Classroom objects

Objective: By the end of the lesson the sts will be able to

name a set of classroom objects, correctly pronounce and spell the names (see

materials)

request classroom objects politely

Assumed knowledge: asking for personal information, simple question formation

Length of lesson: 60 mins

Extra resource file: /classroom_objects_lesson_resources.doc

Stage

Contents

Interaction

& timing

Warmer

Recap: asking for and giving personal information-

S-S, mingle

 Getting to know you board game

5-10 mins

Lead in

Memory game - classroom objects

Small

Groups,

S-S,

10 mins

Presentation

In the classroom; identify and label common things found in

Small

(meaning,

the classroom

groups, S-

form &

Sts work in groups and match pictures of classroom objects

S, T-Ss

pronunciation)

with their names

15 mins

Elicit names of classroom objects using pictures or

realia

Drill words one by one; Sts to put classroom objects in

alphabetical order on the wall

Elicit ways of asking for things in the classroom

Drill requests (i.e. Can I have a pen please?)

Practice

1.Sts to label classroom objects (stronger write full word;

(controlled)

weaker first letter- or graded activity-1^st easier handout,

S-S, SG

next the more difficult one)

15 mins

2. Sts to complete In the classroom crossword*

*Sts may never have seen a crossword before- clear

instructions please!

3. Sts to unscramble requests in small groups

With a partner; request and respond to requests for specific

classroom objects

Production

1.Play ‘Asking for things’ board game in small groups

S-S, pair

(freer)

2. Provide learners with bags of various classroom objects

work

or flashcards if more convenient and a list of certain objects

each e.g. 3 pens. 2 hole punches, etc. Learners mingle and

Mingle

ask for objects from their list to complete their bag. Time it

15mins

and make it into a race against the clock.

Homework

Make a two language poster with classroom objects using

the pictures from lesson (L1 and English names)

Classroom objects

TEACHERS’ NOTES

Stage

Contents

Interaction

& timing

Warmer

It’s important to start the lesson with a recap and a

S-S, mingle

lively activity. Depending on the group and pace you

5-10 mins

can use a timer or clap to change pairs.

Lead in

Group work is a good way to activate schemata.

Small

Divide class in teams give each team a set of

Groups,

classroom objects or flashcards. Arrange some

S-S,

classroom objects on a table, or prepare a set of

10 mins

pictures with various classroom objects, you can use

an SMART board if you have one. Let the sts look at

the objects for a certain amount of time e.g. 10

seconds, next cover the image/objects. The groups

have to recreate what they saw from memory. If you

do it against the clock- more competitive. Finally elicit

topic of today’s class.

Presentation

Let the sts work in groups to try and match the

(meaning, form

classroom objects with their labels, they will know

Small

some. Next check, feedback and drill pronunciation.

groups, S-S,

pronunciation)

You can vary drilling- whole class, one table, girls,

T-Ss

boys, everybody wearing green, etc.

Next have the sts mount the objects on the wall in

15 mins

alphabetical order using blue tac. Set time. To make

the activities a bit more dynamic you can set unusual

timings e.g. 7mins.

It’s important to have interactive presentations

where the learners take the lead and an active part.

Practice

There are various controlled practice activities, it s

(controlled)

important to grade them - start with more

S-S, SG

controlled. Use flexi stages- you might not be able to

complete all the activities, all depends on your group,

15 mins

pace, ability, etc

Production

You can grade production activities as well- from less

S-S, pair

(freer)

free to more independent ones. Mingling will help

work

with keeping the activity going.

Mingle

15mins

Homework

A creative and personalized homework. Learners can

practice the TL and share their L1 with the group.

Remember to mount the work in the following class,

even if it’s only for the class time (if you don’t have

your own classroom). It’s very important to promote

sts’ pride in their work. You can design an activity

around the posters in lessons to come (continuity and

revisiting) e.g. a questionnaire.