DC
Teacher Consolidation Course
Lesson Plan Template
Assessed Lesson 1
Name: Patricia Izquierdo Olvera Level: A0-A2 Number of learners: 10
Length of lesson: 55 min Topic / theme: Reading - skills Date: September, Friday 23rd
Learning Aims (what your learners will have done or achieved by the end of the lesson):
By the end of the lesson, learners will be better able to write a short description by selecting appropriate content and
enable them to use strategies to make the message clear.
Personal aims:
I will give clear instruction before setting a task and using ICQs to clarify them.
I will give clear feedback after the task mentioning interesting answers.
I will improve time management by giving clear instructions
Materials to be used: (cite author’s name, book title, date and publisher / website link and date consulted where relevant)
Alien pictures. <[Link]>.
DC
Class Profile
In the class there are students from 5th to 12th grade. This is a class from level A0 to level A2. In the group I have two
Institutions. One is a Christian Academy where a bilingual course has been implemented, they take face-to-face classes
with the exception of my class which they take from their academy. The other Institute, American Institute of the Gifted
and Talented AIGT, is an online school where the students take all their classes in English and the school follows a CLIL
framework for the subjects. Both groups take ESL classes three times a week. In the class, the separation of Institutes is
felt because they have been working together for two weeks. AIGT started the course two weeks before the Christian
Academy. AIGT students are more confident about language immersion while the Christian Academy students are a little
shyer due to the lack of teachers who give English classes, although they follow a bilingual program, they lack exposure
to the language. However, both groups speak in their L1 during their breakout rooms activities.
DC
For a SKILLS focus complete the analysis below.
Circle your focus: READING, WRITING, LISTENING or SPEAKING.
Which specific sub skills will the learners develop? What tasks / activities will you use? How will you scaffold the sub
skills?
Sub-skill: make the message clear
What tasks: learners read another text and tick the checklist with the content Ls explain why is a bad description and
correct the description using the checklist (activity 5), learners write their own description using the checklist (activity 6)
How By demonstrating the tasks before asking learners to complete them independently. T will underline incorrect
answers to let learners correct her.
Sub-skill: selecting appropriate content for the genre
What tasks: Underline the features that a description must have (Activity 3) Ls discuss the elements that a description
must have (Activity 4) Ls Brainstorm some ideas with their peers (Activity 7)
How By demonstrating the tasks before asking learners to complete them independently. T will describe herself using
some CCQs.
ASSUMPTIONS ABOUT CLASS / LANGUAGE (e.g. what do they know about the topic of the lesson? What schematic
knowledge do your learners have of the target language?):
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Potential learner problems with sub skills:
1. Learners might not include all the relevant content for the description.
2. Learners might confuse the features.
Possible solutions:
1. Monitor and remind learners to complete all the elements of the description. T will remind them about the bad
description.
2. Monitor and ask questions to check understanding of the features.
TASKS AND CLASS MANAGEMENT
Possible Problems
I might not be able to set them into groups
Some of them might have forgotten the worksheets
Possible solutions:
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I might have aan additional link to organise groups in two meetings.
I will ask them beforehand to prin them out. Also, I’ll have a jamboard to project.
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STAGE NAME STAGE AIM PROCEDURES TIME INTER
(What is the purpose (Who does what?) mins (L->L, T-
of this stage?) >Ls etc)
Lead-in To generate interest -T welcomes the students asking names, age, mood. 1 min
and activate -T shows learners the powerpoint with 2 questions 1 min T-Ls
schemata (Where is it? How many planets do you know? 2 min Ls->Ls
-Ts asks to Write the names you know in the chatbox! 1 min Ls->Ls
-T asks Which is your favourite planet?
Discuss it with a partner. 5 min
-T monitors Ls and in the breakout rooms mentions
interesting answers.
Understanding To familiarise - T tells learners that they are going to space to live 1 min
the model learners with with an alien family and 5 min T-Ls
text – Gist the information - T gives each learner a description of an alien so they 2 min
task in the text can find their alien family. Learners will work in teams,
read it and match it to the correct alien.
- T asks for the answer to the groups. 8 min
- T shares the answer.
Understanding To find out -T introduces the check list for the description of a 3 min Ls - T
the model detailed character. 1 min
text – information in T- Asks them to underline the descriptions that are on 5 min
Detailed the text the checklist: 2 min
understanding *Name
task *Age 24 min
*Appearance
-Ls will have few minutes to discuss and compare their
answers.
-Ls will write the answers in the Jamboard
-T shares the answer sheet
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Analysing To enable learners -T shows the checklist again and asks them ICQs 1 min
features of to identify the -Ls work read a new text about a different alien and 3min
tick the aspects which are covered. 3 min
the genre – content of a
- Ls will say if it is a good or a bad description. 2min
content description
33 min
Controlled To provide controlled -Ls will correct Hamlet’s description using the checklist. 7 min
Practice practice of content. - T will give feedback at the end of the activity, 3 min
40 min
Planning/ To provide -T will set Ls in pairs to brainstorm some ideas and of
opportunity for descriptions they can use for describe themselves. 2 min
learners to practice
the TL in a
personalised way.
42 min
Publishing To show the final -Ls will work on teams to create their own character 15 min
product and publish it on Jamboard.
- Ls will guess who is who in each description-
57 min
Feedback To provide overall -T will write the most common mistakes and tell at the 3 min
feedback on the task end of the class
and upgrade the
language. 60
