TCCP in Santiago, Dominican Republic

Teachers Name: PEDRO ZAPATA Level: ADVANCE # of Students: 10-15 Date: 05/10/2017

Action Points from previous teaching: 1.I will try to give clearer instructions.
(Based on your own reflection, and feedback from
trainers and peers, what are two things that you will 2. I will manage time in a more effective way.
try to do in this lesson to help your own learning as
a teacher?)

What skill and content are you teaching? (Check

the main lesson focus; also provide details / list of I will work with water conservation and water use vocabulary
items)
Culture
Grammar/Vocabulary
Speaking Listening
Reading Writing

Main Objectives: SWBAT: use water related vocabulary to express their opinion on water conservation in an open discussion.
(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.

Assumptions: PARTS OF A SINK, WHAT IS A FAUCET, RUST, CONSERVE AND PIPES.

(What do your students already know what can they
already do in relation to todays lesson?)

Challenges/Opportunities for Teaching: THE AMOUNT OF STUDENTS WILL DEFINETLY BE A CHALLENGE, IF THEY ARE NOT ENOUGH GROUP WORK WILL BE
(What will be new for your students? What aspects DIFFICULT.
of the lesson do you anticipate they might find AS THIS TIME IM TEACHING LAST, IF MY PARTNERS DONT HANDLE TIME EFFICIENTLY I WILL HAVE EITHER TOO MUCH
challenging / difficult?) OR TOO LITTLE TIME TO EXECUTE MY PLAN.

Solutions for challenges: FOR THE FIRST ONE I MIGHT CHANGE PAIR AND GROUP WORK INTO WORKING ALONE.
(How will you avoid and/or address these problem
areas in your lesson?) FOR THE SECOND ONE REDUCE TIME FROM SOME OF THE ACTIVITIES OR MIX SOME OF THEM.

Assessment: MOVING AROUND THE CLASSROOM AND CCQ AFTER EACH STAGE.
(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?)

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TCCP in Santiago, Dominican Republic

Framework Focus: S;
Activity, Procedure/Steps- describe the essence of the activity Materials/Aids
Time ECRIF/PDP/Other S-S; T; T-
What will the Teacher say/do? What will the ss hopefully say and do? VAKT
And stage objectives S
ACTIVATE 1. Activity or task:
PREVIOUS CCQ -
3 KNOWLEDGE
MINUTES
Teacher: Students: T-S
1. Is water a resource? 1. Yes, it is.
2. Who delivers water to our houses 2. CORAASAN
here in Santiago? 3. CAASD
3. What about in Santo Domingo? 4. In the sink / dish washer
4. In our houses where do we do the
dishes?

2. Activity or task: t-S

1. 5 ENCOUNTER - MATCHING MEANING
MINUTES CLARIFY I see! I'm not quite sure if the interaction here will be T-S or S-S mainly. How S-S LIST OF VOCABULARY WITH
do you visualize your role here? MEANING
2. 10
MINUTES Teacher: Students: SCISSORS
1. WILL PROVIDE TWO SETS OF 1. WILL FORM TWO GROUPS AND
WORDS AND MEANINGS. TAKE A PIECE OF PAPER FROM
THE DESK, AFTER THAT WILL
2. WILL ASK STUDENTS TO FORM WALK AROUND TRYING TO FIND
2-3 GROUPS AND READ THE THE CORRESPONDING WORD
DEFINITIONS FROM A LIST THAT OR DEFINITION.
HE WILL PROVIDE.
THEN IF THEY FEEL LIKE IT WILL SHARE
THE DEFINITIONS.

2. THEY WILL FORM 2 -3 GROUPS

AND READ THE DEFINITIONS OF
THE WORDS

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TCCP in Santiago, Dominican Republic

3. Activity or task:
REMEMBER PICTIONARY
I like this Remember activity, because it pushes some of the students to
remember the Meaning and get creative. From what I notice, students will T-S
take turns and I wonder, will all students be involved at all times?
1. 2 BOARD
MINUTES If not, how could you tweak this activity so everyone is always practicing
somehow? MARKERS

2. 10-12 Teacher: Students: STOPWATCH (CELLPHONE)

MINUTES 1. TEACHER WILL ASK SS TO FORM TWO
GROUPS AND THINK OF HOW THEY
COULD EXPLAIN THE WORDS WITHOUT
USING THEIR VOICES OR MIMICKING.
2. HELL EXPLAIN THE RULES: THEY WILL
HAVE TURNS OF 1 MINUTE, IN WHICH
THEYLL HAVE TO DRAW A WORD GIVEN
BY THE TEACHER, IF THEIR GROUP
GUESSES THEY HAVE ONE POINT IF NOT
ITS THE OTHER GROUPS TURN.
1. THEY SHOULD SAY THAT BY DRAWING.
2. THEY WILL DRAW ON THE BOARD, THE
ONE DRAWING CANNOT SPEAK, MIMICK
OR GIVE HINTS.
THE TWO GROUPS WILL WORK AT THE
SAME TIME, THE FIRST ONE GETTING 5
POINTS WINS.

4. Activity or task:
1. 6 INTERNALIZE LISTEN TO THE CONVERSATIONS S-S
MINUTES COMPUTER
2. 5 Teacher: Student:
MINUTES 1. TEACHER WILL ASK STUDENTS TO 2. THEY WILL WORK IN PAIRS TO CREATE SPEAKERS
REVIEW THE LISTENING EXERCISE EXAMPLES.
(BOOKS AND NOTEBOOKS CLOSE) SHEETS OF PAPER
REPEAT 2 TIMES. 2. THEY WILL MOVE AROUND THE
CLASSROOM SHARING THEIR IDEAS
2. T WILL ASK SS IF THESE
CONVERSATIONS HAD HAPPENED IN THE
DOMINICAN REPUBLIC, HOW WOULD
THEY BE?

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TCCP in Santiago, Dominican Republic
5. Activity or task:
FLUENTLY USE GIVE IDEAS ON HOW TO IMPROVE WATER USE IN THE DOMINICAN REPUBLIC.
4
MINUTES S-T

Teacher: Students:
WILL WRITE ON THE BOARD THE STUDENTS WILL THINK FOR A MINUTE
FOLLOWING QUESTIONS: AND SHARE THEIR IDEAS.
1. FROM 1-5 HOW IMPORTANT IS WATER
FOR YOU? WHY?
2. DO YOU AND YOUR FAMILY CONSERVE
WATER? HOW DO YOU DO IT?
3. WHAT ARE SOME OTHER WAYS IN
WHICH YOU CAN CONSERVE WATER?

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