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Teachers Name: Miguel Meja Flrez Level: Low Beginners # of Students: 7 Date: Sept 1 2014


LANGUAGE ANALYSIS for lesson planning

TARGET LANGUAGE: Frequency adverbs: always, usually sometimes, never in the simple present tense.


Aspects of FORM that are important to consider (both written and spoken):
Frequency adverbs take different positions. In a sentence.
They often go out for dinner.
I never go to cinema. I don't like it.
I sometimes go to the theater with my husband.

They usually go before a verb. But after the verb BE. Im always at home after 9:00. Not I always am at home.

Frequency adverb determine how often we do an activity. They can be used to answer yes/no questions about our habits.

Example: A: Do you (ever) have pizza for breakfast?
B: No, I never have pizza for breakfast. Its not healthy.

MEANING: (What does each piece of target language mean?
The adverbs of frequency express how often an action is performed in general or in the present.

List at least 4 comprehension checking questions (yes/no, either/or, example, short answer, then definition if possible!) for
the meaning of this language point:
1. What words describe the frequency of our actions?
2. Do we use this words before or after the verbs?
3. What are the parts that you need to form the structure?
4. What frequency adverbs do associate with every day, two days a week, etc?

USE (When is this appropriate or not appropriate? Compare it to language that has a similar meaning. When do we choose to
use this form? Why?)
Frequency adverbs are used before verbs different from BE.
Frequency adverbs are used after the verb BE.

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Challenge point: What is most challenging (F, M or U) and why?
USE: Using the frequency adverbs is spoken language because students need to be aware of verb they are using to place
them correctly.


List 3-5 potential and/or typical mistakes/challenges that ELLs might make/have when learning this particular language
point.

Using never in sentences which already contain a negative auxiliary.
Using the frequency adverbs after verbs different from be.

What are you going to do to help learners deal with these challenges?

Use an error correction activity.
Organizing the different parts of speech in a sentence.


FLUENT USE: List two potential real world activities / situations / contexts in which the learner might use this kind of
language:
1. Have a conversation with a friend about recurrent habits.
2. Ask partners to describe what food habits they do and how often.


TASK DESIGN: List 6 practice activities that go from controlled to free practice Include both form and meaning (use if
applicable) that could help the learner internalize this language.
1. Talking about what food habits they have
2. Matching expressions given to their meaning
3. Placing different frequency adverbs in the write spot
4. Correcting errors
5. Surveying
6. Discussing in groups about food habits with open ended topics.

VISUALS:
Grids with days of the week. Grid with a survey. Poster with sentences for students to rephrase.

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Grid for encountering and clarifying

How often? Monday Tuesday Wednesday Thursday Friday Saturday Sunday






Grid for internalizing


1 2 3 4 5
Do you drink coffee in the morning?
Dou you in the evening?
Do you eat rice for breakfast?
Do you eat meat or chick for lunch
Do you the news shows in the evening?


1= Yes, Always 2= Yes, Usually 3= Yes, often 4= Yes, sometimes

5= No, never


TEXTS consulted to do this analysis:

Schrampfer Azar, B, Fundamentals of English Grammar, Pearson Education, 2003, New York

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Teachers Name: Miguel Meja Flrez Level: Low Beginners # of Students: 7 Date: Sept 1 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 two one CCQ after my instructions.

2. I Will reinforce yes/no questions in the Simple Present.

3. I will have students drill more on structures to facilitate internalization.

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

Frequency adverbs: always, usually, often, sometimes, never.

Yes/no questions in simple present to talk about food habits.



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: to respond to yes/no questions about food habits in the present, using basic frequency adverbs. Miguel, we are
going to have a workshop on objectives today. I recommend that you have this handy for the workshop.

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

Vocabulary about foods for the different meals. Names for three different meals according time of the day: breakfast, lunch..
Actions verbs related to food: breakfast, lunch, dinner..


Challenges/Opportunities for Teaching:
(What will be new for your students? What aspects
of the lesson do you anticipate they might find
challenging / difficult?)
New: vocabulary about frequency adverbs.

Structuring sentences and questions with the frequency adverbs.

Solutions for challenges:
(How will you avoid and/or address these problem
areas in your lesson?)
Providing one hands-one activity to clarify the meaning of the frequency adverbs.

Drilling structured questions and answers for them to become familiar with the questions.

Assessment: By the end of the lesson I will be able to hear Ss saying sentences with frequency adverbs to respond questions.
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(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?)


Time
Framework
ECRIF
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 Encounter
Activating schema
1. Activity or task: Brainstorming
SWBAT: review the action verbs they know about food.

T

T-S

S-S




Visuals Pictures
Teacher:
Show picture
Elicit from students what verbs they associate
to certain foods you show them.

Write down on the board some of the actions.
Example. SOUP-EAT, MAKE
DINNER-MAKE, PREPARE, EAT


Students:
Students tell their partners next to them about
verbs they relate to the pictures.

10
Encounter
FOWASK


2. Activity or task:
Matching and elicit
T

S-S


Grids with days of the week
Beans to place on grids

Tactile
Teacher: Given them a grid with days of the
week.
Tell activities related to food.
Tell them to place beans on the boxes on the
grid to count the number of days they do the
activity. Very cool!

Students:

Place beans on the boxes for the
corresponding days of the week and try to tell
sentences. Example: I drink coffee every day. I
dont eat pizza for breakfast.









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5
Encounter
FOWASK

Presenting Rules
2. Activity or task:
Matching
T

T-S
S-S
Grids with days of the week
Beans to place on grids

Tactile

*This grid is in the language
analysis.
Teacher:
Give the students words with frequency
adverbs and tell them to match the words with
the grids with beans.

Teacher: Write sentences with frequency
adverbs, and examples.
Example: Jorge sometimes drinks coffee in the
morning.

Tell students that frequency adverbs placed
between subject and verbs.
Some adverbs accept different positions, like
usually and sometimes that can placed at the
beginning or end of the statement.


Students:
Place the words to the left boxes of the grids



5
Clarify

3. Activity or task: Identifying the right spot for frequency adverb in a sentence
SWBAT: identify and review the structure of frequency adverbs in the simple present.
T


S-S
Slips with sentences

Visual
Tactile
Teacher:
Give Ss sentences with no frequency adverbs.
Have Ss place the frequency adverbs in the
correct spot to make the sentences similar to
their own case,

Students:
Discuss in pairs the correct spot to place the
frequency adverbs.

5 Clarify
Im wondering if you
will have time for all
these activities?
Which ones do you
find essential?

4. Activity or task: Matching
SWBAT: paraphrase simple present time markers with frequency adverbs to talk about
recurrent actions.

T

S-S
Poster with sentences and
questions

Visual


Teacher: Show a poster with sentence with
time markers or expressions in a different color.

Students have to rephrase the colored
expression with a frequency adverb.

Students read the new sentence to their
Student:

Students read the sentences and questions
displayed on the board, and talk in pairs about
how to rephrase the sentences and the
questions.

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partner.



5 Remember 5. Activity or task: Error correction
SWBAT: Clarify the correct use of frequency adverbs.
T-S
S-S
Slips of papers with sentences and
questions

Visual
Teacher: Give students a slip of paper with five
incorrect sentences they spot and correct the
errors.

Discuss in open class the erros.
Students:
Read the sentences in pairs and corrected
them.

They read out loud the incorrect sentences to
another and correct them.


10 Internalize 6. Activity or task: Survey
SWBAT: Find out the activities their classmates frequently do.
T-S

S-S
Grid with questions
Auditory

*This grid is in the language
analysis.
Teacher:
Give them grids with survey to ask their
classmates.

Ss have to ask questions to at least 4 different
classmates, and match and write names. Ss
have to write their partners names on the grid
in the column that correspond to the frequency
of an activity.









Students:
Stand up and walk around the classroom, and
mingle asking their partners different questions.
They write their partners names on the grid in
the column that correspond to the frequency.
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5 Fluency 7. Activity or task: Discussing on small teams
SWBAT: Talk freely about their habits and how often they do these actions. Im
wondering if they are going to need more structure than this? How can you make sure
that they will continue to work and use the adverbs of frequency?
T
S-S
Discussion topics

Auditory
Teacher: prompt topics for students to ask their
partners about food habits and other daily
activities.

In open class, the teacher has Ss students say
what they found out about their partners.
Students discuss and answer in small teams
about their habits and other routines. Using
frequency adverbs.



Please add more rows if you need them!



















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SIT TESOL Certificate Course
Practice Teaching Observation Sheet
Name: Miguel Date: Monday September 1, 2014
# of students: 2 Level: Beginner
Lesson Type: ECRIF Trainer: Amanda
Osvaldo, Nicole
Lesson Plan Included: was submitted on time and met the criteria for ECRIF. It was effectively scaffolded, level
appropriate and detailed.
In general: Congratulations on your first 50-minute class. You had a very VAKTed class where the students were
constantly being exposed to different learning styles in each activity. This helps to keep them focused and engaged.
The beans were a brilliant way to clarify the meaning of the adverbs of frequency. You also modeled each activity,
which helps to make smooth transitions for the students.

A puzzle I have is about whiteboard organization. I noticed that the board had a lot of information on it, including a
poster. This is distracting for visual learners. You might want to consider planning out your whiteboard in your
lesson plan.

In terms of ECRIF, you had all the stages! One thing to remember for future fluency activities is respond to their
inaccuracies at the end instead of the middle of the activity. This can interrupt their train of thought and make them
self conscious.
Actions plans for next class:
1. I will organize my whiteboard.
2. I will not interrupt the fluency activity. I will wait until the end of the class to correct.




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Time: I notice
(Description of students and
teacher actions or words)

I am wondering and/or thinking.
Interpretation: what
helped/hindered student learning
and
Generalizations: Themes and
inside or outside theory that
connects to and/or explain what
might have helped and/or
hindered student learning

I am suggesting..
(specific and measurable possible
action plans/suggestions)

8.10 T introduces himself and where
he is from.
Thanks for establishing rapport and
starting to building community.

8.11 T shows pictures on the
computer and elicits the names.


T elicits the verbs that you
associate with the food.
Thanks for the visuals. They are
stimulating and help to engage the
students.

This activity gets Nicole talking. She
is able to contribute, which makes
her feel good.

8.16 T gives ss a chart. T reviews
the days of the week. T gives
the ss beans.

T models the activity twice.
Great use of a tactile learning
instrument. It is also humorous
which lowers the affective filter.
Continue making learning interactive and
tactile!
8.20 O; says sometimes.
T elicits the adverbs of
frequency.

On the slide show, T has a chart
with the beans
Your model is effective in clarifying
the meaning of the adverbs. They
are able to associate the adverbs
with a percentage or number.
Keep modeling!
8.22 T gives ss new action verbs and I like how you are keeping this tactile Continue using various forms of learning
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Ss put beans on the grid to
represent their frequency.
because it keeps them active,
especially this time at night.
styles to keep the students focused and
engaged.
8.26 T writes sentence on the board.
T color codes the adverb to
make it stand out.


Nicole often eat gallo pinto.



T elicits the action verb and
underlines it. T elicits the idea
of the position of the adverb.
I love how you elicit their sentences
because it makes the activity more
personal.

Thanks for creating an opportunity
for peer correction.

This visual helps the students to
clarify the form.

8.32 T puts up a poster and asks Ss
to read them aloud.


The poster is small and
covering some of the previous
information on the board.
Thanks for having this ready to go.
It is time effective and efficient.


Miguel, Im wondering if this is
visually distracting? How can you
organize the board so that the
students stay focused on one thing
at a time?





You might want to plan your whiteboard
organization in your lesson plan.
8.36 T models activity and how to
substitute with the adverb of
frequency.

Ss work together to change the
words.
Great activity for negotiating
meaning, keeping it student
centered and interactive!

8.42 T provides sentences on the
screen and students have to
The multiple opportunities for
correction help the students to be
Continue creating opportunities for
discovering errors and correcting them!
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find the error. able to distinguish between the
correct and incorrect places for the
adverb.
8.46 Ss interview the Teachers how
often they do something.

T models the activities.




Ansor says rarely, almost never
This is a great way for them to
practice their language in context
and dialogue.
I wish that we could have asked
them in order for them to practice
responding.

What do you do if they get another
adverb?



8.53 Ss report back with full
sentences.
This is challenging and meaningful
to the students because they have
to create the sentences on the spot.

8.55 T writes questions on the board.
Where do you usually go on
weekends?
What foods does your mother
usually cook?
T models that activity.

Ss talk to each other.

T starts to ask the ss.
Corrects and guides the
students in their answers.



The modeling is important because
the students can understand the
expectations.






Im wondering if this is necessary?
What do these errors tell you about
them in their learning process?












You might want to address these
inaccuracies at the end of the class.
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Ss ask each other.