Institution Name

Teacher’s Name: Valerie Mendoza Cruz Level: Intermediate # of Students: Around 14 Date: Monday, June 13, 2020th
10 th 10

Action Points from previous teaching: 1. I will try to give students effective and meaningful information.
(Based on your own reflection, and 2. I will try to have students participating effectively
feedback from trainers and peers, what are 3. I will encourage students’ performance.
two things that you will try to do in this 4. I will use T.P.R
lesson to help your own learning as a 5. I will model
teacher?)

What skill and content are you teaching? CONTEXT: Culture, grammar, vocabulary
(Check the main lesson focus; also provide
details / list of items)
☐ Culture

☐Grammar/Vocabulary
☐ Speaking ☐ Listening
☐ Reading ☐ Writing
Main Objectives: At the end of the lesson, students will be able to express opinions about the cultural identity
(What do you want the Ss to be able to do with the of Guanacaste province by means of an oral presentation.
new material that they couldn’t do before?)
(there might be subsidiary objectives. Feel free to
include them.

Assumptions: I know / expect that my students are familiar with…

(What do your students already know what can they By the end of the lesson students, hopefully students will exchange information about the
already do in relation to today’s lesson?)
culture in Guanacaste.

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Challenges/Opportunities for Teaching: Students will probably know most of the vocabulary such as marimba, horse parades, bull riding.
(What will be new for your students? What aspects They could find difficult to memorize new vocabulary.
of the lesson do you anticipate they might find
challenging / difficult?)

Solutions for challenges: In order to remedy/avoid these potential challenges I plan to show vocabulary, pair work, miming activities, and
(How will you avoid and/or address these problem a scaffolding technique to provide students a meaningful learning.
areas in your lesson?)

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?)
In order to check students understanding, I will attempt to elicit sentences from each student in groups and
individually throughout the lesson in order to know if they have learned the new vocabulary and the new
grammar structure.

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

Focus: S; S- Materials/Aids
Time ECRIF & What will the Teacher say/do? What will the Ss hopefully say and do? S; T; T-S VAKT
stage objectives
ACTIVATION 1. Activity or task: CHARADES
SCHEMA
Warm up activity
Teacher: Students: S V
The teacher divide the group into two 1. Students choose one person to guess the
teams and give them different words words while the rest of the team give clues by
related to the culture in Guanacaste. using mimics.
Each team has to guess as many
words as possible.

ENCOUNTERING 2. Activity or task: POWER POINT PRESENTATION

Presentation
Teacher: Students:
1. The teacher introduces the 1. elicit information from Ss T-S V-A
topic by showing distinct 2.Students listen

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activities and characteristics
that distinguishes our cultural
identity here in Guanacaste.

2. The teacher explains students Wh Students answers some questions from the
questions structure. teacher.

CLARIFYING 3. Activity Matching

Presentation

Teacher: Students: T-S

3.The teacher ask the students for 3.Students ask and answer questions A-V-T
random information using Wh questions

What is a Bomba? Rhyming lines that express daily aspects of life.

The teacher gives students a piece of Students write down the corresponding
paper with questions and pictures answers

4. Based on the previous information, 4.Students asks and answer questions

students interact with each other by What are bull ridings?
asking questions. When do you have topes?

REMEBERING 4. Activity or task: Round table discussion

Practice
Teacher: Students:
5. The teacher presents to the group 5. Students make comments, give opinions and S V-A
different images that represent the ask to their classmates questions related to the
cultural identity of Guanacaste. image presented.

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INTERNALIZING 5. Activity or task: Pair work

Practice

7. The teacher asks students what do Students:

they like the most about being from 7. Students take turns to answer and they can
Guanacaste and why. ask questions to their classmates.

6. Activity or task: ORAL PRESENTATION

FLUENCY
ACTIVITY
Production Teacher: Students:
8.The teacher assigns the students an 8.Students investigate all about it and prepare
activity or a special date that an oral presentation (Power Point or Prezi)
distinguishes the culture and identity
from Guanacaste.

10. Activity or task: wrap up

Feedback about vocabulary
Kahoot game

Teacher: Students:
9. The teacher projects the game 9. Students participate in the game by
Kahoot on the board with distinct answering the questions.

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questions about the cultural identity in
Guanacaste province.

Please add more rows if you need them!

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