LESSON PLAN 2 – Megan Bradford
Class level
Classroom
Beginner
Room 2
Progress expectation
The students should be able to describe the weather and ask and answer questions
about different types of weather.
Talking about different types of weather (sunny, hot, rainy, cold, snowy, stormy,
windy, cloudy, lightning, thundering)
Describing the weather
I will provide students with the ability to ask and answer questions about the
weather in English.
Students should be able to ask about the weather and answer in a sentence
As this is a beginner class I assume that the know nothing. If they know other phrases
that can be paired with the weather it will be added in but if not we will only discuss
types of weather.
I will be using the board, markers, vocabulary list of the weather, warm up (handout
#1) with pictures and they match the weather expressions with pictures, had out 2
(map with sentences started and questions to write)
In small groups they will ask questions about the weather to a second group who will
describe the weather in a certain city.
I think this second lesson went okay in some parts, I struggled with the different
proficiency levels because 9 students were all on different levels so it was hard to
differentiate like I would have if I knew what their levels were before the class.
Subject
Topic
Aim
Objective
Knowledge assumed
Material & equipment
Learning assessment
Post lesson notes
Lesson date
Lesson duration
August 9, 2013
1 hour
I needed to adapt my plan by adding in extra activities, I thought that most of the
activities would take longer so I needed to add it some back-up activities. Also I
thought William was telling me time was up so I ended sooner than I would have but
I just misunderstood. The written activities the class did better with and the maps I
didn’t realize how hard it was to read until it was too late because I knew what it said
so I didn’t see from their perspective of having a hard time reading it.
I think the plan was an ok level, there wasn’t anyone that felt that it was too easy but
it was hard for a few of the students that were at a lower level.
Good reactions and student participation, the speaking activity was confusing and
after seeing the product I would have made the map or forecast simpler and I didn’t
think about the names of the cities being hard to pronounce and I should have just
used state names instead.
In doing the activities I think the phrases were understandable and I did everything I
could to try and act out the different type of weather but the pictures I had I would
have just used color pictures on an iPad or computer because the black and white I
don’t think was as clear for them about the type of weather. Elizabeth had a hard
time and relied a lot on Gonzalo to translate the material so I would have liked to
have more copies and then gotten her to work with another group so she would
need to practice more. I think I did well keeping explanations short but I didn’t
explain the communication activity very well and needed more examples before
having them begin. I wasn’t 100% happy with the lesson but I think it was successful
that they could talk to me about the weather and also add in for those more
advanced what they like to do during a certain type of weather.
For this class in the future I would like to have all activities with 3 levels to make it
better for all students but also to be the same activity so there is cohesion with the
whole class but also so that there would be one for the lower students and a slightly
harder for the more high level beginners.
Tasks
Phase Duration
1
3
2
5
3
10
4
10
Topic
Introduction
Teacher activity
I will welcome the
students and ask
them to have a seat
and explain that a
seating chart will be
passing around and
to please write their
names in. I will then
introduce myself
and go around the
classroom asking
students to
introduce
themselves to the
class in English.
Warm-Up
I will divide the class
into pairs and give
them a handout
with 4 icons and a
list of 5 of the
vocabulary words. I
will instruct them to
write the type of
weather with the
icon. I will walk
around the rooms
and listen to the
progress of each
pair.
Presentation of
I will write a
Vocabulary
vocabulary word on
the board then
model the correct
pronunciation and
prompt the
students to repeat
after me. Once they
have correct
pronunciation I will
show them a picture
that represents that
type of weather
saying the
vocabulary word
again, then showing
to students asking
them to tell me the
weather. With each
new vocabulary
word I will show a
picture of a previous
word to check for
understanding.
Vocabulary Practice I will give students a
Activity 1
handout with
Student activity
Resources
Students will write Blank seating chart
their name in the
seating chart as it
comes to them and
also introduce
themselves to the
class in English.
Students will work
together to
correctly label
weather icons with
a given list of 5 of
the vocabulary
words.
Pre-assessment
handout with
weather
icons/matching to
given words.
Students will write
down each new
vocabulary word as I
write them on the
board either
drawing a picture
for meaning or
writing the
definition in their
notes. Students will
also repeat each
new vocabulary
word after I show
them the
pronunciation.
When I show them
pictures they will
also tell me what
the weather is in
English.
List of weather
vocabulary,
printouts of
weather
Students will
attempt to
Example CLOZE
sentence, Handout
5
5
6
10
guided sentences
for them to
complete with the
weather vocabulary.
I will first write an
example sentence
on the board, give
them a minute to
think about what
word they think
should go there,
then I will ask them
to tell me which
word they would fill
the sentence with. I
will write in the
correct answer
when they produce
it (guide them to it if
they have it
incorrect at first).
Then They will work
in pairs to complete
the sentences on
the handout. I will
be walking around
the room
monitoring and
guiding students as
help is needed.
Review Practice
I will go around the
Activity 1
room and ask
students to read the
entire sentence
filling in the space
with their answer. If
there are any errors
I will show the icon
that would match
what they said then
show them which
picture (from the
presentation) is the
closest match for
their sentence to
lead them to a more
appropriate answer
Vocabulary Practice I will give students a
Activity 2
weather forecast for
a week. I will
instruct them to
complete the
forecast in small
groups, each group
will have a forecast
for a different city. I
will monitor
students and assist
complete the
with missing
practice sentence
vocabulary/weather
on the board on
expressions.
their own then they
will tell me which
word they think
best fits. They will
then work in pairs
to complete a series
of sentences with
the correct
vocabulary word
depending on the
image shown.
Students will read
out sentences as
they are called as
well as check their
answers to the
other sentences
when they are not
called on.
Weather pictures,
board, markers
(multi-colored)
Students will work
together to
complete their
forecasts.
Handouts of
forecasts for 2-3
different cities
7
5
Review Practice
Activity 2
10
7
Produce
11
5
Wrap-Up
5
Back-Up 1
when needed.
I will bring the
group back together
and have the same
pictures that were
on their forecasts, I
will then show one
of the pictures and
instruct students to
find this icon on
their handout. I will
then call on a
student to tell me
her sentence with
that picture. I will
continue until all
weather types have
been addressed.
I will instruct
students to use the
forecasts that they
just completed and
move to one person
at a time from the
other group what
the weather was
like on certain days
in their city then
they will answer a
question about their
city. They will be
instructed to talk to
everyone from the
other group and ask
about the weather
for each of the days
of the week. I will
again be monitoring
students and assist
as needed.
I will ask each
student about the
weather on a
particular day in
their city/forecasts
and there will give
me a sentence with
their weather that
they have been
working with the
past 2 activities.
I will give students
an example of a
series of vocabulary
words and we will
match one of the
pictures with each
Students will
Pictures from
provide their
handout
answers as well as
checking their work
as we review the
weather
expressions.
Students will use
Forecast handout
their previously
made/completed
forecasts to move
around the room to
ask other students
about the weather
in their city. Once
one student asks a
question and
someone from the
other group
answers they would
switch rolls and the
second student
would ask the first a
question about their
weather.
Each student will
Forecast handouts
provide a sentence
to describe what
the weather is like
in their city on the
day that I ask about.
Students will have a
list of 3 vocabulary
words and they will
have to take out the
one that does not
match the other
Handout with series
of vocabulary words
that all are in
common except 1.
5
Back-Up 2
5
Back-Up 3
new word. After
matching the
pictures I will ask
the students which
one doesn’t fit with
the others. I will
then put them into
pairs and ask them
to work together to
identify which
vocabulary word
doesn’t belong in
the category with
the other words.
I will indicate 8 of
the weather
vocabulary words
on the board and I
will instruct each
student to write
another vocabulary
word that could be
associated with the
given word.
I will handout a
sheet with
descriptions of
weather and divide
the class into pairs
and instruct them to
match the
description with the
appropriate picture.
two.
Students will pair
Vocabulary lists
together different
weather vocabulary
that would most
likely be on the
same day (e.g. hot &
sunny; cold &
snowy)
Students will read a
sentence about
weather and match
the sentence with a
picture.
Handout with
weather
descriptions
sentences and
pictures to match.
9
Students who attended
Name
Aidia
Age Level
12
Beginner
Mario
40
Beginner
Javi
30
Beginner
Carlos
50
Beginner
Gonzalo
50
Beginner
Elizabeth
40
Beginner
Beatrice
16
Beginner
Efrén
20
Beginner
Notes
Very shy but spoke well when I called on her to share with the
class.
Good comprehension, was able to answer questions in class
but very low confidence, my encouragement was very
important
One of the more advanced in the class, good pronunciation and
comprehension levels
Very involved, asked many questions to clarify but also stayed
in the target language for almost the entire class. Worked well
with others and did well on both written and spoken tasks.
Strong student, was very helpful to other students and also
included options for answer with sentences that could have
been correct in more than one way.
Very low beginner, had a hard time with all 4 skills, relied
heavily on Gonzalo, sentences that they would share he had to
tell her what to say and she struggled with pronunciation
Very shy and needed encouragement to speak in front of the
class but did much better with written tasks.
Did well with written comprehension, struggled more with
listening and speaking
Alberto
20
Beginner
One of the more advanced in the class, struggled with some
phrases but always finished before the rest of the class and
worked on advancing his phrases and would write sentences
using the new vocabulary once he finished the activity.