Name of the Teacher Date Level of the class Length of lesson
08.11.2023 Pre-intermediate (A2) Level 60 minutes
Lesson Type: Vocabulary
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…
Achieve a comprehensive understanding of the meaning, form, and pronunciation Attained comprehension of ten newly introduced classroom-related words
of ten newly introduced words related to objects found in the classroom. through the use of real objects (realia) and participation in choral drills.
Recognise and comprehend the function and purpose of each object. Demonstrated the ability to apply the target vocabulary by choosing the
Identify and employ the newly acquired vocabulary in relevant contexts during appropriate word from the multiple-choice options to complete sentences,
conversations. thereby solidifying understanding of the meaning and purpose of each object.
Improved conversational fluency and natural usage of the acquired
vocabulary through active participation in an interactive communicative
game, ensuring the language practice is both relevant and memorable.
Target vocabulary: Expanded their vocabulary bank by acquiring additional words associated
with classroom objects.
Pencil, desk, rubber, ruler, blackboard, shelf, dictionary, bookcase, bin, and scissors
Anticipated difficulties: Suggested solutions:
Include one relating to L1/age/level of the students and one for the
1. Incorporate activities that highlight the differences between the two
10 words (meaning, form, or pronunciation). languages. Provide explicit explanations and examples to address common
Lesson plan 150823
, pitfalls. Encourage regular practice and reinforce correct usage through
1. L1 targeted exercises. Establish a language-use rule at the beginning of the
The students' first language is Chinese, which may lead to interference in lesson, highlighting the benefits of speaking only English. Remind students to
pronunciation, sentence structure, and word order when learning English. use English when needed and provide gentle reminders if they revert to their
Given that the class is monolingual, there is a likelihood that the students native language.
may revert to using their native language (L1) when encountering
challenges or difficulties during the lesson. 2. Incorporate interactive and engaging activities to maintain their interest. Use
a variety of teaching methods including visuals, hands-on activities, and
2. Age group work to keep the lesson dynamic. Break the lesson into shorter,
Students at this age may have shorter attention spans and may struggle focused segments with regular transitions to keep their attention and energy
with sustained focus on the lesson content. levels up.
3. Level 3. Provide ample opportunities for controlled practice and gradually introduce
At the pre-intermediate level, students may still face challenges with more more challenging tasks. Offer scaffolded support by providing sentence
complex sentence structures and may lack confidence in using the frames or prompts to help them express themselves. Encourage peer
language fluently. collaboration and offer positive reinforcement to boost confidence.
4. Target Vocabulary (meaning, form, and pronunciation)
4. Implement real-life examples, and context-based activities to help students
Chinese learners may encounter challenges in understanding the meaning
grasp the meaning and form of English words. Use pictures, gestures, and
and form of English words due to differences in syntax, grammar, and
actions to enhance comprehension and make connections between the target
vocabulary, and they may also struggle with the pronunciation of English
words and their meanings. Provide physical demonstrations of sounds and
consonants /l/ and /r//, as these sounds do not exist in their native
offer practice activities that focus on minimal pairs to help students
language, impeding their ability to accurately learn and pronounce words
differentiate between the /l/ and /r/ sounds. Incorporate games and ample
like "ruler" and "rubber."
practice opportunities to improve pronunciation skills.
Language analysis:
Language Meaning of the item How you will present Concept Checking Grammatical Pronunciation
Lesson plan 150823
08.11.2023 Pre-intermediate (A2) Level 60 minutes
Lesson Type: Vocabulary
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…
Achieve a comprehensive understanding of the meaning, form, and pronunciation Attained comprehension of ten newly introduced classroom-related words
of ten newly introduced words related to objects found in the classroom. through the use of real objects (realia) and participation in choral drills.
Recognise and comprehend the function and purpose of each object. Demonstrated the ability to apply the target vocabulary by choosing the
Identify and employ the newly acquired vocabulary in relevant contexts during appropriate word from the multiple-choice options to complete sentences,
conversations. thereby solidifying understanding of the meaning and purpose of each object.
Improved conversational fluency and natural usage of the acquired
vocabulary through active participation in an interactive communicative
game, ensuring the language practice is both relevant and memorable.
Target vocabulary: Expanded their vocabulary bank by acquiring additional words associated
with classroom objects.
Pencil, desk, rubber, ruler, blackboard, shelf, dictionary, bookcase, bin, and scissors
Anticipated difficulties: Suggested solutions:
Include one relating to L1/age/level of the students and one for the
1. Incorporate activities that highlight the differences between the two
10 words (meaning, form, or pronunciation). languages. Provide explicit explanations and examples to address common
Lesson plan 150823
, pitfalls. Encourage regular practice and reinforce correct usage through
1. L1 targeted exercises. Establish a language-use rule at the beginning of the
The students' first language is Chinese, which may lead to interference in lesson, highlighting the benefits of speaking only English. Remind students to
pronunciation, sentence structure, and word order when learning English. use English when needed and provide gentle reminders if they revert to their
Given that the class is monolingual, there is a likelihood that the students native language.
may revert to using their native language (L1) when encountering
challenges or difficulties during the lesson. 2. Incorporate interactive and engaging activities to maintain their interest. Use
a variety of teaching methods including visuals, hands-on activities, and
2. Age group work to keep the lesson dynamic. Break the lesson into shorter,
Students at this age may have shorter attention spans and may struggle focused segments with regular transitions to keep their attention and energy
with sustained focus on the lesson content. levels up.
3. Level 3. Provide ample opportunities for controlled practice and gradually introduce
At the pre-intermediate level, students may still face challenges with more more challenging tasks. Offer scaffolded support by providing sentence
complex sentence structures and may lack confidence in using the frames or prompts to help them express themselves. Encourage peer
language fluently. collaboration and offer positive reinforcement to boost confidence.
4. Target Vocabulary (meaning, form, and pronunciation)
4. Implement real-life examples, and context-based activities to help students
Chinese learners may encounter challenges in understanding the meaning
grasp the meaning and form of English words. Use pictures, gestures, and
and form of English words due to differences in syntax, grammar, and
actions to enhance comprehension and make connections between the target
vocabulary, and they may also struggle with the pronunciation of English
words and their meanings. Provide physical demonstrations of sounds and
consonants /l/ and /r//, as these sounds do not exist in their native
offer practice activities that focus on minimal pairs to help students
language, impeding their ability to accurately learn and pronounce words
differentiate between the /l/ and /r/ sounds. Incorporate games and ample
like "ruler" and "rubber."
practice opportunities to improve pronunciation skills.
Language analysis:
Language Meaning of the item How you will present Concept Checking Grammatical Pronunciation
Lesson plan 150823
