CiSELT

Hin Hua High School

Assignment Title:

LANGUAGE AWARENESS- TEACHHING VOCABULARY

Assignment Number:

TWO

Name:

SASTINA SEBASTIAN D/O SUNDRAM

By signing this document, I declare this lesson plan is my own work. All material not my
own and subject to copyright has been acknowledged.
Signature:

Lesson Date:

Date:

9.9.2015

Lesson Time (Start /

Finish):
Skills Focus: (e.g.
Listening, Reading,
Writing, Speaking)
Systems Focus: (e.g.
Grammar, Vocabulary,
Pronunciation,
Functional)

Listening, Writing and Speaking

Vocabulary

Method of Observation:

Peer
Senior Teacher
Video / Self
Other
Please specify:

Observer Name:

Ms Malini

Observer Signature:

9.9.2015

CiSELT
Hin Hua High School
Lesson plan cover page
Brief description of
context
(time and length of lesson,
size of classroom, type of
furniture (fixed /
moveable), resources
available, etc.)

Time and length

The lesson takes place on Wednesday afternoon
at 10th and 11th period (1.55-3.05)- last lesson of
the day. This 70 minute lesson is usually left with
60 minute because students come from 4
different original classes and I give 3-4 minutes
break in between lesson.

Size of the classroom

It is conducted in the classroom named Argentina
at English Language Centre. Its quite spacious
and can fit about 35 students at a time. Of the
four walls of the classroom, one of it partially
made up of glass, one has windows all along the
wall and another is a whiteboard wall.

Type of furniture
The movable chairs with flexible table tops make
activities easier to conduct. The classroom is
installed with ICT projector and speaker. There
are also air-conditioners, which make the
classroom cool all the time.

Facilities used: the white board cum markers , cd

player

Brief description of
learners
(how many, age, English
level, special needs /
behavioural issues etc.)

My learners are Junior 3 students (J3 Canberra),

who are 15-16 years of age. There are 18 males
and 15 females-total 33 students in the target
class. They are basically from Chinese speaking
background who have little exposure to using the
language other than in the classroom. All of them

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Hin Hua High School
are using EIM3 course book which is the
elementary to intermediate level of (CEFR).
However 20% of the students find the book is
quite challenging. I have 5 slow learners in the
class-who always struggle during my lesson. I
also realized that female students are accounted
better practice on learning habits and keen to
learn attitudes compare to the male students.
One of the approaches to learning they typically
adopt is the surface learning approach. They see
course content simply as material to be learnt for
the exam purpose only. However, as they are
interpersonal in nature, they show great interest
in group work most of the time. Few of them in
class like to think out of box when it comes to
presentation which actually drives others to learn
and do better as well.
Majority of the students are well-behaved and
self-motivated. Hence, there are a few boys in
the class who show lack of interest in learning
the language. They tend to do other lessons
work during English class-which I have
reprimanded a few times.
Rationale

Brief description on the activity:

(brief description of the

new idea / activity you are
trying out and why you
chose it think of your
learners needs as well as
your own)

The activity chosen is Vocabulary Bingo Game.

Students work in group of 4 . Teacher divides
them into (Pair A and Pair B). Pair A writes the
words and cross out over the correct vocabulary
in the box (HO).Pair B take turn and call out the
vocabulary definition (from the green strips).
First pair to successfully cross out word in rowshouts BINGO and wins. Students continue the
game by exchanging their role.

The reasons I chose this activity:

1) Motivating, fun and energizing

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Hin Hua High School
Students reach the optimum level of absorption
towards the end of the day in school as they
come in as early as 7.25am daily. By
implementing this activity during the last
periods, the students will be motivated and feel
energized to participate.

2) Include various learning style

I find it interesting because it combines several
intelligences such as kinesthetic, interpersonal
and verbal linguistic on the whole.

3) Collaboration
It also enables my students to take greater role
in their learning of the language as they work
and share their views with their group members.

4) Teacher talk less

The very best thing I like about this activity is
that it fosters students autonomy which is
uncommon in a teacher-dominated class.
Students become active participant and take
control to their own learning. Hence, students
talk more than teacher.

How does the lesson fit

with syllabus /
timetable?
(e.g. what were/are the
aims of the
previous/subsequent
lessons?)

Based on the scheme of work (English In Mind 3)

the lesson selected for this class of students is
Vocabulary of personality adjectives (Unit
11:Love). The lesson before this is related to
vocabulary describing physical appearance of a
famous person. However students have built
prior knowledge on what personal adjectives and

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Hin Hua High School
nous are and how they used when they were in
Junior One itself.
The lesson is conducted mainly to check
students understanding of personality adjectives.
In subsequent lesson, students need to produce
written work (homework SB pg 84 Exercise f)
Learning outcome(s)
(what are the main
learning aims in terms of
grammar, vocabulary,
language skills of this
lesson?)

Materials and
references
(attach worksheets)

After completing the lesson the student will be

able :1. to enhance their knowledge in the lexical
field of adjectives of personality
2. to identify the meaning of the new lexical
by using a fun activity called Vocabulary
Bingo .
3. to use the lexical learned to talk about
their family members.
4. to develop skills of cooperation and
collaboration through pair and group work

1. English In Mind 3
2. Strips of papers (Matching activity)
3. Handout 1 (BINGO)

Anticipated problems
1. Students will be noisy and restless
2. Vociferous ones dominate the activities.
3. Students interpretation may deviate
4. Student may exceed the time allocated for
the activities
5. Some may just dont like the activities and
dont really want to develop one-to one

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Hin Hua High School
relation with their pair or group

Proposed solutions
1. T set up signals- Holding one hand in the
air, and making eye contact with students
is a great way to quite the class and get
their attention on me.
2. Not to let the vociferous one dominate the
class. T advice students in advance- to
respect and listen to others and take turns
as well.
1. Give and check instructions clearly and
carefully before the pair and group work
begins
3. Teacher has to have a stop watch to
monitor the time of each presentation

Please complete this Lesson procedure BEFORE you teach the lesson. Remember to include
enough detail for your assessor to understand what you plan to happen during the lesson,
especially what you will do (Teacher activity), what your students will do (Student activity)
and what the aim of each stage is.
Lesson procedure
Lesson procedure
Time

Teacher activity

Student activity

Interacti
on

Stage aim

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Hin Hua High School
3mins

Lead-in
Do
T stands in a central
position and waits until
she has Ss complete
attention.
T starts the lesson by
telling the ss that they
are going to learn
personality adjectives

T writes her name

vertically (SASTINA) on
the white board (WB)

To spark Ss
interest in the
topic of
personality
adjectives
T-S
-

Listening ,
writing &
speaking
Responding to
Ts questions

T instructs ss to copy
her name vertically in
their exercise book.

T reads aloud her

students journal (Please
see the attachment 1).
T-S
T gives sample for the
first letter S (write the
word sensible next to
the letter S)
Eg S- sensible

T asks ss to continue
with the following letters
while listening to T

CiSELT
Hin Hua High School
Instructions
1. Alright everyone, I
would like to share
one of my
students journal.
2. He has described
about teacher
using different
personality
adjectives.
3. Now, I want you to
listen carefully
and identify some
of the adjectives
which he has
written using
letters of my
name (SASTINA)
4. Once you have
identified, write
the word next to
the letters.

T calls Ss randomly and

writes their responses
next to the letters

T- S
-

Listening ,
writing &
speaking
Responding to
Ts questions

CiSELT
Hin Hua High School
T-S

3mins

Individual work
T asks ss to do the same Ss work
thing by using their
independently to
names.
write different
adjectives by
using letters of
their names

S- S

Instruction
1. Okay now, write
your name
vertically.
2. I give you 3
minutes. Use
suitable adjectives
to describe
yourselves by
using letters of
your names.
3. Please stop
writing once you
hear the bell
rings.

Listening &
Responding to
Ts questions

T- S

Contextualizati
on

CiSELT
Hin Hua High School
ICQ
1. What are you
suppose to do in
your English 1?
2. What are you
suppose to do
with your name?

Ans: Write my
name vertically
T- S
Ans: Write
adjectives that
describe me.
( based on the
letter of my
name).

Do
T walks around and
check Ss answers.
T helps Ss who struggle.
After 2 mins, T rings the
bell
and asks Ss to exchange
their books with their
partner.
T tells Ss that they are
going to learn few words
that related to
personality adjectives.

5
mins

Group work
(Matching activity)

Do
T puts Ss in group of 4
(8 groups total)

Ss exchange book
with their partner.
S- S

Listening and
responding to Ts
questions

T-S

To introduce
new
vocabulary

CiSELT
Hin Hua High School
T gives jumbled strips of
the words (personality
adjective)-in orange
colour strips and the
meanings in yellow
colour strips.

Match the words

with the meaning

T-S

T asks Ss to match the

words with the
meanings. (please refer
the Appendix: Figure2)
Instruction:
1. I give 2 minutes.
2. Work with your
group members
and match the
words with their
meaning.
Check Instructions
1. Are going to work
alone? (N)
2. What do you need
to do with the
strips?
Do
T walks around and
monitors students work.
After 2 minutes T stops
the activity.
T asks Ss to compare
their answers with other
group
Once they have
compared , T projects
the correct answers on
the screen

Listening and
responding to Ts
questions

Ans: No

Ans : Match the

words with the
meaning

T-S

CiSELT
Hin Hua High School
Ss compare their
answers with other
group
Ss check answer

S-S

Concept check
T highlights the words
and do concept check

10mi
ns

Responding to Ts
questions

Instruction
So, lets have a look at
the meaning of these 10
personal adjectives.

Well start with an easy

one

Bossy./bs/
Do they do things for
you?
Do they always tell
others what they

Ans: No
Ans: Yes

T-S

To ensure that
Ss have
understood the
meaning
correctly with
CCQs

CiSELT
Hin Hua High School
supposed to do?

Bad tempered
Do they often get
angry?
Do they have many
friends?

Determined

Ans: Yes
Ans : No

Ans : No

Ans : Yes

Do they change their

mind often?
Do they have strong
need to do something?

T continues to concept
check with other lexical.

Drilling
8
mins

T stands in central
Ss pronounce the
position and models
lexical chorally
each personal adjectives and individually
for Ss clearly and loudly.

T- S

Bossy

(gestures for Ss to
repeat chorally).

T asks random
individuals to repeat
until satisfied that Ss
can pronounce the lexis

T- S

To ensure that
Ss can produce
the target
language
intelligibly.

CiSELT
Hin Hua High School
correctly and naturally. T
repeats until all lexis
has been drilled.

2
mins

(Vocabulary Bingo
Game )
Bingo instruction

Listening and
responding to Ts
questions

T- S

Introduction to
the new
activity

Instructions:
1. We are going to
play something
new today. It is
called vocabulary
bingo game.
2. You are going to
work 4 in a group.
(2 pairs in a
group: Pair A and
Pair B)
3. Pair A writes the
words and cross
out over the
correct vocabulary
in the box (HO).
4. Pair B take turn
and call out the
vocabulary
definition (from
the yellow strips)
[explain the bingo rules
get 3 in a row ( either
across, diagonally and
up and down) o and say
BINGO!] [Demo on
WB]

Words become
brain cues to
help them
remember
information that
helps support
their
understanding
of the word
itself.

CiSELT
Hin Hua High School
Do:
Lets try it together.
[Demo on WB]
(A person who likes to
give order.) WB: Bossy
The first person to say
BINGO wins.

ICQ:
Pair A , what are you
suppose to write in the
box?
What are you suppose
to do after listening to
the meaning?
Pair B, what are you
suppose to do?
What do you say when
you get 3 in a row?

T-S
Ans: Words

Ans : cross out

Ans : call out the

vocabulary
definition

Ans : (Say
Bingo!)

CiSELT
Hin Hua High School
10
mins

(Vocabulary Bingo In
progress)

Ss perform the
task

Do

Writing, listening
and recalling

T walks around and

monitors the activity
10mi
ns

Freer practice
conversation activity

S- S

Review the
lexical they
have learnt
through game.

T- S

S- S

To help Ss use
the new lexis
in a
communicative
activity and
provide them
with an
opportunity to
experiment
with its use.

T S

Post Activity.

Instruction
1. I want you to use
lexical that youve
learned now to
talk to your
partner about
different people in
your family.
2. How their
personalities
similar or
different.

Ss find a partner
and start activity.

T monitors closely but

unobtrusively in case
discussion touches on
sensitive issues. If time
allows, T writes common
errors on WB, then
elicits corrections and
reasons from Ss

5 min

Break time

Ss take rest for

5mins

3 min

Homework.

Students mark the

CiSELT
Hin Hua High School
T asks Ss to do exercise
from students book pg
84 exercise f

page

CiSELT
Hin Hua High School
Please complete this Reflection AFTER you have taught the lesson detailed in your plan
above. Please give enough details to prove that you have understood what went well and why
(include evidence such as your learners reactions and how you know that they achieved the
lessons aims) and what didnt go well and why (include evidence such as your learners
behaviour and why any aims werent achieved).
Reflection
Reflection
What went well?
Why?
(refer to the learners,
learning outcomes and
stage aims, lesson
procedures, tasks /
activities and materials)

Manage to meet my objectives

I managed to meet my aims and conducted the
lesson according to the plan rather successfully.
By designing varieties and balance range of
activities which cater to my students needs and
intelligence I was also able to drag my students
attention into the lesson.
Students show active participation in the activities
Students were quite excited and enthusiastic
throughout the lesson. Hence, they enjoyed
Vocabulary Bingo Game session because they
were competing among each other to see who
wins the game. The students who seem to least
engaged in the previous lessons suddenly found
their place in the classroom..

Through cooperation (pair and group work)Activities went well

Matching and Vocabulary Bingo game activities
went well as I planned. Students were managed to
follow the flow especially for the Vocabulary Bingo
game as some of them were helping to elicit the
words by using facial expression and miming.
Through my observation, I also realized that
students were able to cooperate with their
classmates and peers and being able to share
their ideas and connect throughout lesson.

CiSELT
Hin Hua High School
Able to produce the target language accurately in
the speaking activity
Upon observing their speaking activity, I noticed
that majority of them were able to use the lexical
they have learnt to talk about different people in
their family.

Students feel the senses of belonging

The activities used in this lesson are mainly
students centered. Therefore students took active
participation in every activities throughout the
lesson. Naturally the class became more effective
because the students could feel that sense of
belonging.
What didnt go well?
Why?
(refer to the learners,
learning outcomes and
stage aims, lesson
procedures, tasks /
activities and materials)

Time-management
My biggest weakness is the Time-management- to
do a lot in a little amount of time especially during
the activity time can be quite challenging. Some
time I tend get excited and get carried away with
the activities. This is something I strive to improve
through my continued experiences in the class.

Giving instruction
I overlooked this part in lead-in stage. I assumed
that students understood my instruction and
started the activity without checking it which
eventually got messed-up a little during the initial
stage

Noise and cheating

Some students especially boys were quite noisy

CiSELT
Hin Hua High School
and not serious during the activity. They were
cheating during the activity by simply crossing out
the words.

Time given for speaking activity was not enough

I found that, the pace of the activities (especially
speaking activity) was too fast to half of themStudents like the activity but were a bit frustrated
not to given enough time to speak as long as they
could.

What changes will I

make next time?
Why?

Next time, I will make sure to follow my lesson as

it is planned and do not waste my time on
unnecessary task.

I will also make sure to check my instructions after

giving it, so that students will be more organized
and follow the flow of the activities without any
confusion.

Disruptive students- Identifying them in advance

and splitting them in different groups will help
them to maintain their discipline.

I will give more time for students during speaking

activity as it gives students the opportunity to use
the word they have learnt

It would be more productive to slow down and

then maybe ask them to make a card or poster out
of their notes about their families members and
put it on the classroom wall.

CiSELT
Hin Hua High School

Reflection Word Count

(must be between 450550 words):

548 words

CiSELT
Hin Hua High School

Assessment Criteria:
Assessment Criteria for Lesson Plans
1. Lesson plans
2. Understanding of learners needs in planning
3. The use of appropriate materials and resources which match lesson plans
Assessment Criteria for Reflection
4. Analysis of whether learning and stage aims were met and evaluation of lesson plan
5. Ability to reflect on the lesson and gain insight to improve performance in the future
6. The application of knowledge and skills gained from the workshops/units

Trainers/moderators comments, advice and suggestions

Result:
Trainers /
Moderators Name:
Signature:

Dat
e: