UNIVERSIDAD DE LA SABANA

Master in English Language Teaching for Self-Directed Learning

LESSON DESIGN AND ANALYSIS ACTION PLAN

Teacher name: __Gustavo Granada__ Subject taught: English______________________

Lesson: ____Oral presentation________________

Date taught ___Sept 11__

Short description of the class planned:

The students will introduce and practice a topic presentation where they will identify the topic, context
and organize an oral exposition using phrasal verbs to improve speaking skills. The class was
structured taking into account a brief description of learners (Ninth graders, aged between 14 and 16
years old), the aim of lesson (what learners can learn or be better able to do), the content knowledge
language in lesson, functional language and task based language, anticipated problems in lesson and
solutions to anticipated problems. The class starts with a Warmer activity, where teacher activates
prior knowledge using a question in order to students compare with the real life. The teacher makes
some questions in order to know information about the subjects to be worked in class. Students can
recognize the meaning with the answer. After, the teacher asks for students in order to get some
vocabulary to identify some characteristics about the topic worked, in the second stage, students
create some groups and work for a period of time about the topic they have chosen(teacher has 10
papers and each choose a topic randomly). Students will work preparing the topic in 15 minutes where
the teacher as a guider or facilitator goes by every group to solve possible doubts about the topics and
give some ideas about the presentation of the topic in front of their classmates. Then students share
the information with the rest of the class by organizing an exposition in front of the classmates for 2
minutes and as a final activity the student practice the topic in an oral way. In the last part of the class,
teacher gives feedback about students exposition pointing out spelling, pronunciation, use of English.
Short description of the observations as to how the class developed:
The teacher started with a prayer. After the teacher works a warm up activity, then he gave them a set
of questions to be analyzed individually and then he chose three students to discuss them. Later, the
teacher gave the students some instructions with a timeline included and they got into groups of two.
They planned the presentation while the teacher was helping and encouraging them by using different
scaffolding strategies. The students did an oral presentation in 2 minutes where each member of the
group was a part of the chosen topic. After each group intervention, the teacher gave positive
feedback and at the end of all the presentations focused on error correction by making the students
noticed their mistakes. The class was held in English.
Main strengths perceived:
Instructions were clear by the teacher. There was good class management and good rapport between
the teacher and the students during the whole class; there was a constant positive collaborative and
cooperative work by the teacher and students and the lesson goal was achieved:

Comment [AMS1]: Not a very clear

description.

The students interest and attitude during the class.

The examples given using the real context and understood easily by the students,
The scaffolding strategy was a good way in order to the activity was understood without using
first language (Spanish),
The different activities worked according to the context and students reality
The interaction patterns between teacher and students was clear and explicit.

Main difficulties perceived:

According to the class, it is important to recommend asking students to design posters or slides for
their oral presentations in order to catch their partners attention or engage them in the topic as well as
getting a better organization of ideas. The presenters can have opportunities in order to show better
what they work and expose. In addition, a very good recommendation would be to foster interaction
among the presenters and the class. Some students may be confused with the concepts about the
topics that they had to expose.

Some students takes more time to understand the topics.

Some students do not bring the material for the class (dictionary, students book, and
notebook).
Some students do not pay attention and use first language (Spanish) to ask for vocabulary in
second language (English).
Some students are not interested to produce communicative skills and express they do not like
to talk in front of the class.

Comment [AMS2]: What does this mean?

Comment [AMS3]: Present?

Comment [AMS4]: Present

Comment [AMS5]: Not clear.

Relevant aspects of feedback received:

Some relevant aspects for my lesson plan:

Some students did not pay attention to the lesson, because they were doing other things while
teacher was explaining the topic.
At final to the class teacher did a short feedback about the topic.
Higher level of English.
Teachers talking time was reduced significantly
Grouping students by pairs around class
Collaborative and cooperative work was shown in the class
Time lesson in the preparation and presentation was covered in all the stages.
Mark: 4.9

Comment [AMS6]: What does this mean?

Comment [AMS7]: The action plan doesnt

really respond to issues that emerged during
the reflection or the feedback. It does not
have a time frame in which to implement
actions, evaluate results, and make any
necessary adjustments.

ACTION PLAN
(Fill out one row for each issue)

What issue(s)
will
be
addressed?

How will it
be
addressed
? (Actions
and
resources)

General
observation

Using more
visual aids
in order to
reinforce
and
understandi
ng
instructions
about
the
activity.

Classroom
arrangement

Teacher
must
choose the
groups
in
order
to
interact
students
with abilities
with
students
with
low
language
acquisition
process.

When will
it
be
addresse
d?
(Describe
the time
frame)
During the
procedure
and class
feedback
and
the
students
talking
time

What
results are
expected?
(Be
specific)

What
evidence
indicates progress?

How and when will the

evidence be gathered?

Encourage
students to
improve
second
language
skills in a
real context

Oral
exposition
presentation
by
students using real
context according to
the topic given by the
teacher

At the end of each class

using some questions
about use of English and
vocabulary

Increase
studentss
time talking

At
the
beginning
of
the
class.
When the
activity is
presented
to
the
class.
When
students
work
in
groups
and
the
teacher
does
cooperativ
e work.

collaborative
and
cooperative
work
is
showed
in
every
moment of
the class
The results
will
be
positive,
because
students
attention is
focused in a
specific
topic;
students will
have
the
opportunity
to
interact
more
with
their
environment
and
their
partners.
The lesson
will
be

Comment [AMS8]: Im not sure what this

issue refers to.

Studentss time talk

is observe d and
evidenced during the
class

The evidences are:

Students
attention.
Students
participation.
Pair
class
interaction.
Encouraging
to student to
use second
language in
the
classroom.

The
evidences
will
gathered:
During
the
feedback.
Students
will
improve
communicative
skill with more
confident.
Students will get
better scores.
Exposing
Presenting
language in real
context.

Comment [AMS9]: Where does this issue

arise in your reflection or the feedback you
received.

Feedback

Time lesson
so that all
students
can
finish
the work on
time and the
teacher
must be a
clear
feedback at
the end of
the class

It will be
addressed
at the end
of
the
class.

dynamic
using
communicati
ve approach
and reducing
teachers
talking time
and
increasing
constantly
students
talking time
The results
must be the
possible
correction
from of the
studentss
presentation
s exposition
in use of
English,
grammar
and spelling.

The
be:

evidences

will

At the end of
the
class,
Students
must
be
confident s
with the topic
worked
in
class
Students will
improve their
communicati
ve
skills
about
the
topic

The
evidences
will
gathered;
During the future
classes.
Students
will
improve their oral
skills with the
implementation
of
oral
expositionsprese
ntations,
roleplays,
and
conversation
clubs.
Students
will
share
their
knowledge with
others.
Students
will
improve
better
grade marks.

Bourne PE (2007) Ten simple rules for making good oral presentations. PLoS Comput Biol 3: e77..
doi:10.1371/journal.pcbi.0030077.
Research
On
Error
Correction
and
Implications
http://www.carla.umn.edu/immersion/ACIE/vol1/May1998.pdf

For

Classroom

http://www.educ.ualberta.ca/staff/olenka.bilash/best%20of%20bilash/error%20correction.html

Teaching

Comment [AMS10]: ?