Tutor Feedback No.

of ss:
Comment on the plan

Things that went well Suggestions for future lessons (action points)

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Overall comment:

Tutor assessment: not to standard to standard

[for this stage of the course]
 Name Lesson Focus* Level Date TP No.
Pedro Matias Writing A2 25/07/24 8
* i.e. either: Skills: Reading/Listening/Writing/Speaking or
Language: Vocabulary/Grammar/Functional Language/Pronunciation

Lesson Aims (either skills or language)

[What will students be better able to do by the end of the lesson? What will students have practised by the end of the lesson?]
By the end of the lesson the students will have/be able to understand the genre, vocabulary and content present in the
context of fables and be able to produce one themselves.

Materials & teaching aids to be used: student’s book & page numbers, where applicable [include copyright info]
https://dictionary.cambridge.org/pt/dicionario/ingles/once-upon-a-time
https://dictionary.cambridge.org/dictionary/english/cry-wolf

Anticipated Problems & Solutions- instructions, groupings, context-setting, etc.

[for language problems- use the Language Analysis sheet below]

● Fast finishers. ● Assign them another task.

● Time management. ● Use checking questions instead of explaining to avoid

time sinks-
● Instructions. ● Try to either ask ICQs or model whenever a task is
prompted to Ss.

Personal aims- areas in which you are trying to improve as a T Strategies to achieve personal aims
● Lessen TTT. ● Instead of explaining, have many, many checking
questions in its place.
● Better time management for each stage. ● Depiction of an ideal time where I should be ending off a
stage and starting another.
● Better clarification of language. ● Go over aspects of pronunciation like stress and linking
words when necessary.
Language Analysis
Meaning, Form & Pronunciation Possible problems with M,F,P Solutions- include timelines, CCQs, etc.
Meaning: Once upon a time Ss might not understand this CCQ:
refers to the past tense.
Used at the beginning of children's “Is this sentence in the past or present?”
stories to mean "a long time ago". Answer: Past

“Once upon a time there was an ugly

duck”.

Form: Idiom + predicate Ss might invert word order due CCQ:

to L1 interference and say
“Once a time upon” instead. “Could I say, once a time upon?”
Answer: No.
Pronunciation: /wʌns əˈpɒn ə taɪm/ Ss might wrongfully place Drilling and visual reppresentation of stress.
sentence stress in /wʌns/ as
opposed to /pɒn/.

Meaning: There was once (a time) Ss could interpret this as CCQ:

when referring to a single instance of
something happening in the “Does this sentence refer to a specific point of
Used at the beginning of stories to past. time in the past?”
mean: at some point in the past. Answer: No.

“There was once a time when the

animals of the forest lived in
harmony.”
Form: there was once + a time + Ss might invert word order and CCQ:
when – set expression place “a time” after when.
“Could I say there was once when a time?”
 Answer: No.
Pronunciation: /ðeə wɒz wʌns ə Ss might pronounce /ðeə/ Visual representation of problem sound and
taɪm wɛn/ as /ðer/. drilling.

Meaning: “cry wolf” Ss might interpret this CCQ:

sentence in a literal way.
To keep asking for help when you “If someone cries wolf is that literal or an
don’t need it. expression?”
Answer: Expression.
“If you cry wolf too often, people will
stop believing you.”
Form: idiom Ss might invert word order and CCQ:
say “wolf cry”.
“Could I say, he wolf cried?”
Answer: No.
Pronunciation: /kraɪ wʊlf/ Ss might say /wolf/ instead Drilling and visual representation of problem
of /wʊlf/. sound.

[add rows as needed]

Procedure
Stage Name**
Time Procedure + interaction pattern*** Tutor’s comments
Stage Aim
4-5min Lead-in: Ease Ss into 1 – T-S. Present Slide 1 to Ss.
✔
the topic.
10:04 2 – S-T. Elicit from Ss what story the image
Aim: Set the context for in my slide belongs to. (The Turtle and The
the class. Activate Ss’ Rabbit)
schemata of the topic.
3 – Ss. Afterwards, have Ss make
predictions on what type of text they think
the text belongs to.

Do this while writing possibilities on the

board to guide Ss. For example:

“Is it a poem?”– write down poem

“is it a letter?” – write down letter
“Is it a job application?” – write down job
application

Ss will read for gist and compare their

answers to the text itself.
4-5min Reading for gist: Make 1 – T-S. Present Slide 2 to Ss.
✔
sure Ss comprehend
10:10 the general idea of a 2 – Ss. Ss will read the text for gist and see
fable. if their predictions were correct. (This will
later be tackled in the feedback stage.)
Aim: Have Ss read the
model they are going to ICQs:
be producing later on. “Are you going to be speaking or reading
 now?”
Answer: reading.
5min Feedback: Go over Ss’
✔
predictions. 1 – S-S. Ss will compare answers. (2min)

10:15 Aim: Ensure Ss know “Now, compare answers with your

what the genre of partner(s).
model is.
2 – T-S. Present Slide 3 to Ss.

3 – S-T. Elicit from Ss what they answered

and why.

“André, what type of text did you think the

text was?”
5min Pre-teaching; Genre 1 – T-S. Present Slide 4 to Ss. Present the
✔
Analysis – Content: Go Ss with the fable once again.
over the form/content of
10:20 the model. (Fables) 2 – S-T. This time, while showing Ss the
text, highlight the key features of a fable by
Aim: Present Ss with a asking checking questions to make the
“guideline” of sorts to stage student centered.
help them fulfil the
requirements of the Ask checking questions in relation to the
Genre of the model content present in a fable.
they are producing later
on. 1 – Are fables peaceful or are there
problems? Answer: problems.
(key element is conflict)
 2 – does a fable involve people or animals?
Answer: animals.
(key element is anthropomorphism)

3 – Is a fable a long or short text? Answer:

short.
(key element is brevity)

4 – Are fables complex or are they simple?

Answer: simple.
(key element is simplicity)

5 – Are they just stories or do they have a

moral lesson?
Answer: moral lesson.
(key element is moral lesson.)

5min Pre-teaching; Genre 1 – T-S. Present Slide 5 to Ss. Pick up on

✔
Analysis – Language: language commonly utilized within the realm
Useful vocabulary that of fables.
10:25 often goes together
with this type of text “Take a look at this slide here, do you know
(Fables) any expressions that are used in fables?”

Aim: Give Ss lexis • Once upon a time, there was an ugly

pertaining to the Genre duck.
so that they have the (CCQ: “Does this refer to the past or
tools to practice fluency present?” Past); Also go over
in production. sentence stress here (upon and time)

• There was once a time when the

 animals of the forest lived in
harmony.
(CCQ: “Does this sentence refer to a
specific point of time in the past?”
No)

• If you cry wolf too often, people will

stop believing you.
(CCQ: “If someone cries wolf is that
literal or an expression?” Expression)

• And they lived happily ever after.

(CCQ: “Does this refer to past,
present or future?” Future)

5min Preparation for 1 – T-S. Present Slide 6 to Ss.

✔
speaking task:
Brainstorming and 2 – S-S. Ss discuss amongst themselves
10:30 organizing ideas. how they will be including the elements
outlined in Slide 6 within their fable.
Aim: Get Ss to decide
on which elements they “So, will you be doing this individually or in
need from Genre, pairs?”
Content and Language. Answer: In pairs
As well as provide them
an opportunity to
organize their ideas
and prepare for the
task.
 8- Writing Production: Ss 1 – T-S. Present Slide 7 to Ss.
✔
10min will write a fable by
themselves. 2 – S-S. Ss will be asked to work in pairs to
create a fable by themselves by
10:39 Aim: For Ss to practise implementing what has been learned in the
their written fluency in class so far, using elements from content,
relation to short stories. language and genre.

ICQs:
“So, will you be writing an academic text or
a fable?”
Answer: A fable

Will be monitoring throughout in preparation

for feedback on content and language.
10- Feedback on Language 1 – Ss. Have Ss swap each others’ fables.
✔
15min and Content: Have Ss
correct each other’s 2 – S-S. Ss correct each other’s work on
work. content. Present Slide 4 again.
10:56
Aim: To provide “Remember the important elements we
feedback both on went over in this slide? What I want you to
language and content. do now, is, with your colleague’s fable,
underline parts of the text where you can
find these elements. For example, if
someone got into a fight, I’d underline it and
that would be conflict. Do the same for the
other elements.”

3 – S-S. Ss correct each other’s work on

language.
 “So, now, we have some instructions on
how to correct. So, if a word is misspelled,
for example, you’ll write Sp, if a verb is in
the wrong tense, write Gr and if you don’t
understand what is written, write a “?”.

3 – T-S. Highlight mistakes and/or good

things found while monitoring.

While Ss are correcting each other’s work,

try to write on the board anything found
while monitoring.
✔

**eg: lead-in/context-setting/clarification/controlled practice/gist reading/feedback. What purpose does stage serve?

***What will you do & say? What will the students do? Will they work alone/in groups/as a class?