Working towards Teaching Practices

Appendix 2

Teacher Training Course | Lesson Plan

Date:

August 9th, 2016

Main Aim:

Team Members:

Blanca Rodrguez, Mnica Vargas, Aarn Garca.

By the end of the class the students will have practised and developed speaking skills in the context of reporting the weather.

Secondary Aim:

SS will be introduced to a lexica set related to the weather.

The students in this class are between 19 to 60. There are 3 women and 3 men. Three of them are university students, there is a dog trainer, one is retired and a waiter. The class starts at
2:00 in the afternoon and finishes at 3:00. They are enthusiastic and tend to use L1 in order to communicate. It seems that the majority have had some sort of approach to the English
Language, though there are some beginners. Considering the interaction and abilities, we can identify a level of A1 according to the CEFR for the majority of the students. The rest would be
between the range of A2 and B1.

Group Profile:

Previous Knowledge

Stage/ Activity

TP No.

Introduce Themselves and other (use of he, she)

Fruit and vegetables (Vocabulary)

Countries and Nationalities

Implicit use of Verb to be

Time

Procedure/Interaction

Objective

Implicit use of articles

Spelling
Family (vocabulary)
Verbs (some routine verbs)
Simple present I/He/She

Material

Anticipated Problems

Possible Solutions

Ss may have problems

completing the task.

Teacher explains with

movements.

STEPS:

1. Mission
Impossible
(Warm up)

10 minutes

Teacher asks the students to toss the dice

and Ss must add the numbers. The student
who has the same number is going to form a
pair with another student with the same
number.
Ss should sit in front of their partners.

Piece of paper
Mirrors
Pen

To encourage communication and

participation between students.

Appendix 1: Star
drawing, music from
laptop.

Teacher gives a piece of paper with a star.

Ss should draw a line between the two lines
in the star looking at it with a mirror that
his/ her partner is holding.
Ss should not to touch with the pen or
pencil the outline of the star.
The two students will have the opportunity
to complete the task.
PATTERN: Pair work
SITTING: opposite each other
MODELS:
(Not applicable)
ERROR CORRECTION:
(Not applicable)
STEPS:
1.Hangman T asks the students to spell in
order to guess the word of the topic
(Weather)
2.T shows the video to ss. T asks Ss what did
they watch on the video, in order to know if
Ss understood the topic.

2. Weather
Forecast
(Vocabulary
Build up)

3. T shows flashcards with different weather

and explain each one. T model each concept
by repetition (pronunciation, meaning and
form).
15 minutes

4. T repeats the video if necessary.

PATTERN: Lock step
SITTING: horseshoe
MODELS:
It is cloudy
It is cold
It is cool
It is foggy
It is hot
It is rainy
It is sunny

To present and convey meaning

from new vocabulary.

Laptop
Appendix 1: video
Appendix 2: Flashcards

Ss not understand the

video

T repeat the video after

showing the flashcards

It is warm
It is windy
It is snowy
ERROR CORRECTION: immediately
STEPS:
T gives instructions and presents Handout
No. 1.
T ask if there is any doubt about what they
have to do.
Ss are expected to match pictures with
words that describes the picture about the
weather.
T asks to compare answers in pairs.
Elicit answers wit ss.
PATTERN: Pair Work, Solo Work, Lockstep.
3. The weather
around the world
(consolidation)

SITTING: Horseshoe
5 minutes

ERROR CORRECTION: Immediate

correction.
MODELS:
It is cloudy
It is cold
It is cool
It is foggy
It is hot
It is rainy
It is sunny
It is warm
It is windy
It is snowy
STEPS:
T asks Ss to answer the question Whats the
weather like? Repeatedly with each student
and the whole group.
PATTERN: Whole group

4. Whats the
weather like?

10
minutes

SITTING: horseshoe
MODELS:
It is cloudy
It is cold
It is cool
It is foggy
It is hot

To practice vocabulary
To convey and reinforce meaning
and knowledge about the main
topic.

Appendix 2: Flashcards

Ss may have pronunciation

issues

Emphasizing,

It is rainy
It is sunny
It is warm
It is windy
It is snowy
ERROR CORRECTION: peer-correction ,
teacher-correction immediately

STEPS:
Part 1:
Teacher explains the new activity and
provide instructions about it.
Teacher provides Ss with handout No. 2.
Ss should complete the gaps in a dialogue
with the correct form.
Teacher allows time to finish the activity.
T elicits answer with ss.

5. The dialogue

10 minutes

Part 2:
Teacher asks Ss to compare their answers,
and read with a partner the dialogue.
Ss(volunteers) should read out loud in front
on the class the dialogue.

Ss may have difficulties

remembering
the
vocabulary.

To develop and encourage the use

of the new vocabulary in a context.

Teacher remembers the

vocabulary and provide
help to the weakest
students,

Handout No. 2
Ss may have problems with
the pronunciations of the
vocabulary.

Teacher ask for help from a

more experienced students
to repeat the word.

Siting: Horseshoe
PATTERN:
ERROR CORRECTION: Delayed Correction

6. Weather
around the world
(monologue)

10 minutes

STEPS:
T gives instructions and present the new
activity.
T allows students to choose a piece of paper
that has different references (place,
weather, duration/situation) to talk about.
Ss are expected to develop a role play with
the information from the pieces of paper.

To practice and use weather

vocabulary developing speaking
skills.

Appendix 3

Students dont know how

they could do the roleplay.
SS too shy to participate.

Give an example on how

they could write their
monologue. And point out
that they can use the
dialogue as pattern.
Encourage
participative
students to work as an
example and model for shy
students.

T allows time in order for students to think,

develop and write the monologue.
T asks for volunteer to present his/her
weather report.
The process repeats until every students has
participated.
MODELS:
New York
Rainy, cold
3 days
Mexico City
Hot, sunny
1 day
Japan
windy , cloudy
1 week
Sao Paulo
Warm, sunny
4 days.
Madrid
Cool, snowy
1 day
Los Angeles
Hot, sunny
1 week
Montreal
Cold, cloudy
2 days
ERROR CORRECTION: delayed correction
PATTERN: Solo Work
SITTING: Horseshoe

STEPS:
Teacher asks Ss to form teams.
Teacher gives a little box to each team with
different pictures inside.
Ss should order the pieces of paper to
create a routine.

Ss should stick it on the board and write the

phrase.
The golden
boxes
(Spare activity)

10 minutes

After that, Ss give the marker to another Ss

and so on.
The winner is the team which write
corrected phrases on the board.
Siting: Horseshoe
MODELS:
I have breakfast
I go to the university
I have dinner
I get dressed
ERROR CORRECTION: Delayed Correction

To allow interaction,convey
meaning from previous topics.

Pieces of paper with

images about some
everyday activities
Marker
Wb

Ss can feel confused with

the activity.

Teacher explains and asks

Ss to repeat the
instructions in their own
words.