Lesson Plan Template

Teacher: Jose Roberto Alfaro del Angel

Approach/main theoretical foundation for the class (similar to the analysis of the activities
of task 1): PPP (presentation, practice, production) deductive approach

Date: November 4th, 2022 Unit: Block 3

Grade Level: Beginner Topic: Direct and Indirect object

Language skill: Reading, writing Language focus: Systems / Deductive

Age of the SS: 18-21 Number of the students: 18

Main aim(s): By the end of the lesson, learners will be able to identify
direct and indirect objects in a sentence and change
their order at will.

Secondary aims: To reinforce the use of the object pronouns and their
placement in a sentence.

To identify the need of some preposition depending on

the verb, when the indirect object is placed at the end
of a sentence.

Personal aims (what you aim to To increase learners’ participation and engagement. To
achieve as a teacher): make a good effort in making the story interesting. To
provide feedback on both content and language.

Materials/Resources needed: Computer, slides, headphones, microphone, educational

platform, internet connectivity.

Possible problems/solutions: Students might have problems activating their

microphones / They could use the chat to participate or
have a classmate speak for them.

Lesson procedure Before: Learners will have reviewed the form and use of
objective pronouns in preparation for the lesson. They
will have in their devices a presentation from a previous
lesson as a grammar reference.

During: The lesson will follow the chosen approach

(PPP: Presentation-practice-production) a presentation
stage will be directed mainly by the teacher eliciting
some information from the learners. After some
clarification from the presentation stage, the practice
 stage will be carried out in collaboration with the
students, activating and scaffolding their new
knowledge considering the main and secondary aims of
the lesson.

After the lesson: Learners will continue with their work

in order to consolidate and recycle the recently acquired
knowledge in meaningful contexts.

Activities: 1. Name of the activity/time: Warm-up (5 minutes)

Objective: Raise the learners’ interest on the topic.

Interaction pattern: Teacher-whole class;

Procedure for the activity: T will show a picture of a

woman (Marie Curie) and ask some questions about
her. After that, T will play a short video on the life and
works of Marie Curie (Radioactive trailer).

2. Name of the activity/time: Noticing (7 minutes)

Objective: To activate learners’ previous knowledge and
to direct their attention on the target structure.

Procedure for the activity: T will show a text about

Marie Curie, clarifying meaning of any new vocabulary.
After that, T will direct learners’ attention to the form
(placement) of the pronouns in the text.

Interaction pattern: Teacher-individual students

3. Name of the activity/time: Presentation (7 minutes)

Objective: To present the form and usage of the target
structure (direct and indirect objects).

Procedure for the activity: T will show a series of slides

with text excerpts from the previous stage, directing
learners’ attention on the features of the direct and
indirect object (placement, how to identify them
correctly).

Interaction pattern: Teacher-individual students

4. Name of the activity/time: Practice (15 minutes)

Objective: To check for understanding on the target
structure.

Procedure for the activity: By means of a series of three

exercises aimed at identifying and placing the indirect or
direct object in a sentence, according to the
instructions.
 Interaction pattern: Teacher-individual students.

5. Name of the activity/time: Production (10 minutes)

Objective: To make learners produce language using the
target structure in a meaningful (personalized) context.

Procedure for the activity: T will provide instructions so

that learners create sentences in which they include the
target structure in the desired order (direct object first,
indirect object second). Learners and Teacher will
provide ideas to each other and suggest changes and/or
corrections.

Interaction pattern: Student-student; student-teacher.

Wrap-up / closure Teacher will thank students and assign follow-up

exercises to consolidate newly acquired grammar and
vocabulary.

1. Implement the lesson and comment on the results:

Reflection:

a. Did the lesson go as planned? Yes/no; explain: In general terms, it went as planned, as all
the stages were fully carried out, with a fairly accurate rate of correct responses by the
learners. They were not exposed to the language topic before (direct and indirect object),
and since this was a slightly more complex topic for my learners compared to the previous
topics, I relied on some noticing questions so that they gained a strong awareness to the
form and use of the target structure. However, the last part of the lesson was the least
successful as they took longer than I expected to produce sentences on their own. I
thought that the “trigger” for this last stage (making plans to celebrate their anniversary
with their boyfriend / girlfriend – See last image in the evidence) was going to be
motivating enough for them to produce a significant number of ideas and sentences. The
learners did not respond as well as I expected.

b. What changes would you make in order to improve this lesson? I would try to involve
more the learners in the presentation stage, so that they gain more confidence to produce
language in the subsequent stages (practice and production).

c. Do you consider the theoretical foundation for this lesson came “alive” in the practice?
How? I consider that indeed it came alive, because learners were following the lesson
closely and attentively, despite it was taught online. Learners were able to make the
necessary cognitive connections that allowed them to move forward in the practice
section. Additionally, I think that having taught the necessary grammar in a previous lesson
(objective pronouns) was the key to achieve the main and secondary aims of the lesson
taught, with minor slips in learners’ answers. Maybe the last stage could have been more
 successful if I would have devoted more time to model it and to give a more realistic
example, but I felt pressured to carry on with this last stage, due to time constraints.

d. Mention 3 things that you learned from teaching this lesson?

1. The PPP approach seems rather simple at first glance, but to implement it effectively I
need to be prepared to clarify any question in the first stage of presentation.
2. Learners need time to process all the points that are presented to them. Before I taught
the lesson, it seemed that I included too much information for the first stage, but after
teaching it I now see that it helped my learners to gain confidence for the next two stages
of the lesson (practice and production).
3. The last stage of the lesson needs more careful planning, as it needs to be correctly
presented and modeled in order to get the learners to produce language without
hesitation and without needing to clarify the instructions, reducing the time that I
originally planned for the last activity.

EVIDENCE FROM THE LESSON TAUGHT

Link to download the audio recording from this lesson:

https://drive.google.com/file/d/1fxZWSRckcl9umXfzV_2TBJoNCIeEP4y2/view?usp=share_link

Photos of students’ work using the virtual whiteboard (practice stage):

Practice task 1. Direct / indirect object identification and switching (They match those heard in the
audio recording).
Practice task 2. Sentence completion attending to a specific form (Direct object first).

Practice task 3. Sentence transformation (Indirect object placed at the end of the sentence).

Photo of students’ work (production stage):

Sentences produced by students (They match to those heard in the audio recording).

Lesson slides (presentation and production stages):

Warm-up stage. Questions and clip about Marie Curie.

Link to the clip that was played at this point: https://youtu.be/mU0oOUTo5zo

Text used for the Noticing section. Adapted from Rogers et al (2010).

Presentation stage. Rule clarification (form and meaning). Teacher-created material.

Presentation stage. Additional examples and clarification. Teacher-created material.

Grammar reference. Form and meaning. Taken from Rogers et al (2010).

Production stage. Instructions for the language-production activity.

References

Rogers, M., Taylore-Knowles, J., Taylore-Knowles, S., Vierma, M. G., Wisniewska, I., & España, A.
(2010). OpenMind: Level 1. Macmillan.