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

Ricardo Garcia Botello 08/21/2022 B1 60 minutes

Course you are taking: 120-hour TEFL course

Lesson Type: Vocabulary

Lesson Topic: Sports

Lesson Aims: Lesson Outcomes:

Students will be able to correctly write, pronounce and identify ten new By the end of the lesson, students will have interacted with one another about their
words used in sports. (Pitch, court, whistle, stadium, season ticket, favourite sports using vocabulary previously learned and mingle with each other
equipment, opponent, supporter, net, racket) with their newly learned vocabulary afterwards.
Anticipated difficulties: Suggested solutions:
Students who are more advanced might take over activities. I will pair students according to their level so shyer students can gain confidence
and feal more comfortable participating

I will wright words on the board with examples of the word used correctly in a
Students may have trouble pronouncing new words. sentence and say the sentence out loud so the students can get an idea of the
pronunciation and see and hear how the words are used correctly and gently
provide feedback to the whole class not singling any students out so they don’t feel
frustrated or picked on.

Group of students may be shy and not participate in lesson. I will include students in everything as much as possible like using the board and
call on different students to answer questions to make sure everybody gets a turn
and are encouraged to participate. Alternatively, I will provide prizes like candy to
students who participate and are more proactive and in consequence motivate to
have healthy competition and be excited to participate as much as possible.

Stage Stage Aim Time Intera Teacher’s procedure Students will…

Name ction
Patter
n
7 T-S Introduce the activity by telling the students about
Warmer To get the students minutes some popular sports, including words used in the Gain confidence by talking about their
engaged in the lesson sport like in soccer the main objective is to score a previous knowledge regarding the topic and
and start to get an idea goal on the opposite team’s goalkeeper and work when they talk to their classmates about
of what the lesson will together as a team and or MMA is a fast-growing their favourite sports.
be about. sport where two fighters use lighter gloves then in
boxing and fight in a cage.
Be comfortable talking out loud by talking to
T-S Ask students what their favourite sports are and ask one another and start to get an idea of what
them to share with their class mates by pairing their weaknesses and strengths may be and
 S-S students in groups and have them talk about their spark their curiosity of what they will be
favourite sports. For example, they can talk about learning in the lesson.
what they like about them? What the objective of the
sport is? How long they have been practicing it? It
can be a sport they enjoy practicing or watching or
the equipment used in the sport.
Presentati To get students to learn 8 T-S Present the ten new words by showing them pictures Talk with each other about why they think
on: the meaning of the new minute of each word including a number with the picture for each picture matches each meaning using
words and give them an reference. previously learned vocabulary.
Meaning s
opportunity to
memorize them by Divide the students into four groups, handing each Will think about each meaning and match as
seeing examples of group a sheet of paper with the definitions of the best as they can while being gently corrected
pictures of each new Ss-Ss new words (excluding the new word itself from the if necessary.
concrete word. definition) and have each group talk about what
definition they think matches with each picture

Walk around the classroom while closely listening to

each group as they speak to get an idea of each
students’ strengths and weaknesses

After students have discussed with each other with

previous learned vocabulary and matched each
definition with each picture as best as they can using
both pictures on the board and written meaning to
use when in doubt, ask one person of each group to
stand in front of the class and match each picture
with its corresponding definition.
T-S
After every person from each group has had a turn
correct the definitions if necessary and ask each
group what the correct definition is of the word they
may have made a mistake on to make sure they have
understood the correct definition.
Presentati To show students how 5 T-S Write each word on the board and simply show Students will see the words in written format
on: form the ten new concrete minute students how they are written correctly. which will help them memorize the correct
words are spelled spelling of each word
s
correctly After giving students a couple of minutes to see how
T-S the words are spelled correctly, erase the words from
the board and hand out a multiple-choice work sheet
to each student and have them select the word that
is spelled correctly.
Presentati To show students the 5 T-S Pronounce each word to the students’ giving Students will listen to the correct
on: correct pronunciation minute examples of the words in sentences to give context pronunciation and repeat it and learn the
of each new concrete and examples of how the new words can be used. correct pronunciation in doing so
Pronuncia s
word
tion Give extra emphasis on the syllabus of each word

Students will repeat the sentences also giving special

emphasis on the syllabus of the words.
Practice: To show students how 10 T-S Give each student a worksheet with a sentence used Students will write the correct word in blank
controlled the ten new concrete minute for each new word leaving a blank space which they space that corresponds to the sentence, in
words can be used will have to fill in with the correct word. Otherwise doing so they will learn how each word can be
practice s
correctly in a sentence. known as fill in the blank worksheet or gap fill text. used in a sentence

Productio 20 T-S Teacher will give students the freedom to use the Students will get a chance to have a casual
n: free To let students, use minute new vocabulary they learned by telling them there is conversation with each other using their new
and get comfortable no wrong answers or examples this practice is to get vocabulary.
practice s
using their new comfortable with the new vocabulary and to give Students will listen and share their new
vocabulary freely in a them a chance to use it in a casual conversation. vocabulary to their class mates in doing so
conversation. they will gain confidence in pronouncing the
Ss-Ss Students will be broken up into groups of three so new vocabulary out load and using it in a
they can role-play their own sentences and mingle conversation.
with each other using their new vocabulary, they can
use any new word, they can mix them up and use
more than one word in a sentence.

Students will choose to role play a job interview

where they are asked about their hobbies and
respond using their new vocabulary or having a
casual conversation with each other using their new
vocabulary
Cooler To give students 5 T-S Ask students random question about the new Students will get a sense of pride and
feedback on their newly minute vocabulary like what sport it can be used in, what is achievement by answering the questions
learned vocabulary and the meaning and what words were the most regarding the new vocab.
s
end the class on a challenging for them
positive note. Students will leave the class feeling confident
with new vocabulary and they will be able to
use outside of the classroom in their day to
day lives

Lesson Rationale (700-1000 words): Stricture of my Lesson plan

I structured My lesson using Present Practice and Production taught in the course because I think it is a good teaching method, Present Practice Production method
in my opinion is a good method to teach students of all ages because it includes practice and production which gives the students the opportunity to practice and
apply what they learned during the lesson. It is a simple yet effective way to teach using age and level-appropriate activities and assignments

How my lesson stages will contribute to my lesson aims

Some of the activities that will contribute to my aims in the lesson plan such as learning how the new vocabulary is written in the presentation phase of my lesson
plan by showing the students how it is written and let them memorize it and have them complete a worksheet this activity is effective because it helps students
learn how to write and use the vocab through visual association and practice. The part of my lesson plan that teaches students how to pronounce the ten new
words also in the presentation phase of my lesson plan is achieved by hearing how the words are pronounced and where the emphasis on the syllables is and then
pronouncing the words themselves while also emphasising the syllables. This activity contributes to my lesson aim by using auditive association and practice, they
will hear how the words are pronounced correctly by a native English-speaking teacher and repeat the pronunciation.
The part of my lesson plan that will teach students the meaning and how to identify the new vocabulary using visual association consists of showing the students
examples of each new word in picture form and giving them an assignment so they can match with the correct word with its definition. This helps students learn
the meaning of each word and how to identify them at the same time. By presenting meaning using visual association it helps all the students memorize the
meanings, particularly for students who are visual learners.

The activities in the practice part of my lesson are also helpful to accomplish my aims because it gives student the chance to put into practice what they have
learned in the presentation phase of the lesson. For example, the students learn how to write the new words in sentences by completing a fill in the blank work
sheet. This helps students learn how the word are structured correctly in a sentence by seeing written examples of sentences they can be used in and filling in the
blank with the correct new word.

The production phase of my lesson plan also helps accomplish the aims planned in my lesson because it gives students the chance to practice what they learned
during the lesson by having conversations with their classmates and using the new vocabulary in a free manner. This helps students gain confidence and experience
using the new vocabulary they learned with each other and also practice how they can use the new vocabulary in their day to day lives.

These activities are B1 English level appropriate because the students already have previous knowledge of the alphabet and pronunciation and word structures
which allow the teacher to present the lesson in English in comparison to beginner levels where students are starting or almost starting from scratch and have a
harder time structuring words and sentences and pronouncing them correctly

Activities that were considered

During planning my lesson, I considered using the new vocabulary words in written form when presenting meaning but opted to leave the new vocabulary in written
form out and use pictures instead because this way the students will learn to identify the words visually while also learning the meaning additionally, I would be
presenting the way the words are written in the phase were I would be presenting form and it would be better adapted to that part of my lesson plan. I also
considered using the scramble word worksheet but it was already used in the example essay and the fill in the blank worksheet adapted better to my lesson because
in addition to showing the students how the words are written they can also learn how the words can be structured in a sentence. I also considered including in my
lesson plan in my presentation and meaning phase bringing some of the new vocabulary in physically and passing them around the class so the students can feal
and touch the new vocabulary and possibly memorize the words more efficiently relating the meaning to the vocabulary by feeling and seeing examples of them. I
opted not to include the physical examples of my vocabulary because I don’t know if the school I will work for will have a budget for materials used in lessons or if
I might have to buy the materials out of pocket, also some of the new vocabulary would be impossible to bring into the classroom like a stadium.

Potential issues

If some of my activities don’t work as planned such as students not memorizing the new vocabulary through visual association I would first of all be very patient
with students to not make them feal bad or frustrated. I would make sure everyone is participation as much as possible if they are not already by calling on different
students to motivate them and give rewards as listed in the suggested solutions part of my lesson plan. If the presenting form part of the lesson douse not work
because students have a hard time pronouncing since it is new vocabulary, I would try playing recordings for the students were the words are being used, I may
also try roleplaying with students that have better pronunciation for reference instead of calling on students who are having a harder time. Students may also have
a hard time with the spelling of the vocabulary worksheet for that potential issue I will recommend for students to pronounce letter by letter to help with spelling.
Bibliography (if needed):

All images taken from google images.

Materials (include all the materials you plan to use in your lesson, reference if needed):
Definitions used from dictionary.com and dictionary Cambridge

1. to hurl or throw (something); cast; fling

2. an area drawn out on the ground that is used or playing sports such as tennis and basketball
3. to make a high sound by forcing air through a small hole or passage, especially through the lips, or through a special device
held to the lips
4. a large closed area of land with rows of seats around the sides and often with no roof, used for sports events and musical
performances
5. a ticket that can be used many times within a limited period and is cheaper than paying separately for each use
6. the set of necessary tools, clothing, etc. for a particular purpose
7. a person who someone is competing against in a sports event
8. someone who wants a particular team to win and might show it by going to watch the team play
9. material made of threads of rope, string, wire, or plastic with spaces between them, allowing gas, liquid, or small objects to go
through, or an object made with this material that is used to limit the movement of something
10. object used for hitting the ball in various sports, consisting of a net fixed tightly to a round frame with a long handle
He ______ the ball.

The ball was in his side of the _____.

The _______ blew signifying the end of the match.

They needed a huge _______ because there will be more than a hundred thousand people attending the event.

The _____ ______ will allow me access to the events the entire season.

All the _________ is always prepared for the athletes before the event.

The ________ will be hard but not impossible to defeat.

She is my number one _________.

A ______ is part of the equipment used in a tennis match.

The players should never touch the ___ in tennis.

1 6. A) season ticket
A) racket B) season tiket
B) raket C) season ticet
C) raquet

2. 7. A) stedium
A) net. B) stadium
B) nett. C) stadiom
C) nete
3. 8. A) wistl
A) Soporter. B) whistle
B) Supporter. C) wistle
C) Supporter.

4. 9. A) cort
A) Aponent B) court
B) aponentt
C) Opponent C) corte

5 A) equipment. 10. A) pich

B) eqquipment C) equiipment B) pitch C) pichh