SIT TESOL Certificate Course Lesson Plan Form

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Teachers Name: Sonia Albertazzi Level: Low Beginner # of Students: 8 Date: Sept 3
rd
, 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 rehearse my instructions before class to see that they are clear.

2. I will maximize student-centered activities.


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

Third person singular in the simple present.

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: use the third person singular in the simple present in order to talk about a famous person in a mingle 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

Basic verbs used in previous classes.
Talk about their likes and dislikes.


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 s ending.
The use of the pronouns he and she.

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

Practice pronouncing the words through drilling
Provide examples of noun to pronoun substitution


Assessment:
(How will you assess to see that Ss are ready to
move on to the next stages of the lesson or have
I will be able to hear the students talk about a famous person and the activities he/she performs.

SIT TESOL Certificate Course Lesson Plan Form
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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 sts hopefully say and do?
Focus: S;
S-S; T; T-S
Materials/Aids
VAKT



5

SWBAT:
activate prior
knowledge about the
topic by answering the
Ts questions orally
1. Activity or task: Schema activation



T-S





Pictures
Projector
V/A
Teacher:
Shows pictures of activities we have already
used in class and asks general questions.
What can he/she do?
Can he/she dance?
When do you do this activity?

Students:
Answer the questions the teacher asks.




5
Encounter:
SWBAT encounter the
third person singular
presented to them on
a chart.
2. Activity or task: showing awareness of the new structure



T-S

Chart
Board
V/A

Teacher:
Shows a chart that presents the same sentence
in one case with I and in the second example
with He:
I sleep at night.
He sleeps at night.
She sleeps at night.


Students:
Repeat the sentences





5

Encounter:
SWBAT: recognize the
different
pronunciations of the
endings s, -es.
3. Activity or task: Sts listen to the teacher and they repeat the word sleeps emphasizing the /s/
sound. Then the teacher pronounces likes /s/, then plays, then studies /z/, watches /iz/. As a
follow up students will read the same words to each other working in pairs.



T-S
S-S

Pieces of paper with the words
written on them
A/V
Teacher:
Says the words aloud emphasizing the final /s/
/z/ and /iz/ sounds.
Students:
Listen and repeat the words pronounced by the
teacher. Then, they read the words aloud in
pairs.

SIT TESOL Certificate Course Lesson Plan Form
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5

Clarify
SWBAT:
Discriminate if a verb
ends in /s/ or /z/
5. Activity or task: students will raise a sign with the letter s or the letter z according to the word
they hear, then they will listen to sentences too. Sts have to repeat the words.




T-S
S-S



Signs with the sounds.

V/K/A/T
Teacher:
Pronounces words and then reads sentences.

Student:
Raise letter s or z according to the sound they
hear. Read sentences to their partner.




5
Clarify:
SWBAT: show the
structure of a sentence
by using different color
sticks.

4. Activity or task: students use popsicles to represent the structure of a sentence.


T-S
S-S

Sample sentences
Board
Popsicle Sticks
V/K/A/T
Teacher:
Provides students with sample sentences and
demonstrates how to use popsicle sticks to
represent the sentence
Students:
Use popsicle sticks to represent different
sentences and then reads the sentences aloud
to their partner.






5
Remember:
SWBAT:
Fill in the blanks with
the correct form of a
verb
6. Activity or task: Fill in the blanks activity


T-S
S-S



HO
V/A
Teacher:
Provide sts with a fill in the blanks activity and
then checks answers on the board.

Students:
Complete the practice then check, afterwards
they read the sentences aloud to a classmate.


5
Remember:
SWBAT:
Correct mistakes in
sentences
7. Activity or task: Sts listen to a sentence a student reads and then correct it orally if there is a
mistake.


Teacher Students:
Provides sts with sentences, checks answers. Read sentences, find mistakes


S-S
T-S

Pieces of paper with sentences

V/A
SIT TESOL Certificate Course Lesson Plan Form
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5
Internalize:
SWBAT:
internalize the target
structure
8. Activity or task: Sts stand in front of a classmate and talk about the things a member of their
family does (I will model)





S-S



V/A/K/T
Teacher:
Models and monitors

Students:
Talk about a family members activities



10
Fluency:
SWBAT: talk about the
activities a famous
person does
9. Activity or task:
Talk about a famous person and his/her activities



S-S


Picture with famous people
K/A/V
Teacher:
Gives the instruction, provides a picture of
famous people, signals change of partner.
Students:
Move around speaking about what they think a
famous person does.


Please add more rows if you need them!