Name: Roxanne Loncar Date: Wednesday, July 1, 2020 Level: elementary TP number: 4

Type of lesson (highlight one): What is your main aim?

Skills (Reading, Listening, Writing or Speaking)

or

Language (Vocabulary, Functional Language, Grammar or Pronunciation)

Skills AIms: Linguistic Aims:

By the end of the lesson Ss will be better able to understand the
overall meaning of the reading assignment and be able to find
specific information within the text.
By the end of the lesson Ss will develop their reading for gist and reading
for details skills, their memory will improve and they will be able to add
four new words to their vocabulary.
The part highlighted above is a “skills aim”, not linguistic (language).

Communicative aim (What is the conversation the students will have at the end of the lesson):

The Ss will be able to discuss answer the reading assignments comprehension tasks in breakout rooms and by the the end of the lesson they
will be able to role-play a brief conversation. One student will be selected in each group to be the interviewer and 1-2 other Ss will be the one(s)
who will be interviewed (depending on how many Ss show up).

Materials and aids to be used (mention book and page numbers where relevant):
- English File 4th Edition Elementary: Page 32: Story of Mother, exercise 1, exercise 3a
- The notes on CCQs and tips for making a lesson focused on vocab
- Cambridge dictionary: to search all vocab words

Anticipated difficulties (students arrive late, odd number of possible solutions

students, mixed ability, audio doesn’t work etc…):
1. I will wait 2 minutes extra for students to arrive, if they arrive later I will
1. Students who arrive late. pay attention to the bottom of the screen in case I have to let anyone who
2. Odd number of students. is late into the zoom chat.
3. Students with different abilities. 2.Try to rotate the students so they don’t always end up with the same
4. Audio does not work. partner and I would be more fair if the number of Ss was an odd number
5. Computer video slows down.
6. PowerPoint slowing down
7. New students who randomly show up
8. Students not being able to understand instructions.
9. Grouping the right people together
Personal aims:
1. Collect personal evidence of students accomplishments/
weaknesses
2. Master the break-out rooms and try to do actually pairing
manually, especially for the role-playing task
3. Try to encourage the more shy Ss to participate
4. Improve on ECDB
5. Improve my ICQs so students know what to do and so I can
lower my TTT
3.I have already noticed the Ss’s have different abilities. Best way to deal
with mixed abilities is to find a common group.
4.If my audio doesn’t work just type on the white board my situation and
restart my computer and try different microphone options I have. If Ss
audio doesn’t work ask them to restart their computer ad if that doesn’t
work they can type in the chat box.
5. Apologize for the inconvenience but, realize that sometimes that is
what happens in Zoom meetings and it’s short lived.
6. Have the PowerPoint turn into JPEGs in case you need to refer to
them instead
7. Make sure to welcome them into the class right away.
8. It is my job to make decent ICQs so they can have no problems to
know what they are doing and also be able to repeat the instructions back
to me.
9. Make sure to group the stronger ones: J.J., Fillip and Marcia so they
can practice more at their level and keep Nadia, Olga, Christina, Leslie,
and Mohammad together
Strategies to achieve personal aims:
1. Hide myself and try to be more of an actual observer and only
show myself when the Ss are off track, don’t know what to do, and
need help with something that has to do with the lesson like
pronunciation.
2. Don’t Panic, just focus and look carefully to make sure I can select
manual (with the extra practice in class that we had I think I will be
able to manage this).
3. I wrote down all the Ss and will cross off the ones who do not show
up so I can refer to their names on paper (and not miss them in the
video strip).
4. Make sure I do through all the steps properly and do a lot of
drilling!
5. Have more ICQs pre-written and on my phone or a piece of paper
in case I need to refer to it more quickly then opening up another
document while teaching
 Language analysis

Analysis - MFP Anticipated problems Solutions (include CCQs, timelines)

M- Surgeon: A surgeon is a physician Problems with meaning M- Ask CCQs:

who specializes in the physical
manipulation of a bodily structure to
diagnose, prevent, or cure an ailment.
F- Article + surgeon + verb + object
Noun + surgeon + verb + object
P- Surgeon /ˈsɜː.dʒən
The description has more complex
vocabulary.
Problems with form
They may get confused with the order and - Do you have to train for this job? (yes)
sometimes for example ‘He is a surgeon
proud’ and I should be ‘He is a proud
surgeon.
Problems with pronunciation
Issues: could pronounce ‘sergeeon’ or
‘surgeon’
- Is it a job? (yes)
- Do they work in the hospital? (yes)
- Do they operate the body? (yes)
- Is this a profession? (yes)
yes! Ensure you use them
F- (Show examples on white board on the
spot).
P- Use my figures to show stresses and
have them repeat. Have them focus on
my figures while I drill the pronunciation.

M- To be on call: If a worker such as Problems with meaning M- Ask CCQs:

a doctor is on call, he or she
is available to work or
make official visits at
any time when needed.
F- noun+Verb + on call (call acts like the
adjective available)
P-To be on call:/tə/ /biː/ /ɒn/ /kɔːl/
‘To be on call’ translates ‘ to be available
to work anytime’. I think they could take
the meaning literally ‘to be on [a] call’, so
on the phone just for the moment.
Problems with form
Originally the words ‘to call’ is an action
to phone someone so ‘call’ is more like an
adjective that describes the person who
- Does this person have to be available to
work at anytime? (yes)
- Is the person on a phone call? (no)
- Would a doctor or a surgeon have to be
available to work anytime? (yes)
- Is the person waiting to be called to go
into work? (Yes)
yes! Ensure you use them

M- Research: Studying a subject to learn
new information.
F- Noun + research
Research + verb
Q- Research (noun) /rɪˈsɜːtʃ/
Research (verb) /rɪˈsɜːtʃ/
M- Lecture: A talk about a subject to a
group of people
G- Noun + lecture (noun) + object
has to be available to work at anytime.
This can be very confusing for students to
understand because of the changed
meaning of ‘call’.
Problems with pronunciation
- the may have trouble with the word ‘call’,
they could say ‘kale’
Problems with meaning
Research is about studying information
that is out there so you can learn new
information is maybe a complex
description for a beginner.
Problems with form
Sss may forget that this word is both a
noun and a verb and might have
problems with the tenses.
Problems with pronunciation
- they could pronounce ‘research’ the
‘arch’ as the ‘arch’ in a doorway in
architectural structurally term
Problems with meaning
There are two meanings to lecture as a
verb and lecture as a noun meaning when
a lecture is just happening. It is confusing
F-Show or explain some other examples
of ‘to be on call’ vs. ‘to call someone’
P- During the ECDB stage have them do
a lot of drill practice for pronunciation if
they need more I left 2 mins of buffer
time.
M- Ask CCQs:
- Are you looking for something? (y)
- What are you looking for? (information)
- Is this an action? (yes)
- Can it be a thing? (yes)
- Do students do this action? (yes)
- Do medical professionals do this action?
(yes)
- Do students use this to find more
information about a subject? (yes)
- Do medical professionals use this to find
more information about a subject? (yes)
F- Show examples of it as a noun and
verb so Ss could see how the word
functions as both more clearly. (on
whiteboard)
P- Make sure to drill a lot if they make
mistake on pronunciation.
M- Ask CCQs:
- Are there people together listening to
another person speak about a subject?
(yes)
Noun + lecture (verb) + object that the same word is used for the actual - Is this an individual activity? (no)
lecture itself and the action of giving a - Can this be an activity you do? (yes)
R- Lecture: /ˈlek·tʃər/ lecture.

F- Write down examples of both forms to

Problems with form see the difference.
The Ss could forget when it is a verb and
when it is a noun. P- Do a lot of drilling

Problems with pronunciation

You’re CCQs are great, Roxy!!! Make
- they may say the ‘true’ like the word to sure you use them in class!
be correct /ˈlek /truː/
 Time Procedure + interaction patterns Stage name + Stage aim Tutor’s feedback

(What will you do? What will the students
do? Will they work alone or in groups?)
(What is the stage called? (Don’t complete this column)
Why is this stage in the
lesson? What purpose
does it serve? How is it
related to your aims?)

5 mins I will display a picture of my routine and Lead-in 18:30

ask students: Contextualizing the Great job greeting students, waiting 3 minutes for
- What do you see? lesson by: I will engage latecomers.
- When they start to answer I will tell Ss with general
them it is the routine I do everyday and conversation about Nice picture! Good choice.
ask a little bit about their routines routines. This will draw Good context. (your routine)
in the students with a
hook and introduce the
topic without giving
away the 4 words of
target language. It will
increase STT.

10 I will display a picture of the word I am Pre- Teach 13:34

Mins trying to teach and go over ECDB and
(2 min make sure not to reveal the written form By pre teaching only a Effective eliciting.
buffer) until the last step B: Board. small amount of Ensure you drill before showing written form.
vocabulary 0-4 words, (ECDB)
this gives a feeling for
the text they will be Good job welcoming latecomer (Debora)
17 min reading. I can try the
Evidence you need to drill before showing written
ECDB way to do it with
form: Debora was saying /sur/ for “surgeon”
a lot of drilling. Also,

5 I will display these questions:
mins
Guess what she might say to the
interviewer:
1. What do you think her routine would
be like?
2. How do you think she balances her
work life and her personal life?
2. What do you think she does to relax?
even the shyer Ss will “I’ll explain, it means when he is at home…”
be forced to participate instead, ask CCQs. Don’t give the meaning. Check
in drilling by calling on meaning.
For example:
everyone.
Teacher: “so, to be on call, is it when the hospital
can call the surgeon any time?”
Don’t ask: “what does this person do?” – if the Ss
didn’t get it, this question can be intimidating.
Good: “are they looking for something?” “do Ss use
this?”
Good: Ss didn’t know the word, you provided.
remember: say the word and drill, then show
written form.
“lecture” ensure you ask CCQs.
“is it a presentation?” yes
“is it an academic presentation?” Yes
Avoid “do you understand?”
Prediction Task 18:51
This will be show me
who paid attention or Good job setting up tasks, it’s getting better. Good
even understood the job asking some ICQs. Continue working on
pre-teaching of instructions. You’re doing everything right, but I
vocabulary because the think we need to slow down even more with this
Ss could answer with group.
all the vocab taught
and some personal 18:59
predictions. This will Good, you started to write down the answers.
For new words, ensure the students repeat them,
 give them SST. for example:
Then put them in break out rooms Marcia: what’s the name of the cart for the baby?
Teacher: stroller.
Marcia: yes, roller.

There is stage here missing, Roxy.

After they tried to predict the answers and you

have listed their predictions on the “board”, they
take a picture of the predictions and skim the text
to check if their predictions were right.
THIS is reading for gist.

19:04
Evidence there was no task for gist, you asked
after they read the text for the first time:
What is the text about?
“ok you have a good understanding of the text”

2 I will display the True and False Task so Reading Gist Task After they finish the stage above, you can start
Mins they can take a picture of it to refer to True and False this one.
when reading the: reading for gist task Questions Assigned
next. The Ss will now focus All this part I highlighted in grey is ONE stage.
searching for more Here’s a summary:
specific details.
Stage: reading for specific info
This task is reading for
specific info, not gist. 1. Setting up the task (display the T/F task) + Ss
take a picture
2. Ss read the text (5 min) and answer T/F
3. Check in pairs (breakout rooms)
4. Check together (main room), board answers.
3 The students can open a copy of the Reading for Gist
Mins reading in the chat box or look up at the (skimming)
(1 screen for a quick skim read , to get a To see if they can get
minute feelings for the text. and idea of the details.
buffer) This will also help them
pay attention with all
their focus.

5 They can try to figure out together in Ss Break-out room Good job, they checked T/F in pairs/groups first.
mins break out rooms and I will hide myself discuss about True
and observe and only interfere when and False Debora couldn’t join a breakout room, in cases like
necessary. This will give them a this, ask the S to do the activity alone; you need to
chance to help each go to the rooms to monitor.
other and collect each
others information. This
will give me a chance
to take a closer look at
students weakness and
strengths.

2 mins I will call upon people to answer the True Feedback: Review Good job, you’re checking with WG, and boarding
(1 min and False and see if anyone can explain True and False answers.
buffer) why some them are false and give he Answers
correct answer. Reviewing is good to
see where any
problems may of
occurred in he
understanding of the
text.

5 I will set up the Role-play interviews : Role-play

mins
In each group one person is the
interviewer and the other students are
being interviewed.
This will increase STT Good job assigning roles.
and put the context on Good job monitoring in the rooms.
the reading into real life
practice. This will give
me a chance to take a
 Questions Interviewer will ask: closer look at students
weakness and
1. What is your routine? strengths.I will do a
2. How do you balance work life with delayed error correction
family life? along with reviewing
3. What do you do to relax? other issues in
feedback.

5 Altogether I will talk about anything I Feedback on delayed 19:27

Mins noticed and try to give constitutive correction for Break- Good job trying to provide some feedback.
(2 min feedback on the assignments and out Rooms Next time, try to do it on the board. Write the
buffer) speaking. This will be overall mistakes and ask Ss to correct.
feedback on things I
noticed during the
observation of the Ss
that would connect to
the lesson and also
allowing others to talk
about each other when
I call upon them to talk
about a specific person

(5 (In breakout rooms discuss and organize (Extra Activity (no time)
mins) the events in order: Prepared, Organize
the events in order)
I do research and I watch the news on If I have time I will
T.V. assign this task to
further test if the Ss
I spend a lot of time with my son. understood the reading
and to increase STT. )
I also go to the hairdresser twice a week.
I do a lot of my research there!

I often do two operations a day, and I

also have lectures and more meetings.
One or two nights a week I'm on call, so I
probably need to do operations during
the night.)
To be filled in by the tutor

Number 7 Tutor Julice Daijo Lesson focus Reading

of
students

Overall comments:

Planning:

The order of your slides was coherent; the stages in the LP were not clear, though. Developing skimming reading through the use
of predictions demand a little practice. Continue working on that. The CCQs you planned were great!! Ensure you use them in
class. Good job providing some feedback at the end. Good job getting as far as the role-playing stage.

Learning outcomes:

There was clear evidence of Ss developing reading skills for specific information and reacting to the text (follow-up); but not so
clear for skimming.

3 things that went well:

(1) Design of task for specific info; (2) eliciting vocabulary; (3) choice of pictures & slides

3 suggestions for next class:

(2) Checking predictions as a gist task; (2) continue working on giving clear & short instructions; (3) grading
language.

This lesson was to standard for this stage of the course