ECRIF Lesson Plan Form

Name: Date: Level: Basic

Action points – (These are two things you are working on in your teaching)
1. Modeling instructions
2. Provide sufficient opportunities for internalization of new vocabulary (rather than Ss just
using known vocabulary)

What are your Student Learning Objectives for the lesson?

When/How in the lesson will I check students’ progress toward the above Learning
Objective? What behaviors/activities will show me whether they have mastered the
material?
Monitoring Ss' speaking during the places conversation, Info Gap activity, and final broadcast
roleplay. Ss will be exchanging information about the weather during all of these activities and I
will listen for appropriate use of the target language.

Preliminary considerations:
a. What vocabulary/grammar/information/skills do your students already know in relation to
today’s lesson?
I anticipate some common weather vocabulary will be known (rainy, sunny, hot, cold) for many
Ss. I anticipate that many Ss are able to form basic sentences (It is...) and questions (What is...?)

b. What aspects of the lesson do you anticipate your students might find challenging/difficult?
I anticipate they may be confused by how to use adjectives vs. nouns to talk about the weather
(sun vs. sunny) and that they won´t know how to use the vocabulary in full sentences in a
conversation. Some Ss might disengage feeling the first worksheet vocabulary is too easy.

c. How will you avoid and/or address these problem areas in your lesson?
Include an example of how to use nouns vs. adjectives on the first worksheet, and give feedback
on Ss´ use of these during the earlier activities.
Put support language on the board (What's the weather like in....?)
Ask some Ss to brainstorm more ways to describe weather, give them some other examples
individually.
 Time Framework Procedure Interaction Materials
Stage T-S/S-S Needed
Teacher will… Students will… VAKT
5 min Warm up Introduce self, toss ball to student saying T-Ss Ball or small object
name. Toss ball around circle, introducing self and saying name of S they
will toss to. AK
5 min Encounter and Complain about weather today with
Clarify exaggerated acting "so cold" or "so hot". T-Ss Image of Quito
forecast
Post picture of "forecast" of Quito: asks ¨What
is the forecast today? And tomorrow?¨ etc., Image of Quito
then picture of Quito climate meme- what's the VA weather meme
weather REALLY like in Quito? Elicit Call out words or phrases about Quito´s weather
description of picture and note on board

10 min Encounter and Model: show worksheet image of sun, think VOCABULARY MATCHING WORKSHEET
Clarify aloud ¨hot? Rain? No…sun!¨ Ss work in pairs or individually. S Vocab match
Monitor More advanced Ss may brainstorm additional vocab? V worksheet
5 min Remember and Model: show card to a student, elicit vocab FLASHCARD QUIZZING
Internalize word ie ¨rainy¨, then call up 2 students to S-S Flashcard sets for
demonstrate quizzing each other. Quiz each other on vocab in pairs (initially with worksheet for VAT groups of 2-3
Make groups & distribute flashcards reference, then without)
Monitor, turn over worksheets of Ss who are
comfortable recalling words
5 min Remember and T writes on board: What's the weather like ECUADOR PLACES CONVERSATION
Internalize in...? … It´s… S-S
Asks S ¨What´s the weather like in… One pair demonstrates asking about different places.
Guayaquil?¨ wait for response Pairs ask & answer about whatever places they want A
15 min Remember and Point back to weather forecast on the board REAL FORECAST INFORMATION GAP On board: What´s the
Internalize from beginning. ¨What is this?¨ forecast for… on…?
Hold up worksheets C ¨This is also a forecast¨ S-S The forecast for…is...
Model with S: T and S have different
worksheets, T has worksheet 2. Gesture VA Info Gap worksheets
keeping worksheet to yourself. Ask & write. Pair of Ss demonstrates in front of class. organized in A-B
Ss ask & answer & note in pairs. pairs
5 min Remember and Model choosing a place…New York City! MAKE CUE CARD FOR ORIGINAL FORECAST Forecast charts (or Ss
Internalize Cold…snow…wind…negative 10 degrees Ss write place & forecast info on chart (pairs or individual) S-S draw charts)
10 min Fluently Use Draw TV on the board. Take a Ss´ cue card WEATHER FORECAST BROADCAST ROLEPLAY
and dramatically give the forecast. Pass cue Ss pass cue cards and ¨broadcast¨ the forecast in pairs, repeat. Ss-Ss
card and repeat.
Some pairs come up to present to class as time permits.
S-Ss
Time Framework Procedure Interaction Materials
Stage T-S/S-S Needed
Teacher will… Students will… VAKT