use of the warmer to get everyone interacting with each other. Remind
when teaching learners at an elementary level of learning the target language. students that they are at a similar level of English language and reinforce/encourage
7. The odd number of students making up the class (15) means that pair work may be the idea of teamwork through highlighting their unified motivation to improve their
challenging as there will be one extra person with no partner, also having more men English language (reasons including studying in an English-speaking country,
(10) than women (5) could potentially cause problems. traveling and helping their job prospects.)
5. Teachers can walk around in the class and observe, and ask if there are any problems
or uncertainty as to why English is not being used.
6. The use of images and flashcards paired with the target words will help to better
illustrate the definition of document/text items. By using images of these items,
, learners will be able to understand what the word means by relating the image shown
to them to the word in the L1 language.
7. To avoid any gender biases the teacher will group students equally, in 5 groups of 3
students in each group (2 males and 1 female per group)
, Language analysis:
Language Item Meaning of the Item How will you present Concept Checking Grammatical form Pronunciation
meaning Questions
Example: Example: Example: Example: Example: Example:
huge very big, enormous Using a picture of a What’s the opposite Strong adjective / hju:d3/
mouse and an of huge?
elephant to show big Name a huge
size mountain.
1. Notebook A book with blank pages Using a simple picture of a 1.Is this book for reading? Noun /ˈnəʊtbʊk/
that is used for writing notebook 2.Do you hand write notes
notes in it?
3.Does it come in different
sizes?
4.Do you have a
notebook?
Can also point to a
student’s notebook as an
example.
2.Magazine A type of thin book with a Using a simple picture of a 1.Does it have pictures? Noun /ˈmæɡəziːn/
shiny paper cover that magazine 2.Does it have articles?
contains different stories, 3.Does it have
essays, pictures, etc., and advertisements?
that is usually published 4.Is it printed on shiny
every week or month paper?
5. Is it large?
3.Newspaper A set of large printed Using a simple picture of a 1.Does it have articles Noun /ˈnuːzpeɪpər/
sheets of paper containing newspaper and miming which provide information
daily news and articles, reading it. on current events?
information about local
