+0
Hello to any that read this post,
I am currently working on an online TEFL course. I've passed several modules, I have 2 left. In fact the last two are called specialist certificates. So it's fair to say that I have a TEFL certificate PLUS several specialist certificates.
The problem is I'm wondering if I'm really good at this or not...????
I just submitted this lesson plan. It's for a "Teaching with Limited Resources module". It's an elementary level vocabulary lesson on kitchen items.
I don't have access to any kind of modern technology. In the classroom there's minimal furniture, rows of desks fixed to the floor and a blackboard. All students have pens and paper. The only materials I can use are my own personal belongings, students belongings or self made materials.
I am including the lesson plan I made up. Any comments or corrections would be much appreciated.
Thank you very much,
mzl14000


Age: Elementary

Lesson Length: 1 hour

Objective: Vocabulary lesson. Kitchen items.

Target Language: Stove, fridge, stove/ cooker. Sink, tap / faucet, cupboard. Dishes: plate, dish, cup,saucer, glass, mug, bowl, jug / pitcher. Knife, fork, spoon, teaspoon, whisk, grater, can opener/ tin opener. Teapot, kettle, saucepan, large cooking pot, frying pan, oven glove.

Structures: What is it? It's a glass. What do you do with a glass( it)? I drink with it.

Assumed Knowledge: Present tense. How to draw. How to make flash cards. Colors, big and small.

Animals. Structures, What is it ? It's a..., I'd like a... please.

Resources: Blackboard, pen and paper, flashcards of objects drawn by students in earlier lessons.

Pictures from magazines.

Preparations: Students were asked to bring kitchen objects from home. Teacher does the same.

Before the lesson the teacher puts the flashcards up around the room.

Stage 1: warm-up, I spy with my eye... The teacher stars game by miming a spy glass and looking around the room. « I spy with my eye something big and green. Students are in teams. The first to touch the correct flashcard and says the name and color wins a point for their team. 5

  1. Teacher pulls out magazine cut-outs of kitchens and asks « What is it ? » 1

  2. Introduce « THE KITCHEN » mmmm, with lots of enthusiasm. Repeat 'the kitchen' drill.1

  3. Still showing different kinds of kitchens,( keeping in mind the variety of countries and cultures). Students repeat kitchen and pass pictures along. 3

  4. Next the teacher takes out the object brought from home one by one, names the object, 'a cup'... students repeat. Drill individually and chorally.2

  5. Pass objects along and have students repeat the names of items.2

  6. Write on the board « these are things we eat with » next write the names of items on the board. Drill. Plate, dish, cup, saucer, glass, mug, knife, fork, spoon, teaspoon, bowl, jug.2

  7. Have students write the name of each item in their notebooks5

  8. Students share with the teacher their personal objects from home. They name them and are helped if necessary by the other students.5

  9. Now introduce things that we cook with. Point out a stove in magazine cut-outs. Teacher says, ' We cook in the kitchen ' students repeat.1

  10. Have a student come up and pull a cooking item out of the bag. Ask « What is it ? » Name it for the students. Drill.2

  11. Teacher names the objects and drills. Let each student have a turn pulling something out of the bag.3

  12. Write vocabulary on the board. » These are the things that we cook with » kettle, large cooking pot, saucepan, frying pan, grater, whisk, can opener, oven glove. 2

  13. Drill individually and chorally.2

  14. Have students write vocabulary in their notebooks.5

  15. Roleplay. Lets play house, half the students are going to be the cooks,( those that do the cooking) the other half are the children or those that set the table and do the eating.

  16. The cooks ues cooking items and set-up the kitchen on the floor in a corner of the classroom.

  17. The other half set the table on their desks.15

  18. Teacher monitors encouraging use of vocabulary and imagination.

  19. Homework. Watch their parents in their own kitchens.Draw their kitchens and name the items used to cook with and eat with. 2
Comments  
Hi, I'm not an ESL guy, but one little thing caught my eye, and it's actually not on your agenda. I don't think you should bend a preposition to fit your model. Students have to learn that prepositions make absolutely no sense and must all be learned individually. The key is, what's common usage - what's natural. (Sorry to beat around the bush.)
Anyway, IMHO, in my neck of the woods, we may ask the question, "What do we use a glass for?" (You may ask of any unknown object, "What's that?" "What's it used for?") But we don't usually say, "We drink with a glass." If we see someone pouring water from a pitcher into his empty soup bowl and lifting it to his mouth, we may well say, "Hey, use your glass to drink with."

True, it may be natural to say, "What do we use a glass for?" (reply) "To drink with." But I don't think it's natural to say, "We use a glass to drink with."

It's natural to say, "We use a fork to eat with." "We drink from a glass" is surely more natural than "We drink with a glass." Less true, "We use a glass to drink from" is more natural than "We use a glass to drink with." (Forgive me for going on and on about something you already know.)

Maybe it would be okay to describe an unusual application: "Hey, that guy's using his hat to drink with!"

"What is a glass" is a different question. Sure, everything must have a use. (really?) "What is a hole?" "A hole is to dig." Precious.

One thing I've learned from this site is that ESL students struggle and agonize over prepositions. (Aha, there I go - "struggle with," "agonize over.")

My point is, they're so hard to learn, I think we should bend over backward not to put something in their heads which is not 100% natural, just because it fits our lesson plan.

Anyway, I'd try to find a way to avoid saying, "These are things we eat with: plate, cup, glass." Perhaps, "These are things we use when we eat: etc." That way we avoid linking the preposition "with" to things which we eat/drink from.

Your example, "What do I do with a glass? - I drink with it," is less offensive.

We often hear an ESL student use a preposition in a way we instinctively know is rediculous, and ask, "I wonder where he got that?" (Let it not be from me.)

Hey, I'm sure many will disagree with me.

Best of luck with your teaching. Sounds like you're exactly on the right track.

- A.
Hi,

Have you submitted module 9? Was the lesson plan ok?

I am on module 9 now and would be greatful for some tips!!!

Thanks
Students: We have free audio pronunciation exercises.
Hi, nickydee,
mzl started two threads about a year ago, and we haven't heard from her since. Did you read her other thread?

http://www.EnglishForward.com/English/SimplePastLessonPlan/ghcwb/post.htm#536319
Hi All,

I am also on Mod 9 task 2 and have not yet submitted. I am doing the "asking and giving directions" option. If any one want to critique my plan before submission, please add me as your friend...... I will appreciated all helpful suggestions.

Cheers, Papa J
Hello

Actually I have submitted my task 1 of module 9 twice and my tutor has not approved yet. I guess I am not understanding the task fully.

I need to know about the target language and how we will practice that by using three games.

I can post my work to you. Can you point out where I am going wrong.

I will be thankful to you.

Please reply.

Regards.
Site Hint: Check out our list of pronunciation videos.
Hi Kanwal11

The term "target language" is presumably a reference to the specific grammar point(s) and/or vocabulary that is the focus of your lesson.

For example, if the target language of your lesson is the grammar of question formation, you might play a game such as "Twenty Questions".
Hello Yankee,

Thanks alot for replying.

Please have a look at my games and tell me that am I explaining them in the right direction, as my tutor is saying a BIG NO.

Three Games
The following three games can be used in the classroom.

a) Bingo
b) 20 Questions
c) Word Power

a) Bingo

Objective
To reinforce letter recognition skills, and phonics.

Skills
Listening and Speaking.

Level
Children (Beginners).

Age
4-5 years.

Duration
10-12 minutes.

Lesson Stage
We can set this activity as a warmer.

Seating Arrangement
Circle / Horseshoe.

Preparation and Instructions

a) Make a 3x3 bingo grid card, and fill the grid with random letters.
b) Prepare enough variations of these grids to make sure that one grid does not match the other.
c) Each student will pick out one grid card from the jar.
d) The teacher will call out a letter with phonics.
e) The student who has the same letter in his/her grid card will mark it out, e.g. If the teacher calls out a letter E, then the student will mark out the letter E. ( If it is available in the grid.)
f) The student who will mark out the letter at the first place will explain the sound of the letter or phonics.
g) The first student to complete the whole grid card will shout “Bingo”. He/she will be announced as a winner.
I) The winner will get the reward.

Monitoring
a) Teacher must ensure that the instructions have been followed during the game.
b) Correct phonics must be focused during the game.

Conclusion
This game also helps in teaching new words and vocabulary. It helps the students to learn and remember new words more easily.
This game involves friendly competition and creates the motivation for learners to get involved and participate actively in the learning activities.

b)20 Questions

Objective
a) To encourage creative thinking.
b) To establish ability in learners to formulate and ask questions.

Skills
Listening, speaking and thinking.

Level
Intermediate

Age
12- 14 years

Duration
5 minutes per round

Lesson stage
We can set this activity as a warmer.

Seating Arrangement
Group seating.

Instructions

a) Divide the class into two groups. Group A and group B.
b) The member of group A will think of a word from different categories such as objects, occupations, animals, fruits, vegetables, movies, and books etc.
c) The member of group A will write down the word on a paper and will hand it over to the teacher.
d) Group B has to find out the secret word by asking questions requiring a 'Yes' or 'No' answer. For example, if group A chooses a category such as an occupation, and the mystery word is a “doctor”, then group B can ask questions such as:
Group B- Does he/she act in the movies?
Group A- No.
Group B –Does he/she help sick people?
Group A- Yes.
Group B – Does he/she work in the hospital?
Group A- Yes.
e) The group who will answer the secret word within 20 questions will be declared as a winner.
f) We will repeat this activity again, where group B will think of a hidden word, and group A will have to disclose it.

Monitoring and follow up
a) To make sure that all the students in the class have understood the instructions and the rules of the game.
b) The teacher has to ensure that the word is not exposed to the opponent until the game ends.
c) The teacher must make sure that everyone in the class is actively participating in the game.
d) The teacher must focus on sentence structure, grammar, and pronunciation.
e) The teacher must explain difficult words, their meanings, and their correct use.

Conclusion
Asking questions have been considered as a strong indicator of knowledge and aptitude.
This game helps to develop speaking skill. It creates positive class communication which helps the students to surmount their doubts, fears and uncertainties by asking questions.

c) Word Power

Objective
To revise the vocabulary.

Nature
One team will say a word, and the other team will spell it.

Skills
Spellings and pronunciation.

Level
Intermediate.

Age
15-18 years.

Duration
25-30 minutes.

Lesson Stage
We can set this activity on a weekly basis, probably at the end of the week.
We can call it a “Vocabulary day”.

Seating Arrangement
We will divide the class into two groups seating face to face.

Instructions
a) Divide the class into two teams or groups, e.g. Group A and group B, with equal or nearly balanced number of students.
b) One member from group A will voluntarily ask the word.
c) Any member from group B will spell the word.
d) If the answer is correct, group B will get a chance to ask another word to the group A.
e) If the answer is wrong, members of group A will get the advantage to ask next word to any member of the group B.
f) One point will be given to the group/student for one correct answer.
g) One student from each group will mark the points.
h) Total words in this activity will be approximately fifty.
i) The group that will spell the most of the words correctly, will win the game.
j) The student who will answer the most correct spellings will be awarded as “The best speller of the week.”

Monitoring
Monitoring plays a vital role in order to conduct this activity in a balanced and neutral way.
a) Correct marking has to be done.
b) The teacher must ensure that every student is getting an equal chance especially the shyer ones.
c) The teacher must make sure that the spellings are correct or wrong.
d) The teacher has to ensure that students are correctly pronouncing each word and have an idea about its meaning, and its correct use in the sentence.

Follow up/ Conclusion
Quick follow up must be conducted at the end of the activity, in order to highlight the confused words on the board with their correct spellings, pronunciation and applications.