UNIVERSIDAD DE LA SANTISIMA CONCEPCION

FACULTAD DE EDUCACION DEPARTAMENTO DE LENGUAS

ENGLISH PEDAGOGY PROGRAMME
TEACHING PRACTICE

TBL Lesson Plan

Lesson Plan: Co-writing a verse Date: October Time: Length: Teacher:

19th, 2017 11.40- 90 min Pamela
13.10 Garay M.

Aims: Students will be able to co-write a verse for a song about having conflicted feelings. Assumed Knowledge:
Whiteboard, markers, worksheet,
Ref to Communicative Competences: Intermediate speakers, dictionaries

Anticipated problems: Possible solutions:

Ss may not remember the order of compound sentences in English -Ss use the worksheet from
Ss may not know how to use adjectives previous class as a reminder.
Ss may not know metaphores -T shows Ss some metaphors.

STAGES OF THE PURPOSE INTERACTIONS SKILL (S)

CLASS STRATEGIES MAIN ACTIVITIES DEVELOPED
PROCEDURES

WARM-UP To activate T divides the class in teams. T-Ss Listening

previous
knowledge T writes words on the Ss-T Writing
whiteboard for students to
rhyme.
UNIVERSIDAD DE LA SANTISIMA CONCEPCION
FACULTAD DE EDUCACION DEPARTAMENTO DE LENGUAS
ENGLISH PEDAGOGY PROGRAMME
TEACHING PRACTICE

PREPARATION To expand T gives Ss metaphors to T-Ss Listening/Reading

CLASS vocabulary describe feelings. (In English,
feeling happy is like being high
STAGE ONE up or moving upward. Feeling
sad is like being low down or
like falling.)

To use target T gives Ss questions (from Ss-T Reading

language last class) to answer in order
to gather ideas.

To use target Ss answer questions using Ss-Ss Writing

language metaphors previously given.

STAGE TWO To organize

T gives Ss stages of writing T-Ss Listening/Reading
Prewriting (Freewriting
Outlining)
Drafting (sequencing ideas,
organization, rethinking,
supporting, concise word
choice, audience/purpose)
Editing (Grammar,
punctuation, spelling)
UNIVERSIDAD DE LA SANTISIMA CONCEPCION
FACULTAD DE EDUCACION DEPARTAMENTO DE LENGUAS
ENGLISH PEDAGOGY PROGRAMME
TEACHING PRACTICE

TASK Use of previous Ss write their verses following Ss-Ss Writing

DEVELOPMENT knowledge the process and pointing out
CLASS their progress on the writing
process chart.
STAGE THREE
Monitoring T monitors Ss work and Ss-T Listening
answer questions.

After drafting and before Ss-Ss Writing

editing, Ss peer evaluate
themselves per group.

Ss edit their writing Ss-Ss Writing

POST TASK To share Groups share their verse with Ss-T Reading
STAGE CLASS the class.
REPORT
To reflect Ss and T converse about their Ss-T Talking
opinions on the task
development, final product and
their experience writing in
English.

To give feedback T gives each Ss a checklist to Ss-Ss Reading

and assess assess their partners.

T gives Ss feedback. T-Ss Listening