Itoi TEFL Assignment 1
Lesson Plan Vocabulary
Documents Text 1
1943243 752
,Name of the Teacher Date Level of the class Length of lesson
Edison Bajraktari 16.01.2024 pre-intermediate (A2) 60 minutes
Lesson Type:
Vocabulary
Lesson Topic:
At the restaurant
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- more pro 昀椀 cient in recognizing and utilizing ten new To strengthen their understanding of "At the restaurant"
English nouns related to dining out.”. vocabulary, students worked together in pairs or small groups
through various classroom activities and discussions. They also
2- practice using these words in easy sentences, saying them applied these vocabulary words in worksheets and conversational
correctly and making sure the sentences are right. exercises to reinforce their comprehension.
Target vocabulary:
Menu, restaurant, waiter, waitress, tip, bill, dish, dessert,
main course, drink
Lesson plan 150823
, Anticipated di 昀케 culties: Suggested solutions:
1. Students may 昀椀 nd it di 昀케 cult to pronounce certain words
in the target vocabulary, especially those with the /r/ 1. Using modeling, chorusing, and group activities, students
sound, because their native language, Chinese, lacks this will practice pronouncing target words accurately,
sound. Instead, they often substitute it with /l/ or /w/. This particularly those with the /r/ sound like "restaurant,"
can make words like "restaurant," "waiter," "waitress," "waiter," "waitress," "dessert," "course," and "drink." The
"dessert," "course," and "drink" challenging for them to teacher will demonstrate mouth movements, splitting
pronounce correctly. words into syllables, and saying them slowly for clarity.
Students will then repeat the words to become
2. Some inventions may have cultural connotations or may comfortable with pronunciation.
not be prevalent in their native language (L1). This situation
can a 昀 昀 ect the students' level of interest and 2. To capture the attention and increase the interest of
understanding. students, use di 昀昀 erent 昀氀 ashcards to introduce words
that are not common in their native languages (L1), show
3. Some students may participate more in the class due to short videos, incorporate storytelling, and create
their greater pro 昀椀 ciency in ‘’At the restaurant’’. This can interactive activities tailored to the children's levels,
result in students with less interest in ‘’At the restaurant’’ thereby enhancing their level of interest and
and lower self-con 昀椀 dence being left in the background, comprehension.
making it challenging for them to contribute.
3. To organize activities that allow students to share and
talk about their favorite interesting ‘’At the restaurant’’
to enhance interaction in the class and ensure equal
participation of every student in the subject.
Language analysis:
Lesson plan 150823
Downloaded by sharon karanja
Lesson Plan Vocabulary
Documents Text 1
1943243 752
,Name of the Teacher Date Level of the class Length of lesson
Edison Bajraktari 16.01.2024 pre-intermediate (A2) 60 minutes
Lesson Type:
Vocabulary
Lesson Topic:
At the restaurant
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- more pro 昀椀 cient in recognizing and utilizing ten new To strengthen their understanding of "At the restaurant"
English nouns related to dining out.”. vocabulary, students worked together in pairs or small groups
through various classroom activities and discussions. They also
2- practice using these words in easy sentences, saying them applied these vocabulary words in worksheets and conversational
correctly and making sure the sentences are right. exercises to reinforce their comprehension.
Target vocabulary:
Menu, restaurant, waiter, waitress, tip, bill, dish, dessert,
main course, drink
Lesson plan 150823
, Anticipated di 昀케 culties: Suggested solutions:
1. Students may 昀椀 nd it di 昀케 cult to pronounce certain words
in the target vocabulary, especially those with the /r/ 1. Using modeling, chorusing, and group activities, students
sound, because their native language, Chinese, lacks this will practice pronouncing target words accurately,
sound. Instead, they often substitute it with /l/ or /w/. This particularly those with the /r/ sound like "restaurant,"
can make words like "restaurant," "waiter," "waitress," "waiter," "waitress," "dessert," "course," and "drink." The
"dessert," "course," and "drink" challenging for them to teacher will demonstrate mouth movements, splitting
pronounce correctly. words into syllables, and saying them slowly for clarity.
Students will then repeat the words to become
2. Some inventions may have cultural connotations or may comfortable with pronunciation.
not be prevalent in their native language (L1). This situation
can a 昀 昀 ect the students' level of interest and 2. To capture the attention and increase the interest of
understanding. students, use di 昀昀 erent 昀氀 ashcards to introduce words
that are not common in their native languages (L1), show
3. Some students may participate more in the class due to short videos, incorporate storytelling, and create
their greater pro 昀椀 ciency in ‘’At the restaurant’’. This can interactive activities tailored to the children's levels,
result in students with less interest in ‘’At the restaurant’’ thereby enhancing their level of interest and
and lower self-con 昀椀 dence being left in the background, comprehension.
making it challenging for them to contribute.
3. To organize activities that allow students to share and
talk about their favorite interesting ‘’At the restaurant’’
to enhance interaction in the class and ensure equal
participation of every student in the subject.
Language analysis:
Lesson plan 150823
Downloaded by sharon karanja
