So I submitted this answer, I've passed everything first time round and got a confusing comments for this question.
Imagine you are going to teach the vocabulary of kitchen items to a pre-intermediate class of young adults. The classroom has minimal furniture, rows of desks fixed to the floor and a blackboard. All students have pens and paper. There are no textbooks or technical equipment available. The only materials you can use are those which you and your students own or which you have created with your own hands. Neither you nor your students have had the opportunity to use a printer or photocopier. Plan a 45 minute lesson. Remind yourself of the rules of lesson planning and include the following information:
Here is my answer and their comment:
1. Warmer: Ask the students do they like to cook? What do they like to cook? Where do they cook? Elicit the word kitchen and write on the board.
Revision of last lesson. Check homework (first in pairs, then as a class). T-S, S-S, PW, T-S 2mins
2. Intro: Ask the students to show you what they have brought in. See if there is anything different from what you have brought in yourself.
Choose a variety items to present to the class, and use your flash card to represent the remaining items you want to teach.
T-S 2 mins
3. Presentation: Mime and Elicit the structure. 'I eat with a ....', 'I eat from a .....' and 'I drink from a ....'. Elicit the correct related vocabulary from the students and write the words on the board. If the students have brought these items in get them all to hold them up together as you drill the word. Drill chorally and individually.
T-S, S-S 4 mins.
(Here I can draw each item such as a fork or a bowl easily and quickly beside the vocabulary, on the board, so that they can associate the word with the spelling.)
4. Presentation: Ask the students, what do you use to cook in the kitchen? Mime and Elicit the structure, 'I cook with a .....'. Elicit the correct related vocabulary from the students and write the vocabulary on the board.
S-T, T-S 3 mins
5. Mime and elicit the remaining structures, 'I keep food in a .......' and 'I use a ...... to wash my .....', using your flash cards for the remaining items. Feed the words not elicited such as 'refrigerator' or 'strainer'.
Drill Chorally and individually.
S-T, T-S 4 mins
6. Plenary: Write up the substitution tables on the board and review any doubts. 'I/you + eat/drink + from/with + a + object, etc.
T-S 3 mins
7. Drilling Activity: Say,'John, ask Mary…' and point to the structure /eat/drink/cook on the board. Control the activity by making sure they must not choose the same question in a row. what do you eat/drink/cook with? etc.
T-S, S-T 2mins
8. Activity: Round up the target language by eliciting the sentence, 'In my kitchen you can find a .....'. Go around the class and get them to name an item.
T-S, S-S 4 mins
9. Controlled Practice: Get the class to form a circle. Use the ball you have brought in to throw to each other. One student must name a kitchen item and the other say what it is used for. E.g One person will say cup, the next must say 'I drink from a cup'
S-S 5 mins
8. Plenary: Correct any mistakes you may have heard. S-T 2mins
9. Production: In pairs get the students to come up with a role play game, someone is cooking the other person has to tell them what to do, or they ask for what utensils they might need. T-S, PW, 4 mins
10. Production: Pick a couple of the students to act out the role play they have come up with. S-S PW 8 mins
Homework: Assign a short essay for the students. Get them to describe a dinner party they might have had, or a time they had relatives over for dinner. Describe who came, what was cooked, how the table was set. etc. T-S 2 mins
Comment: Please remember you should divide the lesson plan into 4 paragraphs - warmer/lead in, Presentation, Controlled practice, Production. Please redo with this structure and you have good ideas but please note:
Warmer/lead in (and anything before Presentation- including your introduction):
You cannot use target language of utensils here. Introduce the idea of the topic without using the target language (remember we only introduce target language in Presentation, not before),so without saying the names of the utensils. Just get them thinking about today's lesson so you could ask them for example what they like to cook.
Introduce target language thinking carefully how to do it so that it is very clear to students. Tell them the names of each object and drill.
This should be done individually or in pairs, not as a whole class. Here you need to make sure they know all the new words just taught for utensils, so I would use a gap fill or matching words and pictures of utensils.
a role play is fine as long as they use all the new words per role play. SUMMARY
Firstly I dont use the target language of utensils in the intro, I am merely stating how I am going to get the class started. I have also many times split the lesson plan up into more than 4 paragraphs if the order is still the same.
The tutor tells me I need to ask them what they like to cook. I think I did that? Controlled practice fair enough, did that wrong.
Any suggestions here?? How do you contact your tutor directly either?
Unfortunately you cannot contact the tutor directly. But to be honest I felt the same on my last assignment. I sent it in and reading the feedback it felt like the tutor didn’t even read the lesson plan. I had a second go, slightly changing things and changing the warmer and it turned out to be great.