Remedial Lesson Plan

Teachers: Shantell G. Calzada Zanabria

Ronald Haitara

Gisela Poquioma Urquia

Class: Word Link Book (B01)

Room: 317

Schedule: 5:00-6:30 pm

Length: 90´

Objective: To practice Yes/No question and short answers with be.

Language Item:

System: Grammar

Skill: Speaking

Listening

Teaching point: Word Link Book (B01), Language link- Communication activities (p. 10-11)

Sequence Activity Interaction Timing

 Teacher shows some pictures about T
people doing different things and
showing their names (Is he Rodrigo?
Is he a doctor?) T
 Teacher elicits information
T
 Students reply to the teacher.
T
 Teacher explains YES/No Questions
30’
present and short answers with be making a
chart on the board.
T--Ss
 Teacher writes some sentences on
the board and asks volunteers to
circle the correct answers. Ss--Ss

 Teacher gives the marker to a

student and tells him/her to circle Ss--Ss
 the first answer.

 Teacher asks students if is correct. T

 Teacher tells his/her to choose a

victim and gives him/her the Ss
marker.
Ss--Ss
 Students continue doing the same
activity with the others sentences.
T
Task 1
 Teacher gives instructions. To do Ss --Ss
activity A and answer the questions.

 Students do the activity. T

 Teacher tells to compare with a T --Ss

partner.

 Teacher arranges students in pairs.

T
 Students compare their answers.

 Teacher asks volunteers.

Ss
 Volunteers give the answers.
T
Task 2
 Teacher gives instructions of activity
T
B to look at student web page and
complete the questions and
answers.

 Students do the activity.

 Teacher tells to compare with a

partner.

 Teacher arranges students in pairs.

Ss --Ss
 Students compare their answers.
 Teacher asks volunteers. Ss--T

*Volunteers give the answers.

1st activity
 Teacher will set the instruction. T –Ss
practice 30’
e.g. You have a piece of paper.
You are going to circle the correct
 answer. Work individually. You
have 4 minutes to finish this
activity.
 Teacher asks comprehension check T –Ss
questions. e.g. Are you going to
circle or are you going to match?
 Students work individually and S
circle their answers.
 Students compare the answers in Ss --Ss
pairs.
 Now Students report their answers T –Ss
for the questions to the teacher.
The teacher will correct the answer
with the students.

2nd activity
 Teacher will set the instruction.
e.g. You have a piece a paper that
T –Ss
is from a web page. Here is all the
information about Carolina. I will
explain her personal information
and also her likes. The students
have to complete the spaces with
the correct words.
 Teacher asks comprehension check
T –Ss
questions. e.g. Are you going to
circle or are you going to write?
 Students work individually and
complete the gaps.
 Students compare the answers in T –Ss
pairs
 Teacher corrects it if necessary. Ss --Ss

3rd activity
 Student reads the instruction. e.g. T –Ss
Ask your friend. Write your friend´s
answers. Write your answers, too.
Add three more questions. I will
clarify to answer using short
answers.
 Teacher asks comprehension check T –Ss
questions. e.g. Are you going to
ask and answer the questionnaire
or are you going to underline?
  Students work in pairs and
complete the survey. Ss --Ss
 Students report the answers to the
teacher using a model prompt.
Activity A:
 Teacher models instructions with a T –Ss
student (present pictures of her
favorites) eg. Who is your favorite
____? My favorite ____ is _____.
Check information.
 In pairs ask and answer. Ss --Ss
 Ask for feed back T –Ss

Activity B:
production  Teacher gives instructions T –Ss 30’
 Students work alone Ss --Ss
Activity C:
 Teacher mix papers and gives T –Ss
prompts, so students model activity
(they imagine they are the people in
the paper. They ask and answer to
find their paper)
 Check in formation. T –Ss
 Students set up activity. Ss --Ss