SIT TESOL Certificate Course Lesson Plan Form

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Teachers Name: Walter Alvarenga Level: Low Beginner # of Students: 3-6 Date: May 12th 2014

Action Points from previous teaching:
(Based on your own reflection, and feedback from
trainers and peers, what are two things that you will
try to do in this lesson to help your own learning as a
teacher?)
1. I will use more TPS to provide students with more opportunities to speak and interact among them.

2. I will give students more chance to interact with the text, letting the text provide answers.

What skill and content are you teaching? (Check
the main lesson focus; also provide details / list of
items)
Culture
Grammar/Vocabulary
Speaking Listening
Reading Writing


Support vocabulary: carnival, entertainment, folklore, typical, lower back, hips

Main Objectives:
(What do you want the Ss to be able to do with the
new material that they couldnt do before?)
(there might be subsidiary objectives. Feel free to
include them.
SWBAT: demonstrate comprehension of the text Xuc in San Miguel by answering 3 questions in a TPS activity so that they
can perform the steps of this Salvadoran folklore dance.

Assumptions:
(What do your students already know what can they
already do in relation to todays lesson?)
I know / expect that my students are familiar with

At least three of the words listed above
Some vocabulary regarding music and festivities

Challenges/Opportunities for Teaching:
(What will be new for your students? What aspects
of the lesson do you anticipate they might find
challenging / difficult?)
The pronunciation of the words listed above as support vocabulary

Solutions for challenges:
(How will you avoid and/or address these problem
areas in your lesson?)
In order to remedy/avoid these potential challenges I plan to

Include at least two pronunciation activities that would help students practice with new vocabulary.
Practice pronouncing sounds through drilling and pair sharing

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?)
I will be able to hear the students answers from the reading tasks.
SIT TESOL Certificate Course Lesson Plan Form
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Time
Framework
PDP
And stage objectives
Activity, Procedure/Steps- describe the essence of the activity
What will the Teacher say/do? What will the ss hopefully say and do?
Focus: S;
S-S; T; T-S
Materials/Aids
VAKT
5 P-Encounter
Activating schema

Knowing About
Knowing Why
1. Activity or task:
Words on the board





T S
S- S

Visual/Auditory

Teacher:
Write the support vocabulary on the board.
Have students TPS for talking about what they
already know about the vocabulary.
Elicit students ideas.
Provide examples using the words in context.

Students:
Talk with a partner about the vocabulary
Provide some ideas about it.

5


P-Clarify
2. Activity or task:
Pronunciation drill
T S
S - S
Auditory/Visual
Teacher:
Drill with pronunciation in a very slow way to
point out single sounds; go faster as students
get the sounds.
Provide some color sticks to have students
show as many sticks as the syllables they listen
in the words.
Have students practice the words with a
partner.


Students:
Repeat the words as fast or slow as needed.
Show color sticks according to the syllables you
identify in the words.
Practice the words with a partner.

5 P- Remember

Knowing Why
3. Activity or task:
Connecting the vocab with music

S- S
T S


Visual/ Auditory

Teacher:
Let students work with a partner and brainstorm
kinds of music.
Elicit their examples on the board.
Have students TPS to talk about the kind of
music they like. Encourage them to use some
of the support vocab.
Students:
Work with a partner.
Brainstorm kinds of music.
Talk with a partner about your favorite kind of
music.
SIT TESOL Certificate Course Lesson Plan Form
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5

During-Skimming
Knowing Why
4. Activity or task:
Reading for gist
T S
S S


Tactile/Auditory

Teacher:
Start having students make predictions. Write
Xuc in San Miguel on the board.
Use TPS to get predictions.
Write the following question on the board:
What is the principal idea of the reading?
a) Salvadoran traditions
b) Carnival in San Miguel
c) Paquito Palaviccini
Provide students with the reading and have
them read for 30 seconds.
Use TPS to have students compare the answer
for the question.
Explain the meaning and brief story of Xuc.
Student:
Predict about the reading based on the tittle.
Share with a partner.
Read the paragraph for 30 seconds and try to
answer the question.
Share with a partner.

10 During-Scanning






Knowing Why
5. Activity or task:
Text Skeleton
T S
S-S
VAKT
Teacher:
Provide students with a minute to read the text.
Before starting the class, place around the
classroom papers with the sequence of the
reading.
Have students look for them and go to order
the sequence on the board (from 1 to 6)
1. Nuestra seora de la Paz
2. The carnival is the last Saturday of
November.
3. El Salvador and Central America
4. Salsa, Pop, Merengue, and
Reggaeton
Students:
Read for a minute.
Stand up and look for the pieces of paper from
the reading.
Order the ideas based on the reading.
Share answers with your partner.
SIT TESOL Certificate Course Lesson Plan Form
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5. The Xuc
6. Paquito Palaviccini (1942)

Have students TPS for checking the order.

5 D-Scanning 6. Activity or task:
Retelling the story
S-S Visual
Auditory

Teacher:
Have students work with a partner and try to tell
the story using the sequence presented on the
board.

Students:
Work with a partner
Tell the story.


10 D- Scan intensively




Knowing How
Knowing Oneself
7. Activity or task:
Reading for TPS

T-S
S-S
S-T

VAKT
Teacher:
Ask them to work in pairs.
Use a chart to show students the following
questions. Clarify any doubt.
1. What is the entertainment in the
carnival?
2. What is the Xuc?
3. How would you dance the Xuc?
Before students TPS to answer any question,
give them 30 seconds to read (scan the text)
If needed, ask students to perform the task in
the pairs.
Finally, play short video showing two simple
steps to dance Xuc. Model the steps.
Students:
Work in pairs.
Read the text.
Talk with a partner about the answers after
reading for 30 seconds.
Watch video and perform.


5 Post

Knowing How
Knowing Oneself
8. Activity or task:
Role play


S-S
Auditory
Visual
KInesthetic
SIT TESOL Certificate Course Lesson Plan Form
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Teacher:
Ask a student to be a dance teacher. He will
explain the steps to dance Xuc.
Help with the music when needed.
Ask the rest of the class to follow the dance
teacher.
Have students TPS to talk about the dancing
experience.

Students:
Participate in a role play.
Dance Xuc.
Talk with a partner about the experience.
Please add more rows if you need them!