Ozge Aydemir Ozge Aydemir

Özge Aydemir, Vocabulary lesson
Elementary (A1) level


In this lesson, the meaning, form and pronunciation of the target vocabulary will be clarified. Ss will be provided with matching, gap-filling, listening and speaking materials to practise the vocabulary to be taught. Ss will be familiarized with the usage of there is/are as the sub-aim of the lesson.


Main Aims

  • By the end of the lesson, Ss will have been exposed to and practised the vocabulary related to living and public areas.

Subsidiary Aims

  • By the end of the lesson, the ss will have been familiarized with the TL of "there is / there are" in the context of "A Flat to Rent".


Stage 1- Warmer/Lead-in (4-5 minutes) • To activate schemata, set lesson context, engage students and to gauge ss' prior knowledge.

T shows diffenrent types of houses/flats on the board via OHP. T tells the class which one she would like to live in and why. T tells the class to work in pairs and tell their partner which one they would want to live in and why. T plays music to make the ss more comfortable and confident to talk. A couple of minutes later T stops the PW and there is W/C F/B.

Stage 2 - Matching activity (7-9 minutes) • To teach vocabulary by matching visuals with the words.

T demonstrates the activity by showing the HO and and modelling an example. T tells the class to go out of the classroom with their pairs and find the matching pictures with the words in the HO. The T monitors. F/B is given by showing the AK on the board via OHP. Ss check their answers. T drills torublesome words highlighting stress (C/D and ind. D.)

Stage 3 - Categorizing (4-6 minutes) • To reinforce the learning vocabulary stage

T pre-teaches the words "bathroom, living room, kitchen, street" by ECDW. T divides the class into two groups. T tells the ss to categorize the words and stick them in the correct category on the board. T gives each group half of the words. T models the task. Ss work in groups. T plays music while ss are engaged to the task and monitors. When they are done, there's W/C F/B.

Stage 4 - Revision of vocabulary through listening (7-8 minutes) • To go over the target vocabulary and familiarize with the target language.

T pre-teaches the words rent, bedroom and dining room by ECDW. To create context and as a prediction task T shows the picture of the listening text and asks guessing questions. "Are they friends? What are they talking about? What do you see on the computer screen?" T asks the ss to listen and complete the gaps individually. Ss listen and complete. T tells them to check in pairs. T monitors, then plays the recording again if necessary. T hands out the AK and she demonstrates to fold the paper. T asks the ss to practise the dialogue in their pairs. T monitors and notes down possible errors.

Stage 5 - Guided Discovery (6-7 minutes) • To clarify areas of the target language by using a text as a model.

T demonstrates and tells the ss to unfold their answer sheet. T tells the ss to complete the chart with the help of the answer key to the previous stage. Ss check answers in pairs. T monitors. There is W/C F/B. T drills sentcences to clarify the pronunciation, stress and the intonation of the TL. "There's a big living room. / There are two bedrooms."

Stage 6 - Controlled practice (5-6 minutes) • To provide ss with practice of the vocabulary and TL.

T guides the ss to ask and answer questions about the flat in the picture. T hands out the material. Ss ask/answer the questions about the flat using the target language. T monitors and notes down the errors for a delayed correction. Ss listen and check answers in pairs. A copy of the AK will be on both sides of the room, one on the window and one on the door. Ss will stand up and check from the AK for F/B.

Stage 7 - Freer Practice (4-5 minutes) • To provide further and less controlled practice of the target vocabulary.

T asks the ss to imagine they are new university student in İzmir and looking for a flat to rent. Each student asks questions from her/his partner to rent his/her flat.

Stage 8 - Delayed error correction (2-3 minutes)

T boards examples of errors and good usage of English and elicits the correct form of the errors from the ss.

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