SIT TESOL Certificate Course Lesson Plan Form

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Teachers Name: YASMIN GARDUO SNCHEZ Level: LOW BEGINNERS # of Students: 2 to 4 Date:
TUESDAY APRIL 29
TH

2014.

Action Points from previous teaching:
(Based on your own reflection, and feedback from
trainers and peers, what are two things that you will
try to do in this lesson to help your own learning as a
teacher?)
1. I will be aware to give clear instructions in order to students understand them and follow.

2. I will be able to include activities with involves all the students according with all of the learning styles: auditory, kinestesic, visual
and tactil.

What skill and content are you teaching? (Check
the main lesson focus; also provide details / list of
items)
Culture
Grammar/Vocabulary
Speaking Listening
Reading Writing

The use of verb to be in third person. is
The use of is in real context.


Main Objectives:
(What do you want the Ss to be able to do with the
new material that they couldnt do before?)
(there might be subsidiary objectives. Feel free to
include them.

SWBAT:
Describe some person whose Ss admire in order to using the correct form of the verb to be related with occupations.

Assumptions:
(What do your students already know what can they
already do in relation to todays lesson?)
I know / expect that my students are familiar with
Occupation/Pronouns

SIT TESOL Certificate Course Lesson Plan Form
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Challenges/Opportunities for Teaching:
(What will be new for your students? What aspects
of the lesson do you anticipate they might find
challenging / difficult?)

Make questions using the to be form is

Solutions for challenges:
(How will you avoid and/or address these problem
areas in your lesson?)

In order to remedy/avoid these potential challenges I plan to
Elicit the structure and provide them with examples in order to distinguish between questions and sentences.

Assessment:
(How will you assess to see that Ss are ready to
move on to the next stages of the lesson or have
reached the final learning objective?)

Being present in the class (notice students attitudes and development)
Clarifying their questions.


Time
Framework
ECRIF
And stage objectives
Activity, Procedure/Steps- describe the essence of the activity
What will the Teacher say/do? What will the ss hopefully say and do?
Focus: S;
S-S; T; T-S
Materials/Aids
VAKT


5 min.
ENCOUNTER

Eliciting Grammar

FOWSAK
1. Activity or task: Humming activity




T S
S - S

Visual and auditory

Teacher:
Ask Ss to humming songs in order to find out
the person who sings that song.
Students:
Take turns, in order to humming and find out
the performer.
SIT TESOL Certificate Course Lesson Plan Form
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5 min



ENCOUNTER

Eliciting Grammar

FOWSAK

2. Activity or task: Elicit the grammar point by using the picture


T S
S- S


Visual and auditory
Teacher:
Points to a person in the picture: Who is she?
Writes appropriate/correct answers on labels.
Students:
Guess. Call out answers.



5 min


ENCOUNTER
Eliciting Grammar
FOWSAK

3. Activity or task: Brainstorming about the previous discussion.


T S
S- S



Visual and auditory Teacher:
Writes on the board some ideas of the
brainstorming.
Students:
Give some ideas about the pictures.



10 min


CLARIFY

4. Activity or task:
Elicit the grammar point by using the picture

T- S


Visual and auditory Teacher: Pastes on the board some labels with
occupations.Writes on the board is she a
singer? Elicit the answer: Yes she is, Is she a
doctor? No she isnt.
Student:
Follow the model answer the questions with the
teachers support.
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10 min

CLARIFY

5. Activity or task:
Envelops. Find who is it?

T- S

S - S

Visual
Tactile
Kinesthetic
Teacher:
T gives one envelop to each person, they must
show to the others what the envelop contains.
Students:
Have to formulate questions: Is she a, Is he
a? in order to find out who is the person in
the enevelop.


5 min



REMEMBER
6. Activity or task:
Fill in the blank according with the pictures.


S - S


Visual
Tactile
Kinesthetic
Teacher:
Gives Ss fill in the blank exercises.

Students:
Volunteer to fill in the blanks
Match pictures to exercise




5 min


REMEMBER
7. Activity or task:
Play charades

S - S

Audio
Tactile
Kinesthetic
Teacher:
Divide Ss into small groups, if only comes 2
students, one versus the other.
Model how to play charades
Students:
Students: SMALL GROUPS
Will choose one card (which contains some
actor or actress picture) and act it out.
Other ss will ask (are you woman/ man, are
you a doctor, are you a singer?, )
SIT TESOL Certificate Course Lesson Plan Form
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5 min


INTERNALIZE
8. Activity or task:
Tell your partner who is at the phone.

S - S

Auditory
Tactile
Kinesthetic
Teacher:
Asks Ss to stand up and play who is at the
phone.
Give phones
Model activity
Students:
have to be back to back ask and answer
questions talking about a third person.
Conversation






10 min


FLUENCY
9. Activity or task:
Ss talk about her /his favorite actor, actress, football player, or any person who admires.

S - S

Auditory

Teacher:
Ask to take turns to talk about someones else.
Students:
Ss stand up and talk about in front of the class
who is the person they admire and give
characteristics.







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LANGUAGE ANALYSIS for lesson planning
TARGET LANGUAGE: VERB TO BE (IS)
Aspects of FORM that are important to consider (both written and spoken):
Positive: personal pronoun+verb to be+ complement
Negative: personal pronoun+ verb to be+ not+ complement
Interrogative: verb to be+personal pronoun+ personal pronoun
MEANING: What does each piece of target language mean?
Verb which expresses what the third person is.
List at least 4 comprehension checking questions (yes/no, either/or, example, short answer, then definition if possible!)
for the meaning of this language point:
1. Do we use "is" for third person (singular)?
2. Are we going to use am or are?
3. Do we use do not for negative sentences?
4. What tense are we learning?

USE (When is this appropriate or not appropriate? Compare it to language that has a similar meaning. When do we choose to use
this form? Why?)
We use present simple tense with third person (is) to get and give information from other people
Challenge point: What is most challenging (F, M or U) and why?
In my opinion I consider that students will have some troubles to traslate the verb to be into questions.

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List 3-5 potential and/or typical mistakes/challenges that ELLs might make/have when learning this particular language point.
1.- He is a singer?
2.- He is shakira
3.- Is she Vicente Fernandez?
What are you going to do to help learners deal with these challenges?
1.- provide repetition
2.- give examples
3.- explain the use of verb to be (is) in the three forms
FLUENT USE: List two potential real world activities / situations / contexts in which the learner might use this kind of language:
1. Students will describe his/her favorite actor
2. They will form some questions about the given pictures

TASK DESIGN: List 6 practice activities that go from controlled to free practice Include both form and meaning (use if applicable)
that could help the learner internalize this language.
1.- Humming a song to find out who perform it
2.-Brainstorming about the singer information
3.- Find who the person is
4.- Talk in the phone simulated a third person
5.- Play charades
6.- Description of his or her favorite singer

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VISUALS: Drawing/diagram/chart of two different ways to present the form and/or meaning of the language point on the board or on
posters. (Feel free to do this on another sheet of paper and attach it here!




KATE WINSLET













ENGLAND

SIT TESOL Certificate Course Lesson Plan Form
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I nitial Reflections on Classroom Practice
TheSI T TESOL CertificateCourse

Please answer these prompts and questions for each lesson you teach during the course.
Write your responses the first 10 minutes of the feedback session. These reflections are meant to help prepare you for the discussion and to support you
during the discussion. These are your notes and can be hand-written. Please attach your initial reflections to each lesson plan and keep them with trainer
written feedback in your portfolio.
Name: YASMIN GARDUO
SNCHEZ
Level of Class
LOW BEGINNERS
ECRIF Speaking Grammar
PDP Listening Reading
Writing Culture
Date
April 29
th
2014.
Number of Students
3 Students

My initial feelings on the lesson Ive just taught.
At the very beginning I was stressed because I did not know how many students I was going to have; however despite I only had Two
students I was very self- confident and I supposed that I created an environment of confidence and I develop all my activities in order
and on time, I think that my class was successful, however I am not totally sure about the last activity, I have already gotten the
fluency of my classmates, and in order to check if the topic was totally clear I did other activity to remember and again the fluency
phase.
KEY MOMENTS

What I planned to do.
What actually happened.
(What the students did/said, what I
did/said)

What I was feeling and thinking at the time.
SIT TESOL Certificate Course Lesson Plan Form
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Humming Activity
Ss have to hum a song and the
other students have to guess
what song is.
Ss have to talk about his / her
favorite singer in gallery









Ss didnt do humming
activity because in the
example given by the teacher
they couldnt who sings the
song.
Ss performed the situation
better that I expected. They
were able to ask and answer
questions using the form to
be is.

I felt that I have to change my activity in
order to create a comfortable moment.

I felt very proud and I hesitate about doing
another activity or if it was enough with that
fluency activity.

What did the students learn and how did they show me they learned it?
Ss have to ask and answer questions with the form to be in third person, they showed me that this topic was effectively learnt
when they perform the fluency activity in the art gallery and were able to use the target language.
What were the objectives of the lesson? How well did the students achieve them?
The objective of the lesson was that Ss will be able to talk about some singers that they found in a gallery.
Ask and answer questions with the form to be is
In my opinion the Ss achieve very well this session, because trough the scaffolding of the class they were able to identify the
SIT TESOL Certificate Course Lesson Plan Form
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differences between do a question and make an statement.
Things that I think effectively served students learning in this lesson:
TPS. Ss will be able to reflect about what they will do next, sharing information with a partner always create a comfortable
situation.
The context of a real situation: Ss noticed that the topic will be useful in their lives.

Things that are puzzling me from this lesson:
The fact that I was afraid that Ss didnt understand the humming activity and I have to change it, I will have chosen a different
singer instead Shakira.
To ask Ss questions and pretend that they give me the answer in Spanish.

What Ive learned from this lesson about facilitating learning:
Sometimes teachers expect that their Ss answer in the way they have already planner, however as human beings answers will
vary and we have to be able to change the activity in order to achieve our students development and learning.
Questions / Issues/ puzzles I would like to get feedback on and/or to discuss and/or think more about
How will I encourage to my Ss to answer a question without afraid them?








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PDP LESSON PLAN
Teachers Name: YASMIN GARDUO SANCHEZ Level: Low- Beginner # of Students: 6 Date: Mon, May 5
th
2014

Action Points from previous teaching:
(Based on your own reflection, and feedback from
trainers and peers, what are two things that you will
try to do in this lesson to help your own learning as a
teacher?)

1. I will acknowledge the previous learning of the target language.
2. I will balance the time of each activities in my lesson plan in order to give almost the same time to each activity.

What skill and content are you teaching? (Check
the main lesson focus; also provide details / list of
items)
Culture
Grammar/Vocabulary
Speaking Listening
Reading Writing


Reading activity of illnesses and the home remedies of each one.


Main Objectives:
(What do you want the Ss to be able to do with the
new material that they couldnt do before?)
(there might be subsidiary objectives. Feel free to
include them.

SWBAT: Placing pictures of home remedies according with the illnesses in order so that they can tell their own home
remedies for each illnesses.



SIT TESOL Certificate Course Lesson Plan Form
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Assumptions:
(What do your students already know what can they
already do in relation to todays lesson?)
I expect that my students are familiar with
The concepts and terminology of illnesses and home remedies.

Challenges/Opportunities for Teaching:
(What will be new for your students? What aspects
of the lesson do you anticipate they might find
challenging / difficult?)
They might want to read and understand every word for the skimming exercise. It could take two times for them to skim it.
They might find the word cough blurry.
Some students might have different cultural home remedies.

Solutions for challenges:
(How will you avoid and/or address these problem
areas in your lesson?)
I will introduce any difficult vocabulary in the pre stage, including illnesses as (cold, flue, fever, cough, insect bite) in order to activate
schema on the idea of illnesses and home remedies.

Assessment:
(How will you assess to see that Ss are ready to
move on to the next stages of the lesson or have
reached the final learning objective?)
I will monitor their group work and include body language on activities where they will place words or pictures in the right place. This
will show me how well they have managed to understand the concepts and the reading.

Time
Framework
PDP
And stage objectives
Activity, Procedure/Steps- describe the essence of the activity
What will the Teacher say/do? What will the ss hopefully say and do?
Focus: S;
S-S; T; T-S
Materials/Aids
VAKT



5 min


Pre
Activating schema
2. Activity or task:
Look at pictures of illnesses and talk about the pictures in pairs for 30 seconds.

T-S

Visual
Tactile

Teacher: Show the pictures.
Ask the students to discuss in pairs what they
see in the pictures.
Students:
Discuss the pictures in pairs.
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5 min



Pre
Encounter
2. Activity or task:
Introduce vocabulary words on flashcards. Ask them to place the word either on the tick or the
cross to indicate 5 illnesses: fever, cold, flue, insect bite




T-S
Visual
Tactile
Key vocabulary
Fever
Cold
Flu
Insect bite
Cough
Teacher:
Hand out the flashcards to the students.
Ask them to stand up and try to guess which
pictures corresponds with each words
Students:
Receive handouts of the key vocabulary.
Have to find a partner according to each illness.



10 min


Pre
Clarify
3. Activity or task:
Explain what the pictures means. Then ask students to repeat the words.



T, T-S


Audio Teacher:
Explains what the words mean.
Ask students to repeat words.
Students:
Repeat the words after the teacher.




5 min


Pre
Remember
4. Activity or task:
Placing pictures of home remedies according with the illnesses.



T-S



Visual Teacher: Write the words on the board and
hand out the pictures for the students to place
in the correct place.
QQC- Where do you place the words?
Student:
Place pictures next to the word they are
associated with.
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5 min




During
1
st
Reading
5. Activity or task: Reading
Grandma Knows best
When you have a minor health problem, do you usually do? go to the doctor, get something from
the drugstore or use a home remedy.


T-S


Visual
Audio
Teacher:
Writes the following questions question on the
board for the students to answer.
Go to the doctor
Get something from a drugstore
Use a home remedy
CCQ the word health problem.
Asks them to read the text for the first time for 1
minute.

Students:
Look at the question and read the text for the
1
st
time.




5 min


During
2
nd
reading
6. Activity or task:
Sequence of illness according the reading.



S -S


Visual
Kinaesthetic
Tactile
Teacher:
Give students the illnesses on flash cards
Ask them to read the text a second time for a
minute and a half.After they have all read it tell
them to begin the matching activity.
Students:
Read the text for a second time.
Match the pictures with the words on the board.
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5 min





During
3
rd
reading
7. Activity or task:
Look at the questions, read the text for a 3
rd
time and then answer the questions. True or False
1. Hot chicken soup is good for a cold T F
2. Meat tenderizer helps an insect bite. T F
3. Ice is good for a burn. T F
4. Honey helps a cough. T F
5. Hot liquids are good for indigestion. T F
6. Warm milk helps you go to sleep. T F






S - S




Visual
Teacher:
Hand the students the questions to the reading.
Ask them to read the text for the 3
rd
time for 2
minutes and then answer the last questions
and compare them in pairs once theyve
finished.
Students:
Read the questions.
Read the text for the 3
rd
time.
Answer the questions and then compare
answers in pairs.




5 min



Post
8. Activity or task:
Discuss the home remedies that you use for cold, flu, insect bite, cough, indigestion.
S Kinaesthetic
Audio
Teacher:
Tell the students to discuss the illnesses and
their home remedies in their towns
Students:
Discuss in pairs the illnesses in their area.


SIT TESOL Certificate Course Lesson Plan Form
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Resurces:
Richards Jack C. Interchange 1 English for international communication. Cambridge University Press 1990.

I nitial Reflections on Classroom Practice
TheSI T TESOL CertificateCourse

Please answer these prompts and questions for each lesson you teach during the course.
Write your responses the first 10 minutes of the feedback session. These reflections are meant to help prepare you for the discussion and to support you
during the discussion. These are your notes and can be hand-written. Please attach your initial reflections to each lesson plan and keep them with trainer
written feedback in your portfolio.
Name: YASMIN GARDUO
SNCHEZ
Level of Class
LOW BEGINNERS
ECRIF Speaking Grammar
PDP Listening Reading
Writing Culture
Date
May 7
th
2014.
Number of Students
5 Students

My initial feelings on the lesson I might said were of uncertainty because it was the first time not
only that I was going to use the PDP but also that I was going to develop the reading skill, I am
Childrens teacher in my country; my students dont know how to write which I only use speaking
activities with them, and it was very difficult for me to go further than only speaking, but I read a lot
about the method and paid a lot of attention to the samples and with my team support I develop a
very good lesson and my students complete the SWABAT, which make me feel very successful.


SIT TESOL Certificate Course Lesson Plan Form
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KEY MOMENTS
What I planned to do. What actually happened.
(What the students did/said,
what I did/said)
What I was feeling and thinking
at the time.

I ask Ss to look at pictures
of illnesses and talk about
the pictures in order to find
out what of them already
know.


Placing pictures of home
remedies according with the
illnesses.


Ask them to read the text
for the 3
rd
time for 2
minutes and then answer
the last questions and
compare them in pairs once
theyve finished.



Ss did not recognize any of
them and I have to
introduce the words and
elicit pronuciation.


Ss were able to learn the
five words, however one of
the pictures was confused
and they could not relate
one of them with the home
remedy.


Ss have to read two more
times that I expected to
solve the task and I have to
give them support.

That get into the fluency
activity would not be
further as I expected and
that the reading would be a
trouble.

I felt worried because of my
students confusion and I
realized that the pictures
should be very clear about
the meaning to avoid
confusions.

It might me reflect if the
task was a bit hight level for
them or perhaps I will had
add one more activity.



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What did the students learn and how did they show me they learned it?
Ss were able to share in the group at least two home remedies to some illnesses as chicken soup for flue,
warm milk for insomnia etc.


What were the objectives of the lesson?

SWBAT: Match the picture with the home remedy in order so that they can tell their own home remedies for each illnesses.
How well did the students achieve them?
In my opinion all the students complete the SWABAT and they learn it very well. The objective of the lesson was
that Ss will be able to give some remedies they use to do when they have a minor health problem, and they could
give me between two to three home remedies.

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Things that I think effectively served students learning in this lesson:

The realia, in order to internalize the topic.
TPS. Ss will be able to reflect about what they will do next, sharing information with a partner always create
a comfortable situation.
The context of a real situation: Ss noticed that the topic will be useful in their lives.


Things that are puzzling me from this lesson:
The flashcards were a bit confused and Ss misunderstood one picture which will have a different
connotation.

What Ive learned from this lesson about facilitating learning:

The flash cards and handouts must be very clear and specific in order to avoid misunderstandings.

Questions / Issues/ puzzles I would like to get feedback on and/or to discuss and/or think more about
I realized that my students woul complete the SWABAT successfully, however I would like to know a bit more
about:
How many times are students allow to read?
Do the questions must be answered orally? Or writing?




SIT TESOL Certificate Course Lesson Plan Form
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