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Teaching Classroom Objects Vocabulary: A-2 Lesson Plan, Quizzes of Visual Sociology

McLennan Community College Visual Sociology

This lesson plan provides a detailed guide for teaching vocabulary related to classroom objects to a-2 level pre-intermediate english learners. It includes a clear lesson structure, vocabulary list, language analysis, and interactive activities like word scramble and flashcards. The plan aims to enhance students' vocabulary knowledge, pronunciation, and confidence in using the new words.

Typology: Quizzes

2024/2025

Uploaded on 03/29/2025

rebecca-parker-2 🇺🇸

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

Rebecca Parker 3-27-2025 A-2 Pre-intermediate 60 minutes

Lesson Type:

Vocabulary

Lesson Topic: Objects in the classroom (noun)

Lesson Aims:

By the end of the lesson, students will be better able to…

know, name, and write the correct spelling of 10 objects in the

classroom (vocabulary (NOUN)).

Target vocabulary: Dictionary, Pencil, Ruler, Scissors, Bin, Desk,

Bookcase, Rubber, Blackboard, and Shelf

Lesson Outcomes:

By the end of the lesson, students will have…

1. Learned 10 objects in the classroom (noun) by 100%

participation.

2. Discussed in groups between each other, have seen

flashcards of each object (noun) and have completed word

scramble assignment.

3. Played a game identifying the name of each object after

flashcard is shown to class.

Anticipated difficulties:

Include one relating to L1/age/level of the students and one for the

10 words (meaning, form, or pronunciation).

1. The pronunciation of a word like “Rubber” could be a

challenge for a student who primarily speaks Chinese,

because of the letter “R”.

Partial preview of the text

Download Teaching Classroom Objects Vocabulary: A-2 Lesson Plan and more Quizzes Visual Sociology in PDF only on Docsity!

Name of the Teacher Date Level of the class Length of lesson Rebecca Parker 3-27-2025 A-2 Pre-intermediate 60 minutes Lesson Type: Vocabulary Lesson Topic: Objects in the classroom (noun) Lesson Aims: By the end of the lesson, students will be better able to… know, name, and write the correct spelling of 10 objects in the classroom (vocabulary (NOUN)). Target vocabulary: Dictionary, Pencil, Ruler, Scissors, Bin, Desk, Bookcase, Rubber, Blackboard, and Shelf Lesson Outcomes: By the end of the lesson, students will have…

Learned 10 objects in the classroom (noun) by 100% participation.
Discussed in groups between each other, have seen flashcards of each object (noun) and have completed word scramble assignment. 3. Played a game identifying the name of each object after flashcard is shown to class. Anticipated difficulties: Include one relating to L1/age/level of the students and one for the 10 words (meaning, form, or pronunciation).
The pronunciation of a word like “Rubber” could be a challenge for a student who primarily speaks Chinese, because of the letter “R”. Suggested solutions:
Only the two students who are at the board and the one who showing the flashcards may be out of their seats. If things get out of control, we will stop the exercise and switch to a back- up exercise.

Due to this being a class of young students (11 or 12 year olds), they still may be excitable during the exercise where they have to circle the correct word on the board, even though they are pre-intermediate learners on the A-2 level. 2. Students will be shown how to physically mouth/ make sounds in each word. They will train their ears by listening how to make the proper sounds. Language analysis: Language Item Meaning of the item How you will present meaning Concept Checking Questions Grammatical form Pronunciation Use the IPA translator if needed Example: huge Example: very big, enormous Example: using a picture of a mouse and an elephant to show large size Example: What’s the opposite of huge? Name a huge mountain. Example: Strong adjective Example: / hjuːdʒ/
Pencil A pencil is used to with on a paper.
What do you use to write with?
Can you write on a paper with a pencil? Noun /pensl/

measure with a ruler?

Blackboard a large board with a that black or green that teachers use to write on. Flashcard 1. What does a yeacher write on?
Is a Blackboard large or small? Noun /ˈblæk.bɔːd/
Shelf a flat board, made of wood, fixed to the wall for things to be placed on Flashcard 1. What do you call a piece of wood attached to the wall that you put things on? Noun /ʃelf/

Dictionary A^ big^ book^ with many words and the meaning of them Flashcard 1. What is a big book used to search for words in? 2. Can you find this book in a classroom? Noun /ˈdɪk.ʃən.ər.i/
Bookcase a piece of furniture with shelves for keeping books on Flashcard 1. What can you use to put your books on? 2. Does the bookcase have shelves? Noun /ˈbʊk.keɪs/

Stage Name Stage Aim Time Interaction Pattern Teacher’s procedure Students will… Example: Warmer Example: To get students thinking in English, raise energy levels, and to activate prior knowledge. Example: 10 minutes Example: T-S S-Ss Ss-S Example: T provides a set of cards with words from the previous lesson. T divides Ss into groups. T instructs Ss to pick a card one at a time and describe their word for the group to guess. Example: Ss take it in turns to pick a card and then draw or describe the word to the rest of their group. The other Ss need to guess what the word is. Warmer To get students to engage and think about the topic in English. 5 min T-S 1. Thank the students for attending and welcome them to the class.

Encourage the students to discuss together the objects in the classroom.
Have class give feedback and write on blackboard. The students will discuss and name some of the objects found in the classroom. (nouns) Presentation meaning Developing student confidence so that they can use the newly learned Nouns more 10 min T-S OCFB
Class will set desks in rows.
All of the vocabulary (noun) will be written on the blackboard.
Will start with introducing
Students will answer.
Students will check against what they have discussed in the Warmer stage.

freely flashcards one by one showing all of the objects.

Encourage any one to identify objects while naming them on the flashcard (CCQ to confirm understanding).
Every time the student answers correctly, will show the description.
Always praise the students with every correct answer. Presentation form Demonstrate the correct spelling of vocabulary words (noun) 10 Min S-S, T-S 1. Give students the word scramble “worksheet” to complete (2 pages of materials).
The correct spelling of the vocabulary (noun) will be written on the blackboard during the presentation meaning stage. 1. Completion of the worksheets by students. 2. Students will check their answers against what was written on the blackboard. 3. Commend students for a job well done. Presentation To give the students ability to pronounce 5 min T-S, S-S 1.^ Using^ “Phonemic-Script”, teacher will correctly Teacher will use “Choral Drilling” to have students pronounce the

Production Will^ develop confidence in the students so that they can use the nouns more freely. 15 Min Ss-Ss, T-S 1.^ A class of 15 students will be divided into 3 groups of 5.

The students wil be instructed to use the group to discuss and think about which objects in the classroom they have learned about. When and how the object is used, and what the object is used for.
Monitor and listen to the groups as you move around the class. Take notes on what they are saying.
While listening to the students give feedback on the notes and what you hear during this phase of the assignment.
Commend students for their efforts. 1. Students will talk freely to each other about the objects in the classroom. They will discuss how, and when it can be used. What will it be used for as well. 2. Attempt to make students feel comfortable while working in this phase of the assignment. Cooler To go over and re cap the vocabulary and what the students have learned with the new words (noun). 5 min T-S OCFB-
Students will have a group discussion about the classroom objects they have learned. Guidance questions for them will be:

What is the object?
How can it be used and when will you use it?

Student will name the object shown by teacher.
Students will feel pride in learning the new vocabulary words.
The students will depart after the lesson is over feeling accomplished.

Why would it be used?
What is it used for?

Students will become more comfortable with the objects, each other and using the vocabulary. 4. Students will look forward to the next meaningful class. **Lesson Rationale (700-1000 words): Cover all the below points:
why you have structured the lesson in the way that you have?** I choose to use the ‘Presentation, Practice and Production” (PPP) structure because of some of the benefits for me. The PPP method will help me stay on track. It is easy top plan for with flexibility and logical progression. It is used in most classes and will help the students will become efficient in building new English skills. Presentation stage helps me integrate the meaning, spelling , and the pronunciation of the classroom objects over to my students. The practice stage helped my students to practice what they learned. The Production stage will encourage the student to produce by the means of activities by using the English they already know and integrate new words. 2. what each activity will contribute towards the learning aims and how this will be achieved? The teacher will use “choral drilling” to assist the students in proper pronunciation of vocabulary words (nouns). The students will also practice with the word scrabble sheets. They will check answers against each other’s. 3. other activities that you considered including and why you chose not to use them? I was going to use a different game where you use a fly swatter to hit the correct name of the picture on the blackboard, I decided to take a calmer approach in circling the correct answer as I felt with the age of the children and the excitement of the flyswatters hitting the board, it could distract from the lesson goal. 4. what would you do if any of your activities didn’t work in the way you have planned? I will stop activity and choose a more appropriate activity for the stage, that will be suitable in achieving the lesson aim and learning to take place I have also structured my lesson plan this way because:

By using the “Word Scramble” activity, it will contribute to the lesson aim. This will encourage the students to know the correct spelling of the classroom objects from the lesson they have worked on. The aim of the lesson will be achieved by the students writing the correct spelling of the “scrambled word” activity.

**- Presentation Pronunciation This activity will contribute to the lesson aim by using “choral drilling” and “phonemic script”. This will cause the correct pronunciation by the students.

Controlled Practice- The students will be able to name and identify objects due to the activity I have chosen that contributes to the lesson aim. In a controlled manner the students will use the “circle the word” game to achieve the goal. The activity will involve the whole class, which will aid them in pronunciation, the form, and understanding of the meaning of the classroom objects they have learned in the lesson.
Production- The activity guides the students a chance to practice the newly learned vocabulary (classroom objects) in a natural way. The students will do 90% of the talking as I move around the class monitoring the activity. The students will know what the object is there for, when it will be used and what it will be used for achieving the lesson aim.**

Cooler- The activity will identify “learning”, and the learning aim has been achieved. It will also help to recap lesson sessions to see if learning according to the lesson aim was achieved. I will stop activity and choose a more appropriate activity for the stage, that will be suitable in achieving the lesson aim and learning to take place. I thought about using real life classroom objects instead of using flashcard for the “presentation meaning” stage. This way the students can familiarize themselves with real-life objects instead of using flashcards. By using the flashcards, it will encourage the students to look around the room for objects such as bookcase, shelf, bin, blackboard, dictionaries etc. The students may struggle finding a ruler, scissors, or a pencil if it is not in their bag. So if this is the case I wont be able to use the class 100%. Bibliography (if needed):

**1. Pencil- https:www.oxfordlearnersdictionaries.com/

Desk- https:www.oxfordlearnersdictionaries.com/
Rubber- https:www.oxfordlearnersdictionaries.com/**

Look at the mixed letters. These letters make a word but are mixed up.

Move letters around to spell the name of the classroom object. ( Vocabulary (noun)

Word Scramble ilepcn _ _N_I _

ksed D _ _K rrbbeu _ _ B _ E _ errul R _ _ _ R

saceobok B_ _ _ C _ E nib _ I _ cssssiro S _ SS _RS

Flash Cards

FLASH CARDS

Pencil Desk Rubber