Teacher’s Name: David Amato Level: Intermediate # of Students: 3-5 Date: 3 September 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. Talk less during points when I know the students could be talking/practicing.

2. Use clarifying questions during more difficult/complex activities.

What skill and content are you teaching? (Check the main lesson focus; also provide details / list of items) Culture Grammar/Vocabulary XXXX Speaking XXXX Listening Reading Writing

Grammar ECRIF: first conditional sentences.

If _________, _____ will ________ .

Main Objectives:(What do you want the Ss to be able to do with the new material that they couldn’t do before?)(there might be subsidiary objectives. Feel free to include them.

SWBAT: use first conditional sentence structure in order to talk about the effects of environmental degradation in Costa Rica in a conversation with a new developer who wants to build a housing development in El INVU.

Assumptions:(What do your students already know what can they already do in relation to today’s lesson?)

By the time my lesson happens, they will have already had a lesson about environmental vocabulary. Hopefully, by the end of my lesson they will be able to put that vocabulary into use through the grammar points they learn.

Challenges/Opportunities for Teaching:(What will be new for your students? What aspects of the lesson do you anticipate they might find challenging / difficult?)

Grammar structure might be new to students. The form of this grammar may be difficult, since it mixes present and future tenses.

Solutions for challenges:(How will you avoid and/or address these problem areas in your lesson?)

Using diagramming and rods, I will try to explain the grammar structure as clearly as possible to Ss.

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?)

I will attempt to elicit sentences from each student individually throughout the lesson in order to know if they have understood the new grammar structure.

SIT TESOL Certificate Course Lesson Plan Form

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TimeFramework

ECRIFAnd stage objectives

Activity, Procedure/Steps- describe the essence of the activityWhat will the Teacher say/do? What will the ss hopefully say and do?Activity, Procedure/Steps- describe the essence of the activityWhat will the Teacher say/do? What will the ss hopefully say and do?

Focus: S; S-S; T; T-S

Materials/Aids VAKT

5 Encounter 1. Activity or task:Picture session.1. Activity or task:Picture session.

T-S Visual

Pictures of environmental cause/effect

5 Encounter

Teacher:Shows Ss 4 sets of pictures, each of a cause and an effect, and asks them to think about what is happening in the pictures.

Q: What do you see happening in these pictures?Q: What relationship do the pictures have with one another? try to elicit the word “consequence” from Ss

At the end of the exercise, teacher reveals that there is a cause-effect relationship, and that we will use conditional sentences to describe this process.

Students:Look at pictures and try to discern what process is taking place.

Answer questions from the T.

T-S Visual

Pictures of environmental cause/effect

5Encounter

2. Activity or task:Sentence diagramming.2. Activity or task:Sentence diagramming.

T-S VIsual

Pictures from first lesson

Dry-erase markers

Tape

5Encounter

Teacher:Writes a box on the b with words “if,” “condition,” “will,” and “result” on the board.

T asks that one at a time, students fill in the chart using the pictures from the previous exercise.

T asks Ss to say their newly-constructed sentences out loud.

T writes newly vocalized sentences in the chart.

Students:Work to fill in the chart with the pictures from the first sentence and say the new sentences out loud.

T-S VIsual

Pictures from first lesson

Dry-erase markers

Tape

SIT TESOL Certificate Course Lesson Plan Form

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6Clarify

3. Activity or task:Rods introduction3. Activity or task:Rods introduction

T-S Visual/Kinesthetic

Rods

Dry-erase markers

6Clarify

Teacher:T color coordinates sentence parts from previous lesson with the multi-colored rods.

One color is for “if,” one color is for the condition, one color is for the subject, and one color is for the consequence.

T reads the sentences back to Ss, asking them to hold up the appropriate rod for each sentence part.

T asks Ss to come up with one new sentence each and to say sentences out loud while holding up their rods.

T fills in the chart and color coordinates the new sentences.

Students:Hold up rods for the appropriate sentence parts.

Using their rods, come up with a new sentence to be filled in on the board.

T-S Visual/Kinesthetic

Rods

Dry-erase markers

6Clarify

4. Activity or task:Sentence structure rods cont’d.4. Activity or task:Sentence structure rods cont’d.

S-S

T-S

Visual, Tactile

Multi-colored rods

“Situation” pictures

6Clarify

Teacher:Asks students to work in teams to create conditional sentences using rods.

Students are asked to look at two piles of pictures which depict cause and effect and to use the rods to construct sentences about the pictures.

T receives new sentences from Ss and fills in the chart.

Student:Choose which pictures they want to work with, use the rods to construct sentences about the pictures.

Ss share their new sentences with the T.

S-S

T-S

Visual, Tactile

Multi-colored rods

“Situation” pictures

6Remember

5. Activity or task:Fill in the blank.5. Activity or task:Fill in the blank.

T-S Visual

list of sentences to be filled in (on newspaper)

SIT TESOL Certificate Course Lesson Plan Form

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Teacher:Shows students the beginnings of several conditional sentences, asks Ss to take turns filling in a missing subordinate or conditional clause for each sentence.

Students:Take turns filling in the sentences.

list of sentences to be filled in (on newspaper)

6. Activity or task:6. Activity or task:

Teacher: Students:

6Internalize

7. Activity or task:Making sentences with pictures.7. Activity or task:Making sentences with pictures.

S Visual, Tactile

“Situation” pictures

6Internalize

Teacher:Gives Ss several pictures, asks Ss to work independently to make conditional sentences using pictures.

T asks Ss to share one sentence each at the end of the activity.

Students: Work independently to make conditional sentences using the pictures in front of them.

After a few minutes, they share one of their sentences with the class.

S Visual, Tactile

“Situation” pictures

6Internalize

8. Activity or task:What will happen if...?8. Activity or task:What will happen if...?

S-S Visual, Tactile

Flashcards with questions written on them

6Internalize

Teacher:Asks students to work in pairs. Ss are given flash cards with several questions, e.g. “What will happen if deforestation continues?” T asks Ss to answer the questions using the conditional form with their partners.

Students:Work with partners to answer the questions on their flashcards.

S-S Visual, Tactile

Flashcards with questions written on them

SIT TESOL Certificate Course Lesson Plan Form

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5 Fluently Use 9. Activity or task:Role play: reasoning with a developer.9. Activity or task:Role play: reasoning with a developer.

S-SAuditory

5 Fluently Use

Teacher:Tells students that someone new (played by T) has just moved to El INVU, and he thinks the place has “a lot of potential.” He is planning to build a large housing development and resort on the banks of the river. Students will talk to him about the potential environmental impacts of such a project.

Students:Take turns describing to the developer (T) the potential environmental impacts posed by his large development project.

S-SAuditory

Please add more rows if you need them!

SIT TESOL Certificate Course Lesson Plan Form

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LANGUAGE ANALYSIS for lesson planning

TARGET LANGUAGE: first conditional sentences (If _______, _____ will _____ ).

Aspects of FORM that are important to consider (both written and spoken):

First conditional sentences consist of 2 clauses: a main, conditional clause containing the word “if” and a subordinate clause containing the word “will.” The conditional clause contains a scenario, and subordinate clause contains its possible future effect.

First conditional sentences contain present and future tenses.

- If (subordinating conjunction)- conditional clause in present tense- will + future tense result of conditional clause

MEANING: (What does each piece of target language mean?

First conditional sentences are the most basic forms of sentences which express a “condition” in one clause and a “result” in the other clause. Actions happening in the conditional clause could happen at any moment and are thus expressed in the present tense, while actions happening in the “result” clause would happen in the future as a consequence, and they are thus expressed in the future tense.

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. Does the subordinate clause describe the past, the present, or the future?2. How do we write the future tense?3. What do these three pictures have to do with each other? What is the relationship

between them?4. When are we going to hold our rods up?

USE (When is this appropriate or not appropriate? Compare it to language that has a similar meaning. When do we choose to use this form? Why?)

- used to express consequences; can be used as a prediction, a promise, or a warning- uses can range from benign and matter-of-fact (“If you don’t tie your shoe, you will trip”)

to threatening (“If you don’t give me the money, I’ll kill you”).

Challenge point: What is most challenging (F, M or U) and why?

Form: conditional sentences use both present and future tenses to convey their meaning. As such, it is critical to reinforce the point that one part of the sentence is in the present tense, while the other part is in the future tense.

List 3-5 potential and/or typical mistakes/challenges that ELLs might make/have when learning this particular language point.- difficulty moving between tenses (present --> future) or grasping the concept of the shift

in tense- difficulty using the future tense: dropping the “will”

What are you going to do to help learners deal with these challenges?I will listen carefully during vocal activities and try to correct learners when I hear

their mistakes.

FLUENT USE: List two potential “real world” activities / situations / contexts in which the learner might use this kind of language:

1. Role-play: someone in the group is a developer looking to build a hotel in El INVU. Other team members must explain to the developer what the consequences of such an action would be.2. Ss see a confused tourist walking down the road. The tourist asks what will happen if he keeps walking, and Ss explain what is at the end of the road...

TASK DESIGN: List 6 “practice” activities that go from controlled to free practice Include both form and meaning (use if applicable) that could help the learner internalize this language.

1. Ss discuss with T what they see in various sequential pictures.2. Ss work to create sentences using pictures and then verbalizing what they see in the pictures.3. Ss work with rods to determine the various parts of first conditional sentences.4. Ss work in teams to create new sentences to be written on the board.5. Ss fill in the blanks of conditional sentences with clauses missing.6. Ss answer questions before moving onto fluency task.

VISUALS: Drawing/diagram/chart of two different ways to present the form and/or meaning of the language point on the board or on posters. (Feel free to do this on another sheet of paper and attach it here!

TEXTS consulted to do this analysis:

University of Victoria English Language Centre website: http://web2.uvcs.uvic.ca/elc/studyzone/330/grammar/1cond.htm

Grammar for English Language Teachers, by Martin Parrott

University of Oregon Teaching & Learning Center PDF on parts of speech: http://tlc.uoregon.edu/publications/studyskills/GrammarHandouts/POSConjunctions.pdf

Initial Reflections on Classroom PracticeThe SIT TESOL Certificate Course

Please answer these prompts and questions for each lesson you teach during the course. Write your responses the first 10 minutes of the feedback session. These reflections are meant to help prepare you for the discussion and to support you during the discussion. These are your notes and can be hand-written. Please attach your initial reflections to each lesson plan and keep them with trainer written feedback in your portfolio.Name David Amato Level of Class

IntermediateECRIF Speaking

GrammarPDP Listening Reading

Writing CultureDate 3 Sept. 2014 Number of Students 6

ECRIF Speaking Grammar

PDP Listening ReadingWriting Culture

My initial feelings on the lesson I’ve just taught.Overall, I felt the lesson went pretty well. Students were working with the first conditional form, using vocabulary related to environmental issues in Costa Rica. The fluency activity involved creating sentences about a fictional scenario in which a developer was coming to El INVU to build a hotel, housing, and casinos. Students were asked to use the grammar structure to speak with the developer. This activity got a little off track, since it was humorous for one of the students to be role-playing a developer, but everyone was having fun, and I think the grammar point stuck. An activity using rods got a little confusing, but other than that the lesson seemed to flow pretty smoothly.

KEY MOMENTS –KEY MOMENTS –KEY MOMENTS –What I planned to do. What actually happened.

(What the students did/said, what I did/said)

What I was feeling and thinking at the time.

I planned to do several sentence-making activities building up to the fluency activity.

Students were advanced enough to make several of these activities redundant, so I cut them and gave more time to other activities.

I felt that it was the right decision to make. I wanted the students to feel challenged and to have as much time as possible to work with the language.

What did the students learn and how did they show me they learned it?

Students learned about the first conditional (“If _______ then _______”). They showed me that they learned the structure through several writing and comprehension activities. I paid attention while students were working in pairs with the grammar, and I was able to overhear successful use of the grammar structure in these activities.

What were the objectives of the lesson? How well did the students achieve them?

The fluency objective of the lesson was for students to talk about a potential development project in El INVU. One of the students, Jefferson, was chosen to be the developer, and the students found this prospect pretty funny, especially the idea (which I provided) that he would be building a casino in town. The fluency activity didn’t work as well as I had hoped, partly because the situation was very humorous and also because 5 students were talking to one person in the role play, and things got chaotic as a result.

Things that I think effectively served students’ learning in this lesson:

Using challenging vocabulary and sentence structure. Going into this lesson, I wanted to make sure that the students wouldn’t be bored, and so we worked with more complex sentence structures. They seemed to be engaged and paying attention the entire time, and if I could do this lesson again I would give them even more time to create, speak, and write more complicated sentences.

Things that are puzzling me from this lesson:

I felt like I was talking a lot during the lesson, and I wished I had kept my mouth shut for more of it. I also worried that I was leading some of the answers when describing the future tense. A recap of the future tense might have been useful for this activity.

What I’ve learned from this lesson about facilitating learning:

Students enjoy being challenged and invited to deal with difficult material. With this group, I am not afraid to try out complicated words and situations. However, I think having a fun game involved would have made the lesson more colorful.

Questions / Issues/ puzzles I would like to get feedback on and/or to discuss and/or think more about

How do I talk even less than I did tonight?How do I work through grammar points, e.g. future tense, without leading students to conclusions?

6.54 Give a brief explanation of your opinion of one of the environmental issues we just studied.

Do you understand?Do you get the ideas?What are you doing first?What is brief?

The students need more clarification. CCQs or an example would be very helpful right now.

Please give examples in order to help the students clarify the expectations.

6.57 Ss work in pairs giving their opinions. Anthony: use more natural / organic…

T interrupts. I don’t know if we got the idea.

SIT TESOL Certificate Course

Practice Teaching Observation Sheet

Name: David Date: Wed September 3, 2014# of students:6 Level: Intermediate Lesson Type: ECRIF Trainer: AmandaJohnny, Anthony, Daniel, Donay, Jefferson, Rocio Lesson Plan Included: was submitted on time. The target language was level and challenge appropriate. The activities designed were student centered, interactive and effectively scaffolded.In general: David, I was really impressed by you and your class. Your activities were engaging, thought provoking and transitioned well one into the other. You handled the class and their ideas very well. You kept the question focused on the students by eliciting the information from them instead of giving them the answers. You challenged them to be more accurate than they normally are!

A puzzle I have is about the fluency activity and how to get all the students to talk. I noticed that Jefferson and Donay were very active, but the rest were passive. I was thinking about how it might help to separate them into two groups and then have them do the activity within their group in order to maximize participation and output.

In regards to ECRIF, you had an effectively scaffolded, learning centered lesson. Congratulations!

In regards to your action plans:1. Talk less during points when I know the students could be talking/practicing. Absolutely! Congratulations! This is not easy and you made it look so last night!!!!!

2. Use clarifying questions during more difficult/complex activities. Yes and you used guiding questions to help them clarify.Actions plans for next class:

1. I will rehearse a tactile activity with my peers before the class.

2. I will create new ways to group students.

Time: I"notice…(Description"of"students"and"teacher"actions"or"

words)

I"am"wondering"and/or"thinking….

Interpretation:"what"helped/hindered"

student"learning"andGeneralizations:"

Themes"and"inside"or"outside"theory"that"connects"to"and/or"explain"what"might"have"helped"and/or"hindered"student"

learning

I"am"suggesting..(speciCic"and"

measurable"possible"action"plans/suggestions)

7.01 I’m David and you are ___.

Let’s keep talking about the environment. I have some pictures to look at.

T sits with ss and displays pictures. What do you see starting here?Ss all lean in and are focusing on the pictures.

Thanks for the intro. It’s important for establishing rapport and building community.

I love that all these lessons have a common thread. It makes learning more connected and transitions are easier.

What an ambience that you have right now! They students are all leaning in and engaged with the material. It’s an intimate learning scene. Thanks for choosing to sit with them. It makes the class more conversation instead of traditional.

Whenever possible keep the lessons connected.

Keep relating to your students and being accessible for them by sitting with them.

7.06 What do these pictures have to do with each other? Is there an order?

Great question because it gives the students something to ponder and analyze.

You might want to use cognates in Eng and Span because it makes it easier for the students to understand. Your first question is very colloquial while using the word relationships is more recognizable for the students.

One thing I am thinking about is if TPS would help to create more communication?

Thanks for giving them the clarification, cause and effect because now they know the relationship between the pictures.

Keep giving them

You might want to use cognates and give the students time for TPS in order to clarify information and increase communication.

7.08 T writes columns on the board. If, cause, subject, will + result.Jefferson goes to the board with his pictures and places them in the appropriate column.

T guides them at the board. “which comes first”

These columns are helpful in structuring the information in a scaffolded way. You start with the non verbal and then make your way into more verbal. I think that this is a non threatening way to easy students into a grammar point.

Continue to chunk the information in manageable portions.

7.12 T writes the elicited examples on the board in place of the pictures.

I love how you work with their sentences. It makes it more personal and helps the students to connect with the TL on a deeper level because they are making a commitment to the activity.

Continue to organize your board so that it helps learning!

7.15 T elicits the tense of the causes and results.

T highlights the parts of speech with colors (color codes).

T gives the students rods to work with the structure.

Can someone read the sentences?

Ss read sentences.

T come up with a sentence about the environment that follows this structure.

Great color coding because it helps the students to differentiate and eventually manipulate the language.

I’m not sure how you wanted to use the rods to make the sentences. They are not using them while creating their sentences.

David, your print is very small. I can’t see it from where I am sitting.

David, I’m wondering if this task is too loose and will need more structure. For example, giving them a card with an environmental issue, maybe even what Daniel taught in his class in order to keep the focus of the class.

You might want to consider writing bigger!

You might want to give more context in order to guarantee more success in a shorter amount of time.

7.24 T puts up a poster on the board.Sentences with missing parts. T elicits the parts of the structures.

Ss offer their ideas.T clarifies and asks for more information.

Great job eliciting the form of the structures. This helps the students to transition into the activity and be successful.

I like how this activity is very open so that all the students can give their creative ideas. IT would be nice to hear more ideas just to validate them and help the students build their confidence.

I notice that you want to understand each of your ss ideas, which you do through asking clarifying questions and getting the students to give you more information. It can be time consuming or even tiring, but it helps the students to develop their ideas and improve their English.

Keep eliciting.

Please keep drawing out the information from your students because it is a very powerful teaching strategy or tool for enhancing learning.

7.33 T gives the students new pictures.

Ss talk to one another and exchange pictures.

Donay: If we don’t stop to destroying our planet, the land will be a big desert.

Wow. The students are creative in their ideas and knowledge about the local environment problems.

Writing each sentence on the board helps learning because it clarifies the structure and forces the students to focus on their accuracy, but the downfall is that it takes up a lot of time. What might be another alternative?

Could students write their sentences on a paper and post them around the room?

7.41 The monkeys Didn’t have homes.

When does “DID” happen.

Great teaching moment David. You approach it will by creating an opportunity for the students to check themselves and the structure.

Continue giving clues and guiding the students towards accuracy.

7.44 T gives ss questions a sheet. Take turns asking questions to your partner. What will happen if too many people use pesticides?

Giving the questions was a good move since you didn’t teach the structure for the questions, but the pitfall is that they answer the question and then stop talking. How can you get them to continually ask and answer the questions?

You might want to have a different configuration. For example a concentric circle or a gallery walk so that the students keep speaking.

7.47 I need to two bad guys.T explains the situation about the two bad guys, Jefferson and Johnny. The bad guys want to develop some land down by the river.

Donay and Jefferson are the only ones speaking. I wonder if separating the students into two groups would help to increase everyone’s production?

The conversation is getting off topic, the first conditional. How can you structure the activity so that they continue to use the target language?

You might want to split them in order to increase everyone’s participation.

You might want to

SIT TESOL Certificate Course

Practice Teaching Observation Sheet

Name: Daniela Date: Wed September 3, 2014# of students:5 Level: Intermediate Lesson Type: ECRIF Trainer: AmandaJohnny, Daniel, Donay, Jefferson, Rocio Lesson Plan Included: was submitted on time. The plan was detailed with activity information. There were suggestions made about vocabulary selection, scaffolding of activities, and the fluency activity.