Lesson Listening Final May 8th 2014

SIT TESOL Certificate Course Lesson Plan Form
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Teachers Name: Karol Barrios Level: Low intermediate # of Students: 6 Date: 05/06/2014

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?)
I will try to use at least one CCQ after each instruction.
I will try to monitor SS while working.
I will monitor the time I use in each activity to complete all of them

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

Listening strategies for skimming for main idea, scanning for details, and recognition of vocabulary: blab (V), jump to
conclusions (p.v.), wreck (N), be in a jam (V), tough (A), pull into (p.v.)

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 A Car Accident by retelling the story with detailed information from the
text so that SS share similar experiences about the topic in a pair work activity.

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 the words about car accidents

Challenges/Opportunities for Teaching:
(What will be new for your students? What aspects of
the lesson do you anticipate they might find
challenging / difficult?)
They might want to listen and understand every word for the skimming exercise. I could take 3 times for them to skim it.
They might find the word lane and contest due to their similarities with Spanish.
Some SS might have different familiar views about car accidents and reactions

- 2 -
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...
I will go over the skimming exercise answer by CCQing the concepts and also by clarifying the words from the vocabulary
In the post activity, I will give a space for the students to talk about their experiences with car accidents.

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?)
If the students are successful at answering the exercise or need another chance to read

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 Pre
Activating schema
1. Activity or task: Discussing relationship with vocabulary and items

T-S, S-S

V/K/A

PPP Pictures

Teacher:
1. T shows some pictures and asks SS to create
a relationship among them.
2. T elicits SS answers and share answers with
the rest of the class.
Students:
1. SS have to guess the relationship among the
different items.
2. SS share their opinions/relationships in pairs.

5 Pre
Encounter
Vocabulary
2. Activity or task: Pictures

T-S S-S

S-S
VTK

White board
PPP Pictures
Blab, jump to conclusions, wreck,
be in a jam, pull into, tough
Teacher:
1. Task SS some questions about the picture to
elicit SS answers.
2. T explains what each word means and shows
pictures that represent them.
Students
1. SS write answers on the board.
2. SS repeat the words to their classmates
understand meaning.

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5 Pre
Clarify Vocabulary
3. Activity or task: Pronunciation chain/looking at pictures and repeating the words/ Pictonary

T, T-S VTK

White board
PPP Pictures
Blab, jump to conclusions, wreck,
be in a jam, pull into, tough
Teacher:
1. T passes words and SS have to pronounce it
(3Times) going around the class.
2. T writes the words on the board and they
match them with the picture and repeat the word
after the teaching pointing them out.

Students:
1. SS pronounce the words to themselves going
around the class.
2. SS match words and pictures and repeat the
word after the teacher.

5 Pre
Remember
Vocabulary
4. Activity or task: Fill in the gaps moving around

T-S
S-S
V/K/T/A

Papers with descriptions and
vocabulary sets.

Teacher:
1. T gives SS a set of 6 vocabulary words and
they look at the pieces of description and
choose what better fits with it.
2. T tells students to go around and check their
answers with a partner.

Student:
1. SS associate words and description around
the class.
2. SS check answer with a partner

3 Pre prediction 5. Activity or task: Make a prediction

T-S
S-S

V/T/K/A

Other pictures
(letters, photos,etc)

Teacher:
1. T asks SS choose a picture and guess what
is going to happen according to what is on the
pictures.

Students:
1. SS check pictures and make their predictions
about what they think is going to happen.

5 During
1
st
Task

6. Activity or task: Skimming for the gist

S V/A

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Teacher:
1. T writes what the story from the audio is
about and pastes 3 different papers around the
class with the possibilities for guessing.
2. T reads the papers and tell SS to Stand up if
they think that the correct, and stay seated if the
statement is wrong.
3. T asks SS to read the options fast and
compare with their classmates what it is about.
Students:
1. SS read statements in silence.
2. SS read fast for one min and compare
answers with their classmates.
CCQS

Paper Questions

5 During
2nd Task
7. Activity or task: Multiple choice

S V/A/T

Multiple choice
Color Sticks
A: green
B: Yellow
C: Purple
Teacher:
1. T gives SS a multiple choice exercise.
2. T tells SS to compare their answers with a
partner.
3. T checks understanding by using colored
sticks.
Students:
1. SS listen and check multiple choices
individually.
2. SS compare answers.

5 During
3rd Task
7. Activity or task: Retelling the story

S-S A

Teacher:
1. T gives some min to SS to listen to the audio
2. T tells students to retell the story according
what they listen to before in pairs.

Students:
1. SS listen to stories about the listening and
later, they retell the story.

5 Post 7. Activity or task: Sharing a personal story about family ties similar to the text

S-S AK
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Teacher:
1. T tells students to share their stories at least
with 2 or 3 people in the class using or 2. words
of the vocabulary at least 2
3. T monitors SS
4. T asks to hear at least 2 conversations

Students:
1. SS think about a story
2. SS share their stories by using 3 words
3. SS answer questions in a mingle activity.

Lesson Listening Final May 8th 2014

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