ecrif lesson plan and notes miguel mejia

5/20/2018 Ecrif Lesson Plan and Notes Miguel Mejia

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SIT TESOL Certificate Course Lesson Plan Form

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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 ofFORM that are important to consider (both written and spoken):

Frequency adverbs take different positions. In a sentence.

They oftengo out for dinner.

I nevergo to cinema. I don't like it.

I sometimesgo 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 touse this form? Why?)

Frequency adverbs are used beforeverbs different from BE.

Frequency adverbs are used afterthe 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 ELLsmight make/have when learning this particular languagepoint.

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 / contextsin which the learner might use this kind oflanguage:

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 activitiesthat go from controlled to free practice Include both form and meaning (use ifapplicable) that could help the learner internalize this language.

1. Talking about what food habits they have

2. Matching expressions given to their meaning3. Placing different frequency adverbs in the write spot4. Correcting errors5. Surveying6. 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 lunchDo you the news shows in the evening?

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

5= No, never

TEXTSconsulted 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 fromtrainers and peers, what are two things that you willtry to do in this lesson to help your own learning as ateacher?)

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?(Checkthe main lesson focus; also provide details / list ofitems)

CultureGrammar/VocabularySpeaking ListeningReading 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 thenew material that they couldnt do before?)(there might be subsidiary objectives. Feel free toinclude them.

SWBAT: to respond to yes/no questions about food habits in the present, using basic frequency adverbs.Miguel, we aregoing 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 theyalready 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 aspectsof the lesson do you anticipate they might findchallenging / 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 problemareas 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 tomove on to the next stages of the lesson or havereached the final learning objective?)

TimeFramework

ECRIFAnd 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 EncounterActivating schema

1. Activity or task: BrainstormingSWBAT: review the action verbs they know about food. T

T-S

S-S

Visuals Pictures

Teacher:Show pictureElicit from students what verbs they associateto 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 aboutverbs they relate to the pictures.

10EncounterFOWASK

2. Activity or task:Matching and elicit

T

S-S Grids with days of the weekBeans to place on grids

Tactile

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

Students:

Place beans on the boxes for thecorresponding days of the week and try to tellsentences. Example: I drink coffee every day. Idont eat pizza for breakfast.


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5EncounterFOWASK

Presenting Rules

2. Activity or task:Matching

T

T-SS-S

Grids with days of the weekBeans to place on grids

Tactile

*This grid is in the languageanalysis.

Teacher:Give the students words with frequencyadverbs and tell them to match the words withthe grids with beans.

Teacher: Write sentences with frequencyadverbs, and examples.Example: Jorge sometimes drinks coffee in themorning.

Tell students that frequency adverbs placedbetween subject and verbs.Some adverbs accept different positions, likeusually and sometimes that can placed at thebeginning or end of the statement.

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

5Clarify

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

T

S-S

Slips with sentences

VisualTactileTeacher:

Give Ss sentences with no frequency adverbs.Have Ss place the frequency adverbs in thecorrect spot to make the sentences similar totheir own case,

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

5 ClarifyIm wondering if youwill have time for all

these activities?Which ones do you

find essential?

4. Activity or task: MatchingSWBAT: paraphrase simple present time markers with frequency adverbs to talk aboutrecurrent actions.

T

S-S

Poster with sentences andquestions

VisualTeacher: Show a poster with sentence withtime markers or expressions in a different color.

Students have to rephrase the coloredexpression with a frequency adverb.

Students read the new sentence to their

Student:

Students read the sentences and questionsdisplayed on the board, and talk in pairs abouthow to rephrase the sentences and thequestions.


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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 fiveincorrect sentences they spot and correct theerrors.

Discuss in open class the erros.

Students:Read the sentences in pairs and correctedthem.

They read out loud the incorrect sentences toanother and correct them.

10 Internalize 6. Activity or task: SurveySWBAT: Find out the activities their classmates frequently do.

T-S

S-S

Grid with questionsAuditory

*This grid is in the languageanalysis.Teacher:

Give them grids with survey to ask theirclassmates.

Ss have to ask questions to at least 4 differentclassmates, and match and write names. Sshave to write their partners names on the grid

in the column that correspond to the frequencyof an activity.

Students:Stand up and walk around the classroom, andmingle asking their partners different questions.They write their partners names on the grid inthe column that correspond to the frequency.


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5 Fluency 7. Activity or task: Discussing on small teamsSWBAT: Talk freely about their habits and how often they do these actions. Imwondering if they are going to need more structure than this? How can you make surethat they will continue to work and use the adverbs of frequency?

TS-S

Discussion topics

Auditory

Teacher: prompt topics for students to ask theirpartners about food habits and other dailyactivities.

In open class, the teacher has Ss students saywhat they found out about their partners.

Students discuss and answer in small teamsabout their habits and other routines. Usingfrequency 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: BeginnerLesson Type: ECRIF Trainer: AmandaOsvaldo, Nicole

Lesson Plan Included:was submitted on time and met the criteria for ECRIF. It was effectively scaffolded, levelappropriate and detailed.

In general: Congratulations on your first 50-minute class. You had a very VAKTed class where the students wereconstantly 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 aposter. This is distracting for visual learners. You might want to consider planning out your whiteboard in yourlesson plan.

In terms of ECRIF, you had all the stages! One thing to remember for future fluency activities is respond to theirinaccuracies at the end instead of the middle of the activity. This can interrupt their train of thought and make themself 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 learningand

Generalizations: Themes and

inside or outside theory thatconnects to and/or explain what

might have helped and/orhindered student learning

I am suggesting..(specific and measurable possible

action plans/suggestions)

8.10 T introduces himself and wherehe is from.

Thanks for establishing rapport andstarting to building community.

8.11 T shows pictures on thecomputer and elicits the names.

T elicits the verbs that youassociate with the food.

Thanks for the visuals. They arestimulating and help to engage thestudents.

This activity gets Nicole talking. Sheis able to contribute, which makesher feel good.

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

T models the activity twice.

Great use of a tactile learninginstrument. It is also humorouswhich lowers the affective filter.

Continue making learning interactive andtactile!

8.20 O; says sometimes.T elicits the adverbs offrequency.

On the slide show, T has a chartwith the beans

Your model is effective in clarifyingthe meaning of the adverbs. Theyare able to associate the adverbswith 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 torepresent their frequency.

because it keeps them active,especially this time at night.

styles to keep the students focused andengaged.

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 andunderlines it. T elicits the ideaof the position of the adverb.

I love how you elicit their sentencesbecause it makes the activity more

personal.

Thanks for creating an opportunityfor peer correction.

This visual helps the students toclarify the form.

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

The poster is small andcovering some of the previousinformation on the board.

Thanks for having this ready to go.It is time effective and efficient.

Miguel, Im wondering if this isvisually distracting? How can youorganize the board so that thestudents stay focused on one thingat a time?

You might want to plan your whiteboardorganization in your lesson plan.

8.36 T models activity and how tosubstitute with the adverb offrequency.

Ss work together to change thewords.

Great activity for negotiatingmeaning, keeping it studentcentered and interactive!

8.42 T provides sentences on thescreen and students have to

The multiple opportunities forcorrection help the students to be

Continue creating opportunities fordiscovering errors and correcting them!


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find the error. able to distinguish between thecorrect and incorrect places for theadverb.

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 contextand dialogue.I wish that we could have askedthem in order for them to practiceresponding.

What do you do if they get anotheradverb?

8.53 Ss report back with fullsentences.

This is challenging and meaningfulto the students because they haveto create the sentences on the spot.

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

Ss talk to each other.

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

The modeling is important becausethe students can understand theexpectations.

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

You might want to address theseinaccuracies at the end of the class.


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Ss ask each other.

ecrif lesson plan and notes miguel mejia

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