Trainee: Inês Ramos Coop teacher: Emanuel Branco

rd
Class year: 3 Grade Class size: 21
Date: Wednesday, the 4th of December, 2024 Name of school: EB 1, Quinta da Vala

Class profile ( a brief description of the class)

This class has 21 students, with 10 girls and 11 boys. One boy has special needs (Dravet syndrome) and never comes to
English lessons so technically they’re only 20 (10 girls and 10 boys), and one girl has selective measures and cognitive
difficulties. The students respond well to visual, interactive, and group activities. I believe the Sts are all Portuguese
speakers, with Portuguese as L1, and they have a beginner proficiency level. They are engaged learners, and peer-to-
peer activities work well to build confidence in oral and written communication.
Aims for the lesson ( language/skills/other aims)

By the end of the lesson, the students should be able to:

Answer questions based on listening tasks (e.g., identifying Sarah’s mood, Adam’s age, etc.).
Speak and use personal information questions and answers in pairs.
Demonstrate comprehension of flags, nationalities, and numbers.
Complete the written assessment tasks independently.

Timetable fit ( why you are teaching this content at this point in the course)

This lesson is a checkpoint to assess students’ retention of previously learned material, including numbers, countries,
and nationalities. It provides feedback to inform the next lesson's focus and areas that need to be improved.

Anticipated problems and possible solutions ( language/behaviour/ other things that might affect your lesson

Problem: Some students might struggle to understand the listening section. Solution: Play the audio twice and repeat
difficult sections slowly or even play the slow version.
Problem: Pronunciation of numbers and nationalities may vary. Solution: Provide sentence starters and encourage
repetition.
Problem: Some students may finish early and become distracted. Solution: Provide extra activities like colouring flags.

Language content: Vocabulary

(state clearly in this and the following section on structures/ grammar if this is new language being introduced or if the
language is being revised)

New language: None (focus on assessment of previously taught vocabulary and structures).

Language being revised:

“Hello, good morning!” “How are you today?” “I’m fine, thanks / thank you.” Numbers 1 - 10 Portugal, China, The UK,
Spain, South Africa, The USA, Brazil, Italy, Australia, Portuguese, Chinese, British, Spanish, South African, American,
Brazilian, Italian, Australian
England - English, Northern Ireland - Irish, Wales - Welsh, Scotland – Scottish, personal questions
Language content: Structures/Grammar

Revised: “What’s your name?” “What’s your surname?” “How old are you?” “Where are you from?” “What’s your
nationality?”
“My name/surname is…” “I’m ___ years old.” “I’m from…” and “I’m…” in answers; simple present tense for questions
and answers.

Intercultural content

Different countries and nationalities.

Materials

Sts book checkpoint pp 20–21, activity book, Track 18 from Sts book, interactive whiteboard screen, blackboard,
projector, slides, PowerPoint (for lesson topic)
Extra activities ( for early finishers)

Activity book Page 65 ex. 4, Fun@home p. 5 (3 and 4 too if they finish 5)

Homework

Not applicable.

Assessment ( self/peer assessment or teacher assessment)

Teacher Assessment:

T will assess students during pair work (question/answer structures) to see if they can self-assuredly ask and answer
questions and correctly answer the exercises on the Students’ book checkpoint. T will take notes of this assessment on
the observation grid and check the Sts results, giving them a mark VG, G, OK, etc. Mark completed written tasks for
accuracy. Provide feedback on common errors during the feedback session.

Other relevant information

Not applicable.

Areas I would like my coop teacher/supervisor to focus on while observing

I’d like the focus to be on student engagement, how actively the students participate, if they are engaging, use snappier
teaching, pacing, if the time is appropriate, if the transitions are smooth, and do they keep the energy of the lesson,
clarity of instructions if the students understand what they are supposed to do, and classroom management are the
students staying focused and how well do I manage behavioural issues.

Materials:
Stage and time Aim Procedure Interaction
1 Warm-up Listening / Speaking Sts enter the classroom. T – Sts
~5m Engage students Sts – T
T greets Sts using a puppet, “Hello! Good
morning! How are you today?”

T screens the lesson for today and elicits the

meaning from Sts through questions.

“What do you think you’ll be doing today?”

“What’s revision?”
“What’s a checkpoint?”

Today is the 4th of November, 2024

Lesson 17: Revision and checkpoint

T to class: “Please open your notebooks and

write down your lesson topic for today.”

Fast finishers: Distribute Sts books.

2 Revision Listening / Speaking Sts can start revising by filling in the missing T – Sts
~10m Activate prior columns on ex. 6 from p. 17 of the Sts book) Sts – T
knowledge and set the Sts – Sts
context. T writes on the blackboard:

Name
Surname
Age
Country
Nationality

T asks the class what the questions are for each

word.

Next, T asks for two volunteers. T asks a Std1 to

come next to the other Std2 who volunteered
and answer his questions.

T to Std1: “Bring your Sts book and your

notebook.”
T to Std2: “Look at your book. What’s the first
question you’re going to ask your partner?” T
can point to the ‘name’ and scaffold the
answer.
Hopefully, Std2 will see “Name” and answer the
following question: “What’s your name?”
T to Std1 – Look at your new ID and answer
your colleague.
Std answers the partner with his new identity,
and Std2 fills in a column in his book with his
partner’s new identity. “The one sitting asks
and writes, and the one standing up answers.”
(Then they switch. The one sitting stands up,
and the one standing sits down.) The one sitting
asks the questions to the one who gets up, and
the one standing up answers.
Then, T asks for more 8 Sts to pick their Sts
books and notebooks, get up, and go to the
classmates sitting down and answer their
questions. The ones that are up can look at
their new ID cards on their notebooks to
answer the questions.
“If you’re standing up, you answer the
questions. If you’re sitting, you ask and write on
your book.”

T asks for confirmation. “Is this clear? Did you

understand? Do you know what to do if you’re
up and sitting?” “What do you do if you’re
standing up? And if you’re sitting down?”

After ~2m T switches the Sts around so they can

 fill another column on their tables.
After ~2m T switches the Sts around so they can
fill another column on their tables.
After all the columns are filled T asks Sts to
return to their seats and calls their attention to
the whiteboard.

Using the interactive book, T orally plays the

quiz game from page 12 with the class to revise
numbers 1-10.

T divides the class in two and plays a memory

game, in turns, with students to revise
numbers 1-10 using the interactive book. Each
time they flip a card, they have to say the word
on the card. If they match, they score one
point.
T shows the flashcards of flags from the
interactive book and asks Sts to say the
countries of the flags on the screen.

Ask students individually to identify countries

and flags orally.

T asks Sts to answer the quiz from page 14, and

using the interactive board, Sts may pick their
answers in turns. The rest of the classmates can
help.

3 Checkpoint Listening Assessment “Ok, now I want you to clear your desks. Tidy T – Sts
~10m (~2m for up. Please leave your Sts book and a black or Sts – T
each question) blue pen on your desks.”

Confirmation check:
“What do I want to do?”
(Tidy up. Clear our desks.)
“What objects do I want to leave on your
desks?”
(The Sts book and a blue or black pen.)

“Use your books and everything under your

desk to create a barrier so your partners cannot
see.”
T models removing the books from under a
Std’s desk and putting them on the table,
 separating them from their partners.

T exemplifies this by setting up the desk for one

Std. T gives Sts a moment for them to set their
desks.

“Please open your books on pages 20 and 21.”

T writes on the board ‘pages 20 and 21.’
“From now on, you leave your books open on
pages 20 and 21, and no one flips pages of the
book back or forth.”
T asks for confirmation.
“What do I want you to do?” (Leave books open
on pages 20 and 21.)
“What I don’t want you to do?”
(Flip pages back and forth.)

“Ok, now you’ve revised and refreshed your

memory. Let’s do a listening exercise. Look at
ex 1. a), b), c), and d), listen, and then tick the
correct box. I will play it twice.”

T screens ex. 1 page 20 from interactive Sts

book on the board.

T asks for confirmation from Sts.

“What do I want you to do?” Hopefully, they
will chorally answer, “Listen and tick the correct
box.”
T plays the audio from Track 18 (p. 20 from the
interactive book) x2:
Differentiation for (T can play a slow version for the SEN or
SEN / struggling struggling Sts if needed.)
students T plays the audio and pauses to give Sts time to
write.
When everybody finishes, T continues:
“Let’s move on to the next exercise.” T screens,
for example, 2 p 20 Sts book, are on the
whiteboard.
4 Ex. 2 p. 20 Reading Assessment T explains with gestures that she wants Sts to T – Sts
~5m look and circle the correct option. Sts – T
Sts are given ~5 minutes to do ex.2 a), b), c), d,
and e). T circles through the room, monitoring
and giving extra aid to struggling students.
 “You have ~5 mins to complete this exercise.”
(T may give more time to complete the exercise
Differentiation for
or cut one of the options, giving the Std 50/50
SEN / struggling
chance to get it right.)
students

5 Ex. 3 p. 21 Reading / Writing T shows the ex 3 on the wb and explains it to T – Sts

~10m Assessment Sts. T asks them to look at the flags, read the Sts – T
names of the countries and write the
nationality on the crossword puzzle.
“You have ~10 mins to complete this exercise.”

Differentiation for T may give the first or the last letter of each
SEN / struggling word (or both) to help out.
students
6 Wrap-up Assessment Correction T gives Sts an activity from the Fun@home Sts – T
Fun with flags (orange book of the blue-orange book) to T – Sts
p. 5 Fun@home colour and match flags. They can look at the
bunting flags in the classroom for help and be
~10m
busy matching flags to their countries while T
corrects and provides feedback.
T retrieves the Sts books and assesses them. T
grades the books and in an assessment grid and
then gives them back to Sts. When T finishes
correcting them, they can leave for recess.

Reflection 8

Reflection for Lesson Plan (4/12/24)

Lesson Aims Reflection

This lesson aimed to consolidate students’ understanding of personal information vocabulary

and structures, focusing on listening, reading, and writing tasks to reinforce previously learned
material. Activities were designed to assess students’ ability to identify and use countries,
nationalities, and personal details through structured listening and written exercises.
Reflecting on the lesson, I believe the focus on assessment tasks was essential, as it allowed
students to demonstrate their knowledge in practical ways. While there was no time for the
planned quizzes or memory game, the decision to prioritize listening, reading, and writing
tasks aligned well with the lesson’s primary objectives. As Cameron (2001) emphasizes,
prioritizing core activities ensures meaningful engagement and learning.

What Did I Want to Learn?

I wanted to learn how well students could retain and apply previously taught vocabulary,
particularly in structured assessment tasks. My focus was on evaluating their comprehension
through listening and their ability to express understanding through writing. Additionally, I
sought to improve my pacing and adapt activities to meet the lesson's time constraints while
ensuring all core objectives were addressed.

Key Moments

Moment 1: Survey Writing Task

In this task, students completed the first two columns of a survey sheet, filling in personal
information for fictional characters. The task required them to recall vocabulary and apply it in
written form. While most students completed the task independently, weaker students
needed spelling and sentence structure guidance. Providing examples on the board helped
them overcome these challenges, illustrating Moon’s (2000) suggestion that visual aids are
essential for supporting learners during written activities.

Moment 2: Listening Assessment

The listening activity involved identifying countries and nationalities, requiring students to
match the audio prompts with written responses. Most students performed well, and some
very well. To support comprehension, I paused the audio at key points and repeated terms, a
strategy Slattery and Willis (2001) recommended for scaffolding young learners. This activity
effectively reinforced prior knowledge and provided valuable insights into their listening skills.

Moment 3: Homework Assignment

Due to time constraints, the crossword activity was assigned as homework. This decision
ensured students could still engage with these activity and allowed me to use class time for the
more interactive listening and speaking assessments. While the lack of immediate feedback on
the homework task was a limitation, it also created an opportunity to review the material in
the next lesson and address any misconceptions. As Cameron (2001) highlights, reflective
follow-ups can enhance learning by revisiting and reinforcing key concepts.

How and What Did I Learn During These Moments?

These moments taught me the value of prioritising assessment tasks when time is limited. The
listening activity demonstrated the importance of repetition and scaffolding to ensure
comprehension, while the survey task highlighted the need for clear instructions and visual
examples to support independent writing. Assigning the crossword as homework showed me
how flexible planning can maintain lesson objectives while adapting to real-time constraints.

How Did I Feel?

I felt satisfied with the lesson's overall flow and the students’ engagement with the assessment
tasks. While I initially regretted skipping the quizzes and memory game, I realized that focusing
on listening, reading, and writing was more aligned with the lesson’s aims. The students’
participation and effort reassured me that the activities were meaningful and productive,
leaving me with a positive outlook on the lesson's outcomes.

What Did the Students Do?

The students actively participated in the listening and writing tasks, demonstrating focus and
effort. During the listening activity, they listened carefully and matched the prompts to written
responses, with most performing well. The survey writing task allowed them to practice
spelling and sentence construction, with stronger students working independently and weaker
students benefiting from teacher and peer support. Although the crossword activity was
assigned as homework, the students appeared motivated to complete it at home, showing
enthusiasm for the material.

What Helped Me Learn, and What Interfered?

Helpful Elements:

 The decision to prioritize listening and writing tasks provided valuable insights into
students’ comprehension and writing skills.

 Scaffolding, such as pausing the audio and providing written examples, supported
students during challenging moments.

 The students’ engagement with assessment tasks reinforced the importance of

focusing on practical language applications.

Interferences:

 Time constraints prevented the inclusion of quizzes and memory games, reducing
opportunities for variety and reinforcement.

 Pronunciation difficulties with some nationalities required additional time, slightly

disrupting the pacing of the listening activity.

Final Thoughts

This lesson highlighted the importance of prioritising core tasks to meet essential learning
objectives, particularly when time is limited. While I initially planned to include more variety
with quizzes and games, focusing on listening, reading, and writing allowed students to
consolidate their knowledge effectively. The listening and survey tasks successfully reinforced
prior learning while assigning the crossword as homework ensured students continued
engaging with the material. Moving forward, I will focus on further improving pacing and
ensuring tasks are sequenced to allow time for even more immediate feedback. The teacher
corrected and assessed the exercises in the books right after they did it but the homework is
yet to be corrected. These adjustments will help me create even more impactful and balanced
lessons, supporting my development as a reflective teacher.

References
Cameron, L. (2001). Teaching languages to young learners. Cambridge University Press.
Moon, J. (2000). Children learning English. Macmillan Education.
Pinter, A. (2006). Teaching young language learners. Oxford University Press.
Slattery, M., & Willis, J. (2001). English for primary teachers. Oxford University Press.