Lesson Plan

Teacher’s Francisco Saborío Level: Low Beginner expected 15 Date: March 26th
Name: Fernández # of
Students:

Action Points from previous teaching: 1. I will use BORs in this class
(Based on your own reflection, and  
feedback from trainers and peers, what are 2. I will use gestures, images, and modeling to clarify doubts
two things that you will try to do in this
lesson to help your own learning as a
teacher?)

What skill and content are you teaching? Speaking

(Check the main lesson focus; also provide
details / list of items)
 Culture                                  Vocabulary: beans, rice, seasonings, pepper, onions, chicken,
Grammar Vocabulary
 Speaking                               Listening
 Reading                                 Writing

Main Objectives: SWBAT: use 4 to 6 vocabulary words to ask and answer about what ingredients they need to
(What do you want the Ss to be able to do buy at a supermarket in order to prepare a meal for some visitors.
with the new material that they couldn’t
do before?) (there might be subsidiary
objectives. Feel free to include them.)

 

Assumptions:
(What do your students already know?
 What can they already do in relation
to today’s lesson?)
Challenges/Opportunities for Teaching:
(What will be new for your students?
What aspects of the lesson do you
anticipate they might find
challenging / difficult?)
Solutions for challenges:
(How will you avoid and/or address
these problem 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?)
Lesson Plan
- I’m assuming they already know how to use “like” and “don’t like” to make sentences
about themselves.
They also might know the words “coffee” and “rice and beans”.
They might be able to ask and answer yes/no questions with “like”
New words such as seasonings and pepper are new words that they may struggle
with.
I will provide lots of repetitions, showing images first and then how the word is
written.
I will offer feedback during Clarifying and Remembering stages.
I will monitor when they work on BORs.
I will monitor them especially during the last Remember activity and the Internalize activity
to see if they can progressively use the target language more independently.
 Lesson Plan
 
Time Framework Activity, Procedure/Steps- describe the essence of the activity Focus: Materials
ECRIF/PDP What will the Teacher (T) say/do? What will the students (Ss) hopefully S; S-S;
And stage say and do? T; T-S
objectives

3 Activation of 1.  Activity or task: brainstorming words related to grocery shopping

Prior emphasizing on rice, beans, chicken, pepper, onion, seasonings.
Knowledge
Teacher: Students: T-Ss Slides
Shows images of supermarkets in Respond to questions of products to be
Costa Rica, asks students about bought from any of those supermarkets.
what people can buy in those places.

5 Encountering 1.  Activity or task: Grocery Shopping

Teacher: Students:
Tells a story about him going Listen to the story told about him going T-Ss Slides
grocery shopping for food because grocery shopping.
it is payday and he needs some food.

Shows individual pictures of the
new vocabulary to study.
Asks CCQs to students about the
items that are going to be shopped.
Look at the pictures, call out for the new
vocabulary words and repeat after the
teacher.
Answer questions in the TL.
 Lesson Plan
Time Framework Activity, Procedure/Steps- describe the essence of the activity Focus: Materials
ECRIF/PDP What will the Teacher (T) say/do? What will the students (Ss) hopefully S; S-S;
And stage say and do? T; T-S
objectives

6 Clarifying 1.  Activity or task: CCQs and Quiz

Teacher: Students:
Shows images and asks CCQs to Ss answer “yes” or “no”. Ss will correct the T-Ss Slides
students. option for each picture they see or show
thumbs up or thumbs down.
Is he buying rice or sugar?
Is this an onion or a pepper?
Are these seasonings or chicken?
Do you use seasonings for cooking
rice with chicken?

Shows images and students label the Ss look at the pictures and call out the
correct name of the object. correct answer for each picture they see.

It’s nice to see that the Ss will have two

chances to clarify: first when they look at
the pictures of you buying food and then
with the quiz.

1.  Activity or task: Quizzing

 Lesson Plan
Time Framework Activity, Procedure/Steps- describe the essence of the activity Focus: Materials
ECRIF/PDP What will the Teacher (T) say/do? What will the students (Ss) hopefully S; S-S;
And stage say and do? T; T-S
objectives

6 Clarifying/ Teacher: Students:

Rememberin Projects some images for learners to Respond to fill in the blanks activity with
g check if the name of the image the corresponding name.
matches the image itself. T-Ss Slides
Projects more images and reads a Respond to selecting the correct image.
sentence of the object for students
to choose the correct item.
T-Ss Slides
This activity looks more like a Clarify
stage activity than a Remember
stage activity, especially because of
the amount of teacher control there
is. I want to encourage you to adapt
this activity so that it allows the Ss
to practice the TL in a controlled
but student-centered way. For
example, the Ss can match pictures
with phrases like “this is rice”, “this
is chicken”. They can do it
individually first and then check
answers in BO rooms. What would
be another way of adapting this
activity to allow for more student
independence?
 Lesson Plan
Time Framework Activity, Procedure/Steps- describe the essence of the activity Focus: Materials
ECRIF/PDP What will the Teacher (T) say/do? What will the students (Ss) hopefully S; S-S;
And stage say and do? T; T-S
objectives

10 Rememberin 1.  Activity or task: Supermarket Aisle

g
Teacher: Students: T-Ss Slides
Presents images of a supermarket
and asks Ss what are you buying? Ss
take turns asking and responding to
this question.

Creates BORs for Ss to ask and Respond “I´m buying rice, beans, chicken,
respond. seasoning, pepper, onion” and others they
may want to add.

I see how this activity is more focused on

oral language production, which is
helpful to get them ready for a speaking
activity in the fluency stage.

1.  Activity or task: Mini Dialogue

 Lesson Plan
Time Framework Activity, Procedure/Steps- describe the essence of the activity Focus: Materials
ECRIF/PDP What will the Teacher (T) say/do? What will the students (Ss) hopefully S; S-S;
And stage say and do? T; T-S
objectives

10 Internalizing Teacher: Students:

Presents a dialogue of people Listen to T. explanations.
planning a recipe for a family
gathering. T-Ss Slides

Models the dialogue with a couple of Model the conversation.

students.
T-Ss Slides
Asks students to work in BORs and Work in BORs to create their own
follow the dialogue frame to create dialogue with the dialogue sample they
their own dialogue have. Ss

I’m not sure how this is going to work. I

notice that there is a lot of language in the
dialogue you are going to show as an
example, which might make it super
challenging for low beginner Ss to read.
This might lead them to ask you clarifying
questions and thus timing will be
compromised. I’m also thinking that Ss
might not be ready to create their own
dialogue since they were just doing very
controlled activities before. Please
consider adapting this activity so that the
Ss don;t have to read extensive chunks of
 Lesson Plan
Time Framework Activity, Procedure/Steps- describe the essence of the activity Focus: Materials
ECRIF/PDP What will the Teacher (T) say/do? What will the students (Ss) hopefully S; S-S;
And stage say and do? T; T-S
objectives

language in order to do it. Another idea

for this stage could be to give the Ss
options of meals to prepare. They need to
choose 1-2 and say which ingredients
(maybe you can give them a list of
ingredients to choose from as well) they
have at home and which ones they need
to buy. This is just an idea of an activity
that could work for this stage.

10 Fluency 1.  Activity or task: Going Shopping

Teacher: Students:
Asks Ss to work in BORs. Listen to the T. explanation and work in Ss
Asks Ss to imagine they invited the BORs.
someone for dinner and need to go In groups, they have to think of the meal
grocery shopping to get the they are working to prepare and what
ingredients for the meal they are ingredients they need from the
going to prepare. supermarket to buy.

This is a great idea for a fluency

activity! You might consider
spending some time eliciting some
ideas of meals they can mention and
 Lesson Plan
Time Framework Activity, Procedure/Steps- describe the essence of the activity Focus: Materials
ECRIF/PDP What will the Teacher (T) say/do? What will the students (Ss) hopefully S; S-S;
And stage say and do? T; T-S
objectives

short, simple phrases they can use

in their conversations, such as: A: I
am making (dish), I have (2-3
ingredients) I need to buy (2-3
ingredients) And you?
B: Oh that is delicious! I am
making….

1.  Activity or task:

Teacher: Students:

1.  Activity or task:

Teacher: Students:

 
 Please add more rows if you need them!
Lesson Plan