Name / Jiten / Week / 8 / TP No / 4
Length / 45’’ / Level / Upp-intermediate / Date / 07/02/2015
Class Profile
  • A group of 15-20 monolingual students in upper-intermediate level
  • They are keen, attentive learners
  • This lesson should introduce them to new lexis about Nature and Flora and stimulate their speaking skills

Primary Aim(s)
To introduce and explain new lexis revolving around plants and flowers and to practice topic related vocabulary.
Secondary Aim(s)
The L’s will
  • practise their speaking skills(speaking for fluency)
  • inference skills: guessing meaning through context

Personal Teaching Aims
  • Teach text related vocabulary and pronunciation of new lexis
  • Develop S’s speaking skills and oral fluency
  • To complete all activities within the time limit
  • To set up activities effectively
  • To give clear instructions

Source Aids/Handouts
  • Face-to-face upper-intermediate student’s book, CUP 2007—pp 42./ Unit 5B
  • T’s materials ppt and H/O’s
  • Data projector
  • Laptop
  • W/B

Anticipated Difficulties / Suggested solutions
Meaning /
  • Students may not know the meanings of some of the words.
/
  • Explain and ty to elicit the meanings of the TL with the help of pics and examples

Form /
  • Students may not know the plural forms of some of the nouns.
/
  • Explain and introduce the plural forms of unknown words with examples.

Phonology /
  • Students may not know how to pronounce some words as some sounds may not exist in Greek.
/
  • Model the sounds clearly and help the learners say the words using phonemes. Ask the S’s to repeat the correct pronunciation individually

Management /
  • Some activities might take longer than planned.
  • There could be a technical hitch. Projector not working
/ I will plan my lesson by adding some more minutes for each activity. I will also have an extra activity in case I have more time than needed. In case I run out of time, I will skip one activity and give it for homework. Make handouts of P/P presentation
Learners /
  • They might also have a problem with the meanings and plural forms of some of the words.
/
  • Pre-teach vocabulary and plural form of TL

Language Analysis Sheet (vocabulary)
Vocabulary item / Meaning / Form (irregularities) / Pronunciation / How will I convey meaning? / How will I check understanding?
HERB / a plant used for adding flavour to food or as a medicine / /hɜː(r)b/ / Pic/example / Can we eat them?
Are they used as medicines?
bulb / the part of a plant that is shaped like an onion from which a flower grows / - / /bʌlb/ / Pic/example / Does a flower grow out of it?
Is it shaped like an onion?
petal / one of the coloured parts around the centre of a flower / /ˈpet(ə)l / / Pic/example / Is it part of the flower?
Is it green in colour?
pollen / a powder produced by flowers / /ˈpɒlən/ / Pic/example / Is it a powder?
Is it inside the fruit?
vine / any plant with a long thin stem that grows along the ground or up a tree, wall etc / /vaɪn/ / Pic/example / Is it a tree?
Does it grow without support?
bush / a plant that is smaller than a tree and has a lot of thin branches growing close together / /bʊʃ/ / Pic/example / Is it a tall tree?
hedge / a line of bushes or small trees growing close together around a garden orfield / /hedʒ/ / Pic/example / Do we grow a hedge in the middle of a garden?
lawn / an area of grass that is cut short, especially in someone’s garden / /lɔːn / Pic/example / Does it have short grass?
Is it inside a house?
greenhouse / a building made of glass that is used for growing plants that need protection from the weather / /ˈɡriːnˌhaʊs/ / Pic/example / Is it made of stone?
Is it green in colour?
Do we use it to grow animals?
orchard / An area of land where fruit trees are grown. / /ˈɔː(r)tʃə(r)d/ / Pic/example / Do we grow vegetables?
Is there only one tree?
What do we grow?
Flower bed / an area in a garden or park where flowers are grown / /ˈflaʊə(r)ˌbed/ / Pic/example / Do we grow fruits?
Is it man made?
What do we grow?
roots / the part of a plant that grows under the ground through which the plant gets water and food / /ruːts/ / Pic/example / Is it above the ground?
Is it a part of the tree?
trunk / the main part of a tree that the branches grow out of / /trʌŋk/ / Pic/example / Is it above the ground?
Is it made of wood?
Is it the thickest part?
branch / a part of a tree that grows out of its trunk with leaves, flowers, or fruit growing on it / /brɑːntʃ/ / Pic/example / Is it a part of a tree?
Is it the thickest part of a tree
twig / a very small thin branch from a tree or bush / /twɪɡ/ / Pic/example / Is it fat/thick?
Is it a flower?
leaves / flat thin green part of a tree or plant that grows on a branch or stem / /liːvz/ / Pic/example / Are they orange in colour?
Are they above the ground?
Are they a part of a plant/tree?

Procedure of the lesson

Stage / Teacher Activity / Student Activity / Aim / Interaction / Time allocation / Materials used
Greeting / Introduce myself. Ask S’ if they remember me. Write my name on the WB in case needed. Ask them if they had a good week. / To break the ice / T-S / 1’ / WB
Lead in / T shows S’s a few pics and to get the S’s talking about the topic.
T asks the S’s if they have ever been to a park or garden? / S’s respond and try and guess the topic
S’s respond / To try and get the S’s guessing as to what today’s topic is.
To try and get them talking about gardens, parks..nature / T-S
S-T / 5’ / WB/PPT
‘’
Presentation / T asks the S’s to think of what words come to mind when thinking of a park/garden. T writes down the words on the WB.
T begins the ppt. shows pics and the phonemic transcriptions of TL. Gives meaning and asks the S’s to come and write the word.
T drills the S’s in pronunciation in a group and individually and clarifies the plurals of the TL.T checks understanding with CCQ’s / S’s discuss in pairs and in their respective groups.
S’s respond / To try and get the S’s to elicit the TL to be taught
To teach the meaning and pronunciation of TL associated with parks/nature / S-S
T-S, S-T / 3’
15’’ / WB/PPT
‘’
Practice / T gives a fill in the gaps exercise with the TL to be used. S’s do it individually and then discuss it with a partner. S’s then read out the answers and T gives feedback where ever necessary.
T give H/O for match the pic to the word exercise. S’s do it in pairs. Discuss the answers in their groups and come to the WB in their respective groups and write down the answers on the slide / S’s do the exercise individually and then discuss answers with partners.
S’s do the exercise and discuss answers / To make the S’s use the TL in a text
To check if S’s have understood and can match the word to the pic. / S-S
T-S
S-S / 5’’
5’’ / H/O
H/O, WB
Production / T divides the class into groups A and B. A lives in flat with a huge balcony. B lives in a house with a huge garden. T asks A and B to discuss amongst themselves how they would decorate their respective spaces. T draws a balcony for A and a Garden for B and asks S’s to come and landscape their respective spaces on the WB.
S’s from each group ask S’s from the other group a few questions or give a few suggestions on how they could have decorated their spaces better. / S’s discuss in their groups and then come to the WB and set up their respective spaces with inputs from other members of the group. / To get the S’s to talk using the TL and to see if they have understood. / S-S / 10’’ / WB

1