SIT TESOL Certificate Course Lesson Plan Form

Teachers Name:

Adalberto Taveras

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?)

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

Level:

Upper-intermediate

# of Students:

24

Date:

Wed, Oct. 29th, 2014

1. I will use more effective CCQs

2. I will limit Teacher Talking Time

1. Be sure you have a vocab or grammar learning objective in an ECRIF lesson.

2. Model, Examples, CCQs
3. Make sure that when you have SS get in groups or mingle, that they actually mix differently each
time.
4. Avoid too much T-S eliciting, which gets just a few yelling over each other, while others arent
participating.

Reading strategies for skimming for main idea, scanning for detail, and recognition of text vocabulary; shift, lug, pretzel, blanket, fake

Main Objectives:
(What do you want the Ss to be able to do in the
final During task, to demonstrate their
comprehension)

SWBAT: Write a brief description of the characters of the story in order so they can tell their own experience about people
they meet on public transportation.

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

The concept and terminology of public transportation.

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.

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SIT TESOL Certificate Course Lesson Plan Form

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

In order to remedy / avoid this potential challenge I plan to

Go over the skimming exercise answer by CCQing their concepts. I will also demonstrate how to skim or read quickly.

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?)

If the students are successful at answering their exercises or need another chance to read.

Time

5 min

Framework
PDP
And stage objectives
(example: activate
schema, pre-teach
vocab, gist, outline,
specific details)
PRE

Activity, Procedure/Steps- describe the essence of the activity

What will the Teacher say/do? What will the ss hopefully say and do?

1.

Focus: S;
S-S; T; T-S

Materials/Aids
VAKT

Activity or task: Pair discussion

Activate Schema
FOWSAK

7 min

PRE

Teacher:
1. Post the questions for pair discussion: Do
you take public transportation? What kind
of people do you meet in public
transportation?
2. Model the activity.
3. After the pair-share, asks volunteer if their
partner takes public transportation, and
what kind of people he/she meets there.

Students:
1. In pair students discuss the questions.

2. Activity or task:
Vocabulary recognition.

T
S-S
T-S

Vocabulary
AT

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SIT TESOL Certificate Course Lesson Plan Form

Pre-teach
vocabulary

3 min

PRE
Predict

5 min

DURING

Teacher:
1. Model the activity
2. Pass out the vocabulary words
3. Lead short pronunciation practice of the
words
4. Complete the sentences with the words
5. Model with the whole group

Students:
1. Students will put the words in three
columns- Know / so-so / dont know
2. Discuss the dont know; ask for
clarification from peers or T
3. Practice pronunciation
4. Complete the sentences with the words
from the vocabulary
5. Check answers with a partner

Teacher:
1. Hand out text and asks them to fold it over
and look at the picture; think about the
vocabulary
2. Ask: what do you think the story is about?

Students:
1. Discuss in pairs

3. Activity or task:
Skim for gist

Gist
Teacher:
1. Post gist questions before Ss read
2. Give instructions to read fast for one
minute
3. Model reading first sentence of each
paragraph
4. Check answers after pair share
8 min

DURING

Students:
1. Read the questions
2. Skim the text for 1 minute
3. Pair share answers

4. Activity or task:
Read for main ideas

S-S

T-S
S
S-S

Text
VA

Multiple choice handout

VAT

Main idea
Teacher:
1. Give instructions for multiple choice:
model
2. Pass out hand out
3. Check answers after pair share

T-S
S-S

Student:
1. Read the questions
2. Read the text
3. Answer the questions as they read
4. Pair share answer

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SIT TESOL Certificate Course Lesson Plan Form

7 min

DURING

5. Activity or task:
Read for detail and write a description of characters

Details handout
VAT

Details
Teacher:
1. Give instructions and model writing a
description of one character
2. Give paper for students to write their
description of each character

9 min

POST

Students:
1. Read the text again and write down each
character description
2. Interchange paper with partners to read
other descriptions
3. Go back to text and correct if necessary

6. Activity or task:
Public transportation discussion

Creative expansion
on text
Teacher:
1. Model the discussion with Ss.
2. Ask Ss to sit in groups of four
3. Tell Ss to share what kind of people they
meet on public transportation? What they
think this people do for living?

Students:
1. Discuss with their partners the questions
2. Share with their peers their opinions about
the people they meet on public
transportation.

7. Activity or task:

Teacher:

Students:

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SIT TESOL Certificate Course Lesson Plan Form

8. Activity or task:

Teacher:

Students:

9. Activity or task:

Teacher:

Students:

Please add more rows if you need them!

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