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Student Name: Jiayun Zheng Class: Foundations of TESOL

Date: 03/21/2019 Assignment: lesson plan

Instructor Name: Nichole LaPeer Standards/Format: 20-minute PPP lesson

CONTEXT
Level: __beginner__________________________________________________
Teaching Context: ___IEP_______________________________________
Student Age: __18 to 22____________________________________________
Skill: __vocabulary and grammar _____________________________
Topic: _around the place and furniture in the house _________________
Function: __ describe locations and items existing or not existing ________

RATIONALE

It is important for students to be able to talk about the existed items in a house and the

location around a building with “there be” sentence, so that they can describe the locations on a

map, describe the items in a house and give some directions in their surroundings. It is essential

for students to describe locations and items existing or not existing in a particular place and

acknowledge basic furniture vocabulary.

OBJECTIVES
1. Students will be able to match some words about furniture and home equipment with
pictures and complete the spelling of these words with their pronunciation according to
the reading material, with 90% accuracy.
2. Students will be able to accurately describe the items around the building on a map by
identifying the correct form of be verb (singular or plural and affirmative or negative),
with 90% accuracy.
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TARGET EXPRESSIONS OR MAIN TEACHING POINTS

1. _there be ___________________

2. _home-equipment words _____

SOURCES

https://www.ikea.com/us/en/

MATERIALS

Computer
Whiteboard
Whiteboard markers
Lesson plan
Timer
Power point

Lesson Plan Phases:

Warm Up
2 minutes

1. T asks students whether they have been to IKEA and what products IKEA has.

T: “Have you guys been to IKEA before?”

S: “Yes.”

T: “Did you buy something?”

S: “Yes.”

T: “Can you tell us what products IKEA has?”

S: “Cups, chairs, desks…”

2. T shows the picture downloaded from IKEA website.

T: “What can you see from the picture?”

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S: “Chair, desk, lights, etc.”

T: “How many chair in the picture?”

S: “One.”

T: “How many lights in the picture?”

S: “Two.”

T: “Can you see bed in the picture?”

S: “No.”

3. T introduces: “today we are going to learn some furniture vocabulary and how to

describe the locations of places and things on a map and in a house.

Presentation

2 minutes

T displays the pictures of microwave, refrigerator, table, stove and so on from the IKEA

website. T writes these furniture words on the board and asks students to repeat

pronunciation.

Direction: “Now I want to show you some pictures then you need to repeat how I

pronounce the vocabulary on the power point. For example, if I say cups, you need to say

cup too”

T writes the word on the board and asks students to repeat.

Practice:
2 minutes

T erases the words on the board and introduces next activity.

Direction: “Now I want you guys to choose correct vowels to complete the words.”
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Model:

T: “We need choose one from “a, e, i, o, u” to complete the first word. Does anyone have some

idea?”

S: “A. Bathtub.”

T: “Right.”

Comprehension check:

T: “Can anyone tell me the vowels we use for completing the words?”

S: “a, e, i, o, u.”

T: “Right. Now you have one minute to finish the exercise.”

T monitors students’ behavior.

T asks students to spell the words and pronounce them.

Presentation
6 minutes

1. T uses one whiteboard marker and says: “there is a pen.” T writes the sentence on the

board.

2. T points the students and says: “there are three students.” T writes the sentence on the

board.

3. T: “Do we have a bed in the classroom?”

S: “No.”

T: “There is not a bed in the classroom.”

4. T draws these two charts on the board and analyzes two “there be” sentences.

There + is + (not) +singular noun/ non-count noun+ (place/time)

There is +(not) singular/ non-count noun (place/time)

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isn’t

There is a pen

There isn’t a bed in the classroom

There + are+ (not) + plural noun/ count noun+ (place)

There are+ (not) plural/ count noun (place/time)

aren’t

There are three students in the class room

5. T presents the IKEA picture on the screen and says: “Let’s look at the picture we saw

earlier. Now we can use what we just learned to talk about items in the picture.”

T: “How many lights are in the picture?”

S: “Two.”

T: “There…”

S: “There are two light.”

T: “How about microwave? Can you find it?”

S: “No.”

T: “There …”

S: “There is not microwave in the picture.”

T: “Great.”

Practice:
5 minutes
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1. T passes out handout to students. Students need to write sentences according to the

map on the textbook.

Direction: “Let’s have a look at map. Write sentences about the village with there

is/are (or there is not/ there are not).”

Model:

T: “Let’s have a look at the example. Can you find nightclubs in the map?”

S: “No.”

T: “So what should we use?”

S: “Negative.”

T: “Is nightclubs singular or plural?”

S: “Plural.”

T: “So there…”

S: “There are not nightclubs.”

T: “Great. Let’s start. You guys have three minutes to write these sentences. Be

careful when you choose ‘there is’ or ‘there are’ and ‘there is not’ or ‘there are not’.”

T asks students to quickly check their answers with their neighbor then picks students to write

their sentences on the board and correct them as a class.

Production
7 minutes

1. T: “Now I want you to draw a map of your hometown and make sure that there

should be five things on your map and you need to label them.”

2. Before start, T shows a drawing map of San Francisco.

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T: “This is drawing map of Los Angeles. Is this an amazing map? I really want you to

have your own map. You can imitate the style of the map I show you or you can create

your own style. ”

Comprehension check:

T: “So how many items do you need to draw at least?”

S: “5.”

T: “Great! Then do you need to label them?”

S: “Yes.”

T: “Okay! Let’s start!”

While Ss are drawing the map, T walks around to monitor Ss and offer help when

necessary.

3. When students are about to finish, T says: “I will give you one more minutes then I

will collect your drawing.”

4. T collects students drawing and gives their map to other classmates randomly.

T: “Now I want you to write three sentences about what’s on the map you have and

two sentences about what’s not on the map with there be structure.”

Comprehension check:

T: “How many sentences do you need to write in total?”

S: “Five.”

T: “Great. Let’s start it.”

5. When students finish writing, T quickly divides students into pairs according to their

L1 and asks students to share their answers to their partners in a minute.

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6. When students finish sharing with their partners, T picks two students to share two of

their sentences to the whole class.

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IKEA picture

Map of San Francisco

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Practice
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