1.

Written or Oral Report Diagnose Test/Task

Task
Ss choose two different elements (coffee break snacks) and using comparative sentences,
they create sentences giving reason why they like one element above another one, Ss
have four minutes to work on it.
e.g.
I like potatoes chips, because potatoes chips are saltier than cupcakes.
Student A evaluation results.
Check list

Complete the task.

Coherence between the
elements.
Use of English (following the
example structure)

Yes
X
X

No

Rating Scales
Good (3)

Use of English

Pronunciation

Fluency

Acceptable (2)

Need
No evidence (0)
improvement
(1)
Clear
structure, Two or three Basic mistakes No evidence of
meaning,
and mistakes
that
interfere use
of
coherence.
which
dont message and grammar.
One
or
non- interfere in the understanding.
mistake.
understanding.
x
Clear
Two or three Pronunciation is Non- evidence
pronunciation,
mistakeswhich not clear, Ss of
hesitation doesnt dont interfere need to repeat Pronunciation
interfere in the in
the words.
and
selfmessage delivery. message
X
correction.
delivery.
Clear manage of Two or three Hesitation
Non- evidence
the
message mistakes
makes
the of
hesitation doesnt which
dont message
not communication.

interfere in the interfere in the understandable,

message delivery. message
the intention is
delivery.
not clear.
X

1. Proposal: LLS Lesson Plan (Chamots Template)

Learning Strategies Lesson Planning form.
Content area: Language

Topic: Jobs

Grade: Communicative competence II

Objetives.
Language objectives: Describe different jobs
Linguistic context: Use of the vocabulary that they manage to describe jobs.
Communication task: Oral report
Learning Strategy: Use images (that they already have and mental images) to guess and
describe different types of jobs.

Procedure.
Preparation
T shows Ss some pictures related to jobs to introduce the topic. T asks Ss what the
pictures show. Then T asks Ss I would like to know what do you do when another
teacher tells you to describe a picture? T asks Ss for the answers.
Presentation
T explains Ss the strategy by modeling, e.g. T shows Ss a picture and he starts to
describe the job using their imagination or simply guessing what the person in the
picture does. T tells Ss the strategy (use images) and explains it. T explains Ss how,
when and for what kind of task they can use the strategy.
Practice

T tells Ss to choose a pair. T shows Ss pictures of some objects that people use in
different jobs, Ss have to guess the job where those objects are used and describe the
job to their partner (they will have 5min.), then they have to present the oral report in
front of the class. T discuss to Ss about the use of strategy. Then T shows Ss other
pictures related to jobs and they have to create a story more elaborated using mental
images and guessing what people do (the will have 5 min.). Finally T monitors the
activity and asks Ss for the story; they have to tell it aloud.
Evaluation
T asks Ss opinions about how the strategy works for them. T asks Ss in what other
situation they can apply the strategy. T asks Ss if learnt this strategy made him more
confident for a task in the future. T gives Ss a check list to evaluate the strategy.
Yes

No

The main purpose of

the lesson is clear.
The implementation of
the strategy in a task is
easy for you.
The strategy help you to
complete the task
The use of imagination
and guessing help you
to speak more about
the topic.

Expansion
T gives an instance of discussion among him and student to talk about the use of the
strategy in their futures test.