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Teaching aims include building learners’ awareness of target vocabulary, practising listening and using lexis, responding to teacher descriptions, and describing objects. Activities follow a clear progression: a secret bag engagement, worksheet-based recognition and board modelling, true/false standing game practice, partner speaking rounds, and structured feedback with pronunciation correction.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/esol-step-1-classroom-objects-and-colours-lesson-plan/490266/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/esol-step-1-classroom-objects-and-colours-lesson-plan/490266.png","ImageObject",300,407,{"name":92,"@type":93},"Rizky","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-01",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What are the main aims of this ESOL Step 1 lesson?","Question",{"text":113,"@type":114},"Raise awareness of lexis for classroom objects and colours, practise listening and using this lexis, listen to the teacher describing objects, and describe objects.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How does the “secret bag” engage students?",{"text":118,"@type":114},"The teacher shows the bag, students guess what is inside, then each student takes out an item, shows it to everyone, and the teacher names it (e.g., “Oh, it’s a red pencil”).",{"name":120,"@type":111,"acceptedAnswer":121},"How is pronunciation feedback handled in the lesson?",{"text":122,"@type":114},"The teacher notes mispronounced words during monitoring, highlights incorrect items in a different colour, elicits correct answers, models correct pronunciation, and asks students to repeat the words.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},490266,1791005028,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":19,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":52,"preview_page_count":4},962085564807,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Classroom objects and colours  \nLevel: ESOL Step 1  \nTime: 50 minutes  \nAims:  \n◗ To raise students’awareness of lexis for classroom objects and colours  \n◗ To practise listening to and using lexis from ESOL Step 1  \n◗ To listen to the teacher describing objects  \n◗ To describe objects  \nResources:  \n◗ Worksheet 1 — What did you see? (one for each student)  \n◗ A bag containing eight or nine of the classroom objects on Worksheet 1 — please note there should be three or four items on the worksheet which are not in the bag  \n◗ Enough classroom pencils, pens, books, paper etc for all your students to describe in the‘Practise with a partner task’  \n◗ A copy of Worksheet 1 for each student  \nPreparation  \n1. Put together a bag containing eight or nine of the classroom objects on Worksheet 1. There should be three or four items on the worksheet that are not in the bag.  \n2. Gather up lots of books, pencils, pens, paper so that all your students have classroom objects to describe.  \n3. Print enough copies of Worksheet 1 for your students — remember to edit it if you don’t have enough of the items on it. Put the class in pairs for the 2-person discussion .  \nIn class  \nEngage the students (10 minutes)  \n1. Show the students the secret bag you prepared for class and ask them to guess what’s in it.  \n2. Take a few suggestions, then tell the students they are each going to take something out of the bag. When they take it out, they must show it to everyone as the teacher says what it is, eg:‘Oh, it’s a red pencil’, then the next student takes something out.  \n3. Tell the students they must remember as many things that come out of the bag as possible. Spend about 6 or 7 minutes doing this. If the class is small, the bag can go around the same students two or three times. Tell the students they don’t have to know the word in English, they can remember the word in their own language if necessary.  \n4. When the bag is empty, give them a minute to memorise them, then put everything back in the bag.  \nFocus on target language (15 minutes)  \n1. Give the students Worksheet 1 and ask them to tick the items that they remember coming out of the bag. Then, they compare their answers with their partner.  \n2. Finally, go through each item on Worksheet 1, and ask if it is in the bag. If it is, confirm it’s correct, write the word on the board and model and drill the pronunciation several times. Then move on to the next one .  \nPractise (5 minutes)  \n1. Tell the students you’re going to show them the items from the bag again . Tell them to look at the item and listen to what you say about it. If it’s true, they stand up. If it’s false, they stay sitting down. For example, if it’s a blue pen and you say: ‘It’s a black pen’, they must stay sitting down. Every time a student gets it wrong, they are out of the game . The winners are the ones still in the game when you pull out the last item.  \n2. Make a mental note of any answers that students get wrong and spend a few moments modelling and drilling the full true sentence, eg‘It’s a blue pen’.  \n3. Draw the students’ attention to the connected speech between‘it’s’ and‘a’.  \nPractise with a partner (10 minutes)  \n1. Tell the students you’re going to show them the items from the bag again . Tell them to look at the item and listen to what you say about it. If it’s true, they stand up. If it’s false, they stay sitting down. For example, if it’s a blue pen and you say: ‘It’s a black pen’, they must stay sitting down. Every time a student gets it wrong, they are out of the game . The winners are the ones still in the game when you pull out the last item.  \n2. Make a mental note of any answers that students get wrong and spend a few moments modelling and drilling the full true sentence, eg:‘It’s a blue pen’.  \n3. Draw the students’ attention to the connected speech between‘it’s’ and‘a’.  \nFeedback ( 10 minutes)  \n1. Write down five or six things on the board which you noted down when monitoring. Give the students a","cbCaih9bSIUsnbFN","https://ap.wps.com/l/cbCaih9bSIUsnbFN","pdf",340603,"English","# Engage the students (10 minutes)\n# Focus on target language (15 minutes)\n# Practise (5 minutes)\n# Practise with a partner (10 minutes)\n# Feedback (10 minutes)\n# Extension activity 1: Additional vocabulary (classroom)\n# Extension activity 2: Grammar focus on plurals","[{\"question\":\"What are the main aims of this ESOL Step 1 lesson?\",\"answer\":\"Raise awareness of lexis for classroom objects and colours, practise listening and using this lexis, listen to the teacher describing objects, and describe objects.\"},{\"question\":\"How does the “secret bag” engage students?\",\"answer\":\"The teacher shows the bag, students guess what is inside, then each student takes out an item, shows it to everyone, and the teacher names it (e.g., “Oh, it’s a red pencil”).\"},{\"question\":\"How is pronunciation feedback handled in the lesson?\",\"answer\":\"The teacher notes mispronounced words during monitoring, highlights incorrect items in a different colour, elicits correct answers, models correct pronunciation, and asks students to repeat the words.\"}]","ESOL Step 1 - Classroom objects and colours - Lesson plan | PDF",1790835201]