Name of the Teacher Date Level of the class Length of lesson

Natasha Viljoen 4/4/2023 A1 Elementary 15 adults 60 minutes

Lesson Type:
Vocabulary

Lesson Topic: Family

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… worked in pairs
To use 10 new Family noun, to describe Family. and have had conversation about the new vocabulary and how
that relates to their Family.
Target vocabulary: Mother, Father, brother, Sister, Uncle, Aunt
Cousin, Grandmother, Grandfather, Family

Anticipated difficulties: Suggested solutions:

1. Some of the students might struggle with the vocabulary. 1. I will be using flash cards and pictures to help them connect
2. Some of the students might struggle to distinguish the the words to the relevant family members.
meaning of some of the vocabulary as some of the words 2. I will pay more attention to those students and help them
may not occur in the learners L1. understand the new vocabulary.
3. Some of the student might not learn as fast as other and 3. I will say the words clear and ask the students to repeat
will not be confident in their work. after me and use my CCQ’s to see progress.

Language analysis:

1 Lesson Plan
Language Item Meaning of the item How you will present meaning Concept Checking Questions Grammatical form Pronunciation

Example: Example: Example: Example: Example: Example:

huge very big, enormous using a picture of a mouse and What’s the opposite of huge? Strong adjective / hjuːdʒ/
an elephant to show large size Name a huge mountain.

1. Mother A woman in relation to her It is someone that is always there noun /ˈmʌðər/
child or children. for you and cleans and cooks for
you.

2. Father A man in relation to his  means the biological male noun /ˈfɑːðər/

child or children. parent of a child

3. Sister A sister is a relative that Someone who is always there for noun /ˈsɪstər/
shares at least one you.
parent with another child
or children.
4. Brother A Brother is a relative that Someone that will be there to noun /ˈbrʌðər/
shares at least one protect you.
parent with another child
or children.
5. uncle if you have an uncle, she  The brother of your father noun /ˈʌŋkl/
would be your dad's sister or mother or the husband
or your mom's sister of your aunt.

2 Lesson Plan
6. Aunt If you have an aunt, she the sister of your father or noun /ænt/
would be your dad's sister mother or the husband of
or your mom's sister your uncle

7. Cousin Your cousin is the child of  A relative descended from noun /ˈkʌzn/
your uncle or aunt. one's grandparent or more
remote ancestor by two or
more steps and in a different
line
8. Grandmother are the parents of a A female ancestor, a mother noun /ˈɡrænmʌðər/
person's father or mother of your mother or father

9. Grandfather are the parents of a a male ancestor, a father of noun /ˈɡrænfɑːðər/

person's father or mother your mother or father.

10. Family a group of one or more all the descendants of a noun /ˈfæməli/

parents and their children common ancestor.2 or more
living together as a unit people living in the same
house.

3 Lesson Plan
Stage Name Stage Aim Time Interaction Teacher’s procedure Students will…
Pattern
Example: Example: Example: Example: Example: Example:
Warmer To engage the 10 T-S Show pictures of 3 different sports – football (team), Students will identify the
learners in the minutes tennis (one vs one), marathon running (individual) lesson topic
lesson, to activate Ask students to discuss the advantages and Learners will use their
the learner’s prior S-S disadvantages of each type of sport previous knowledge to make
knowledge of the links to the topic
topic
Warmer. Greetings and 5 minutes T-S/OCFB Ask questions and learn who each student is and their Student will be more relaxed
Warm-up Mingle T-S interests. with each other and more
Activity - Sit in a S-S focused in class.
circle with the
students,
introduce
yourself,
Presentation: To provide 10 T-S A photo of a Family is presented to students; the Students will be able to put the
context for the minutes photo should include a fictional or real family in order correct vocabulary with the
Meaning. target language to provide context for the lesson. Ten new family correct individual.
through a PPT, Ss-Ss members are introduced through a PPT, with choral Students are to practice writing
and to practice and individual drilling of each word as: "sister" the words and practice saying
the target "brother" “aunt" “uncle" etc. Flashcard games to the new words of the target
language with practice the target language, a worksheet will be given language.
flashcards and to the students to practice the writing and spelling of
worksheets. each word.

Presentation: To clarify the 10 S-S MFP pattern is followed with each word. First, (CCQ)
meaning, form, minutes are asked to ensure correct meaning and spelling of Student will be able To
Form.
pronunciation of each word and that they understand the work that has provide clarification, review
the target been given. Second, form is introduced, students are and practice of family lexis in
language asked to copy the written form. the context of family.

4 Lesson Plan
Presentation: To enable the 5 minutes T-S Pronunciation, including the phonics and blends, of Students would be able to
pronunciation student to use the each word is thoroughly practiced. Teacher draws a provide accuracy and
correct family tree on the board and work sheets are fluency speaking practice in
pronunciation for presented with a family tree on, students are asked to a conversation in the context
each word. identify each family member. Two adjectives are of family, some of the
provided for each family member. 'Old, young, male, student might have
female'. problems with pronunciation
of some of the words. At
which time I will pay more
attention to those students.
Practice: To further 10 minutes S-S Students would have been given a page with a family Students are given the
Controlled concept check, tree and Gap-fill sentences, and student work in pairs opportunity to work in pairs
Practice. prepare students to fill in the gaps and M, F, P is practiced with family and talk about their family and
for the freer members with simple sentence structures. "This is my use the correct pronunciations.
practice ________.
Production: To provide 15 minutes S-S Provide a brief speaking practice students are asked Students work in groups and
Freer Practice. students with free to talk about their families. Teacher should write some Vocalize the roles of different
practice of the questions on the board to encourage SS to speak. family members, Define and
target language 'What's your uncle/aunt's name?' 'Do you have a recognize family, Draw and
and to identify son/daughter?' 'What's your write descriptor words for their
each family father/mother/sister/brother/grandmother/grandfather's family and share their works
member. name?' with the class.
________.
cooler For the students 5 minutes T-S I will show the student pictures and flash cards and Student will have learned a
to be aware of the OCFB elicit an answer from them. new vocabulary and feel good
new vocabulary. about them self and look
forward to the next class.
Lesson Rationale (700-1000 words):
You should cover: why you have structured the lesson in the way that you have, what each activity will contribute towards the learning aims and how this will be
achieved, other activities that you considered including and why you chose not to use them, what you would do if any of your activities didn’t work in the way you have
planned;

5 Lesson Plan
 1. Why the lesson was structured this way? I have structured the lesson in this way because it is the one thing that all the students have in common, it is also the
easiest topic for students to discuss in group and pair activities because it is something they all can relate to, furthermore, it is a topic that can be chosen in the
IELTS exam. This will therefore have given the students of having the advantage of having gone over some of the vocabularies. Family, as a topic, can allow
students to give opinions, and ideas as well as build a base for a common discussion. And the PPP structure gives students more freedom as the lesson progresses,
This serves as the perfect springboard for listening and speaking, as all students are from the same place and their L1 is the same language I can concentrate on all
of them as they will all be struggling with the same pronunciations as the alphabet in English is not the same as china, which would be making conversation and
listening easier for everyone, the use of family photos is to show the class what I am referring to when I am talking about family, flash card games are for the
students to recognise each family member separately, the use of the MFP in the Presentation Form and the freer practice is to teach them the meaning, form and
pronunciation of each family member, by the end of this lesson each student would have learned 10 new vocabulary words and would be able to pronounce it
clearly. Some of the student might not learn as fast as other and will not be confident in their work. In this case I will focus on the student that are falling behind
and get them to talk more but in a fun way, the point of my lesson plan is to get all of my students to feel comfortable and exited to want to learn a new
language.
2. How does each activity contribute towards the aims and how it will be achieved? The other topics can also briefly be discussed in the lesson to give the students
a bit more comfort in knowing that they have gone over as many possibilities for their IELTS exam as possible, I have decided to use Family instead of the other
subjects as Family is the one thing everyone has in common, and I decided on flashcards, Pictures, Worksheets, Gap-fill work sheets and questions to see what the
student has learned so I can focus more attention on the words they are struggling with in the next lesson. I have decided on the Family topic and not the others as I
felt like the topic “Family” is more personal and we can have a lot more fun with it.
3. What will happen if one or more of your activities do not go to plan? I will then put a video presentation of Family on and help them by spelling out and then
saying each word, and sounding out family Poems and easy books about Family, In the freer practice I will help as needed, they might have trouble with some of
the words as they don’t use some of the letters in their L1, to which I will then focus my attention more on the words they are struggling with and pronunciation of
the words. If needed I will spend more time one on one with each student and practice their MFP. This Vocabulary lesson is new to them) It teaches them how to
use new vocabulary in a sentence and how to pronounce each word, and the definition of each word) this can be very difficult for some of the students therefore I
am doing the lesson in the way I am, to help the students in a group manner and individually. i f students struggle to think of anything to say in the group
discussion, we will brainstorm some ideas on the board first, in order to give them some inspiration, the point of the family topic is to make the lesson plan fun
and exciting and would encourage the students to want to learn.
4. other activities that you considered including and why you chose not to use them … I have considered the other topics and decided that family is the most
suited for the group I’m teaching, I have also considered using songs and games but I felt that it was not age appropriate.
Bibliography (if needed):
Some Pictures and work sheets I got from Google.

6 Lesson Plan
Flash cards and some work sheets www.games4esl.com and http:/whatstheurl.com/

Materials (include all physical copies of the materials you plan to use in your lesson, referenced):

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