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TEFL forum - ITTT Lesson Plan help please!

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  • foo
    26 December, 2015 at 11:33
    • Total posts: 1

    Hi there!
    I’m just trying to complete my TEFL course at the moment, and I have submitted my first lesson plan in and have failed it :( but I have received feedback! Could someone please help to see what I can do better?

    Teacher: Ms. Christy Foo
    Observer: n/a
    Date: 16-12-2015 06:00:08
    Class level: Pre-intermediate
    Room: 8
    Expected number: 20
    Language points: n/a
    Teaching aids: Pens, board, chalks of different colours/whiteboard markers (Green, Red, Blue & Black), pictures of activities, Worksheet for Present Simple VS Present Continuous, and Maps with Time Zones
    Learner objectives:
    For students to be able to contrast the Present Simple Tense with the Present Continuous Tense and be able to use both effectively
    Personal aims:
    Encourage Student Involvement
    Anticipated problems for students:
    Students may experience difficulties in constructing proper sentences and identifying the differences between the positioning of the auxiliary word
    Anticipated problems for teachers:
    Lack of student involvement
    Use examples and contrasting to clarify that the positioning of the auxiliary verb and subject may change places.
    Interactive Activities (Student paired or group work)

    Engage 1
    Begin by showing pictures of people doing daily activities (e.g. running, sleeping, eating, working, walking) and ask the class to identify each of the activity. Write these on the board.
    2 Minutes

    Engage 2
    Ask students what their daily routine before and after school is? Open discussion about it List down the action answers on the board. Expect lack of participation and if needed, mime out some actions for students to attract attention. Miming may include actions such as showering, reading, watching tv, etc.
    3 Minutes

    Study 1
    Conduct a choral pronunciation drill of the action vocabulary words listed on the board. Ask students randomly to pronounce a random word on the board (if there are specific words that are more complicated, then select those to increase speaking and listening of students)
    3 Minutes

    Study 2
    Elicit Review: Write on the board two positive form sentences “They live in London” and “I’m flying to Paris tomorrow” and ask the students as a group to decide which tense each sentence uses. Write a couple of other examples on the board and repeat e.g “I play football” and “I am playing football”, He goes to the arcade after school” and “He is going to the arcade after school today” (include question and negative form e.g. “Does he work?” and “Is he working?”, “He does not like to watch T.V after school” and “He likes to watch T.V before school”). May expect some difficulties with students. In this case, remind students that with the present simple tense, the verb is on the base form and is used to express routine/habits and facts. Also remind students that with present continuous, it is used to express a temporary action in progress or a definite action in the future.
    5 Minutes

    Study 3
    Elicit Review: Write up on the board the form of both tenses (e.g. Present simple: Subject + Base form of verb and Present Continuous: Subject + Auxiliary verb ‘be’ + verb+ing) Using the sentences that are on the board, ask random students as a pair to come up to the board. One student will use different coloured markers to circle the subject, base form of verb, auxiliary verb and the progressive verb and the other student will check to see if it is correct (e.g. Red marker for Subject, Blue for Auxiliary verb, Black for progressive verb and Green for the base form of a verb)
    5 Minutes

    Study 4
    Explain to students what they need to do for the next activity – Fill-in the blank Worksheets. Students will work individually on the task at hand, and after completing the worksheet, they will pair up with the person sitting next to them and share their answers and mark each others work.
    1 Minute

    Study 5
    Fill-in the blank activity worksheet – “Present Simple VS. Present Continuous” will be located in the blue folder. There will be 20 questions that student’s will each need to fill out (e.g. 1. She_______(not eat) pizza very often, 2. What computer game ____ you ____(play) now? 3. Mark ________ (watch) TV at the moment, 4. Our teacher always _____ (give) us a lot of homework, etc) Allow students to complete activity worksheet Stand back and be available for any questions and observe students
    8 Minutes

    Study 6
    After completing the worksheet, get one student to read out their answer to the class for one sentence only, and move down in order. Ensure that each student has had a chance to speak. After students have read out loud, give students necessary feedback
    3 Minutes

    Activate 1
    Explain to students the next activity – Time Zone Guessing Game Students will need to pair up (with someone they haven’t worked with today) and they will be given a map with time zones on it. Student A will then be required to describe one place on the map using both present tenses and Student B (the partner) will need to guess where they are talking about (e.g. The are probably working right now, or They are probably sleeping right now, or partying). Students can create a character to be more specific (e.g. Sally works at this time, or John cooks dinner for his family at this time). Switch roles after 1 turn.
    2 Minutes

    Activate 2
    Allow students to complete the activity Anticipate problems of calculating time zones or coming up with ideas. Ask students to refer to the action vocabulary words that were listed earlier in the lesson. Observe students and be prepared to answer any questions. Ask all pairs to demonstrate what they did in the pair and get other students to try and guess which place they are describing. Give students feedback on their work
    15 Minutes
    S-S & T-S

    My feedback from the tutor was:
    1. Engage – This stage is fine. No corrections needed.

    2. Study – You are providing the students with too much information initially. As the focus of this lesson is ‘to contrast the present simple tense with the present continuous tense’, it would be expected that the students have already learnt both tenses, therefore rather than ‘explaining’ the grammar you need to ‘elicit’ that information from them first (e.g. example sentences, usages, structures). You need to focus on only one usage from each tense as covering more than this can be too much for one lesson. At the start of the study you need to try and ‘elicit’ these two usages as well as the structures and example sentences from the students. All of the information you are eliciting, (i.e. example sentences, usages, structures) should be included in your lesson plan procedure; in other words your board work.

    3. Once you have elicited as much information as possible from the students, you should follow up with clarification and further examples from the teacher to clarify the differences between the two tenses.

    4. Activate – You need to make sure that your Activate stage activities reflect what is covered in the Study stage. After you have made the changes to your Study stage, you need to make sure that during the Activate stage students are producing present simple and present continuous sentences in keeping with the two usages you have chosen to cover.

    I’m not too sure what the tutor means for the study phase :(

    Any tips or help would be fantastic! thank you very much!

    21 January, 2016 at 10:43
    • Total posts: 800

    Hi – not sure if you’ve already re-submitted your plan (sorry, I’ve just seen your post).

    The tutor feedback seems to be quite standard – the wording, at least for the Study stage, is exactly the same as the feedback for some other plans that have been posted in this forum, so don’t take it personally!

    You can have a look at the other posts here:


    …they should help you with some of the changes you need to make. If you haven’t already resubmitted your plan and need some more specific advice after reading the above posts, just let me know.


    2 December, 2016 at 17:33
    • Total posts: 4

    I notice these posts are from months ago, am I able to obtain any help with the checking of my lesson plan?

    2 December, 2016 at 20:30
    • Total posts: 800
    2 December, 2016 at 23:52
    • Total posts: 4

    thank you. Also, I have noticed that a lot of people were reiterating the same answers and I happened to have the same problem as most people, perhaps because the way the tutors explain their directions. I notice you are great at explaining what it is that needs to be done. This, that I have submitted to you is my “final” lesson plan that i would love a professional to look at before my final submission

    study 1 Elicit the form of present continuous. Review a Power Point presentation for present continuous (Subject + aux. verb ‘be’+verb ing) with blanks in it. Elicit from the class to fill in the blanks of each question throughout the PowerPoint slides. Answers should focus on aux. verb “be” and using “ing”. Give examples as necessary, such as, “I am standing.” Using current actions of the students, to help make the present continuous tense clear. study 1

    study 2Show a picture to the class of a community with various activities going on. See if the students can tell what are the people doing in the picture. Elicit actions in present continuous tense. Provide an example if necessary. Write down all the responses the students give. If they use a single word, use the present continuous form the word and write the sentence on the board, examples of elicited sentences should be, “Avery is eating, Samantha is driving, and Aaron is jumping. study 2

    study3 Put the students in pairs. Give the student a worksheet that contains up to 15 pictures of a people involved in many different activities. Provide a fill in the gap sentence under each picture, providing the verb in its base form. (examples, He _____(sit) on the chair.” The expected answer would be “He is sitting on the stoop.” He ______ (cut) hair.” The expected answer would be, “He is cutting hair.” Review and correct any of the issues. Make sure the most difficult questions are written and explained on the board for better clarification study 3

    study4 Give each student a worksheet with many pictures on it with characters doing various things along with the pictures the students will have a paragraph with gaps in it. These various activities include “cooking dinner”, hiking”, “watching t.v”, “reading”. Have the students fill in the correct phrases (“is riding a watching t.v”, “is cooking dinner”). Review the paragraph and correct any mistakes. study 4

    study5 Record any of the problems the students have with the words and or sentences. Use a drilling exercise on some of the sentences elicited throughout the lesson to ensure all students get adequate verbal practice with using the present continuous form. Say the sentence correctly and have all students repeat multiple times. -study 5

    activate1 Provide a story model that I have written myself, to the students. The short story should reflect present continuous sentences describing the picture. Encourage creativity by being creative in my own story. Have students pair up with each other and hand out a different picture to each pair. Have them write a short story about what is going on in the picture. -activate 1

    activate 2Have each student share their paired story with the class- activate 2

    3 December, 2016 at 3:06
    • Total posts: 4

    my apologies, the lesson plan is for a pre-intermediate class who are on the topic of a present continuous tense.

    5 December, 2016 at 10:05
    • Total posts: 2

    Hi Dan,
    My name is Margin. I need help with my lesson plan.
    I submitted it but they sent it back to me and said I need to fix some parts.
    I send you here my lesson plan and the comments from the moderator below.

    My lesson plan:

    Class Level: Pre-Intermediate
    Date and Time:
    Expected Number of Students: 10
    Language points: Description of the present continuous tense which shows a progressive action happening at the time of speaking
    Teaching Aids: The board, markers, worksheets, pictures or drawings showing some continuous activities. I may use also power point presentation with illustrations
    Learner Objectives: The students should understand in what situations to use the present continuous tense and how it is formed (to be-verb-ing). What is more they should note that this tense is used at a progressive time of actions which happen exactly at the time of speaking
    Personal Aims: To make the students understand in what circumstances to use this tense, to give them appropriate examples, to make them participate equally and to make the whole atmosphere friendly and interesting
    Anticipated Problems for Students:
    The students would not know grammatically how to form a sentence using the present continuous tense. They would have difficulty with confusing present simple and present continuous tense. Therefore, they would need good examples which illustrate the difference between the two.
    Anticipated Problems for Teacher:
    The teacher has to clearly show examples of the usage of the present continuous time. He should emphasize on the fact that this tense shows progressive actions at the time of speaking (at the moment). Moreover, he/she would have some difficulty to explain the grammar to the students when using the tense
    The students would need good examples which illustrate when to use the present continuous tense. Drawings and questions asking what a student is doing right now is a good solution (such as “What are you doing”? Answer: “I am brushing my teeth”). Another solution would be to make the students entertained and interested.
    Make all students participate, ask many questions to them as well as interact with each other, make funny games, ask them to write on the board and not correcting them all the time
    Engage 1: I will show using power point or posters of people performing different activities such as for instance “A boy is playing soccer” or “A woman is dancing” and others. I would ask the students what those people are doing and ask for answers too (5 min)
    Engage 2: I would ask the students then to perform different actions such as to walk in the classroom, write on the board, jump, run, play some sport etc. I would tell them that they are doing this right now at the moment of speaking and not all the time. (5 min)
    Study 1: Explain how this tense is used. I would write many sentences and show how the verb adds the “ing” form (Subject+aux. verb ‘be’+verb ing). I would give many examples and later on ask the students to make the right form of the tense. I would note that they must this tense only when doing something at the moment. I would make clear the difference by using those two sentences: “I am going to school now” and “I go to school every day” (10 min)
    Study 2: Then I would give an exercise for the students to talk to each other and say what they like doing. I may divide them into groups or pairs and pass through them and correct them if I see any mistakes (5 min)
    Study 3: I would hand worksheets to each of them with different exercises. One of them would be to transform verbs in present simple tense to present continuous tense (I play basketball would become “I am playing basketball”). Another one would be to choose the right verb according to a particular drawing and right the whole sentence using the verb in the present continuous tense correctly (For example a picture would show a man who is climbing a hill and the question would be “What is the man doing”? and the answer would be “The man is climbing a hill”!). Another one would ask the students to choose which tense is used in the exercise (For instance the sentence “I am shopping” would be present continuous tense while “I go to opera every Friday” would be present simple tense etc). A last exercise would ask the students to explain shortly the difference between those two sentences). (10 min)
    Study 4: In this stage I would make sure the students have understood when to use this tense, how it formed and I would ask briefly a few of them questions according to some pictures and what the people are doing it. Student A would ask another Student B “What is he/she doing” and Student B would answer using the correct tense such as “She is taking a shower” or “She is preparing lunch/dinner!” etc. This would be some kind of short repetition of the previous stage to make sure everything is well comprehended and understood. (5 min)
    Activate 1: I would give them an assignment to create a short story of on their own using the present continuous tense. I would give them 5 minutes to write it. (5 min)
    Activate 2: Each student should come in front of the class and read his/her story (maybe in a few sentences). The teacher should correct if there are any mistakes. Finally, the teacher should summarize with one sentence briefly how and when the present continuous tense is used. (15 min)

    Comments from the moderator:

    Your lesson plan has been reviewed and it is heading in the right direction, however some changes are required.

    Please read the recommendations below very carefully and implement all the requested changes before resubmitting the lesson plan. Should your second submission not include all of the requested changes you will be asked to resubmit the lesson plan again.

    · Your learner objectives are realistic, however as part of your anticipated problems for students you say, ‘They would have difficulty with confusing present simple and present continuous tense. Therefore, they would need good examples which illustrate the difference between the two.’ This should not be the case as this lesson isn’t about contrasting two tenses. This contrasting approach affects several of the activities in your lesson that will need adjusting. Your whole lesson needs to be focused only on the target grammar, which is the present continuous tense for ‘actions happening at the moment of speaking’.

    · Your Engage activities are acceptable, but at the end of the final activity you are basically telling the students the usage your lesson is focused on, which is not advised. Please refer to my notes regarding the Study stage.

    · In the Study phase, all information regarding the grammar point should be elicited, rather than given to the students or explained. This applies to examples, tense structure (grammatical form) and usage.

    · Any worksheets or exercises the students complete in the Study stage should cover only the target grammar, as explained in my first point. Please adapt the current exercises that involve the present simple tense or provide new exercises.

    · In the Activate phase you are asking the students to “create a short story of on their own using the present continuous tense” and then present their stories to the class. There are a few problems with this activity:

    o Having the students work individually is not effective. The Activate stage should be communicative. The students should be creating their own thoughts and ideas and speaking with one another through activities that allow them to use the language they have learnt spontaneously and independently. All activities used here need to encourage plenty of student interaction and maximise student to student talk time.

    o This activity wouldn’t really work for the present continuous as this tense wouldn’t be used in isolation to tell a story.

    o At the end of the activity you say, ‘The teacher should correct if there are any mistakes.’, which is not advised. The focus here is on fluency, not accuracy and you should not be correcting mistakes at this stage of the lesson. The purpose of the Activate stage is to give the students the opportunity to practice the language without any corrections and to feel a sense of achievement in that they can put what they have learnt into use. They leave the classroom “on a high” so to speak. By going over any corrections at the end of the lesson you can lead them to feel that they have failed in this task and they will leave the classroom thinking that they have not achieved anything.

    · Please provide examples of the type of language you would expect the students to produce during the new Activity you use; in other words examples of what they might be saying to each other to demonstrate that they will be using the target language effectively.

    7 December, 2016 at 14:30
    • Total posts: 800

    Jameer – can you include the feedback from the tutor from your previous submission?


    7 December, 2016 at 14:32
    • Total posts: 800

    Margin – I see that you’ve submitted the plan once. Please feel free to post back here if it doesn’t pass on the second submission and I’ll take a look (see this post: http://www.eslbase.com/forum/viewtopic/present-continuous-lesson-plan-help-please-read-before-submitting-topic/)


    7 December, 2016 at 17:42
    • Total posts: 4

    Apologies, here is what I was given as a response

    I would recommend that you elicit example sentences from the students before eliciting the form of the present continuous tense. The beginning of the Study stage in your previous submission would be a good way to start this phase.

    You also need to elicit the actual usage from the students as well – basically, you want them to tell you the usage your lesson is focused on. They may not use the same terminology that a teacher would use, for example they might say ‘something we are doing right now’, when referring to an ‘action in progress at the time of speaking’, but the important thing is to get them to give you the information.

    5 January, 2017 at 16:45
    • Total posts: 800


    I would recommend that you elicit example sentences from the students before eliciting the form of the present continuous tense. The beginning of the Study stage in your previous submission would be a good way to start this phase.

    Okay, I’m not sure if your new study stage includes the beginning of the Study stage in your previous submission – the tutor is suggesting that this is what you do.

    You also need to elicit the actual usage from the students as well – basically, you want them to tell you the usage your lesson is focused on.

    I don’t think you do this in your plan. In Study 2 you’ve elicited some sentences in present continuous, but you haven’t elicited the usage or meaning of these sentences. Have a look at my reply to Sadie in this post for an example of what I mean.

    Hope that helps.


    10 July, 2017 at 10:57
    • Total posts: 2


    as so many on here i am struggling with the lesson plan. I also have to write a Present Continuous lesson (1 hour) for pre-intermediate and I received the same feedback as all the other peeps: Focus on just one usage!!! I tried to stick to that but the lesson plan came back the second time as well with the same comments. So now I really tried to cut down on the single usage which is using the present continuous for a process in progress at the time of speaking and I really hope that it is ok now. It must! I hope you could help me Dan and have a look at it. I apologize if I have made the same mistakes you have read and corrected a hundred times, despite having read many of your corrections. My class size is 16 people.

    Engage 1; 5 min
    Explain students the rules of the game ‘Pictionary’ or ‘Charade’ and call it ‘What am I doing?’ Miming an activity without talking. To make clear what the students are expected to do and overcome reluctant participation, give 2-3 examples yourself and let the students guess to confirm that they are aware of the usage of present continuous already, though they might not use it effectively yet. (Engage, 1 min, T-S)
    Let students get together in groups of 3-4 and hand out flashcards with simple instructions like ‘draw a circle’, ‘stand on one leg’, ‘touch your own nose’ which the students act out, with the other students in their group guessing what the person is doing. Some activities are daily activities. Every student has to mime 2-3 times. Only observe the game, don’t intervene if you note mistakes. Make a little note for yourself if you can spot repeated mistakes made. (Engage, 3 min, S-S)
    Feedback for the game. Did the students understand all the instructions on the flashcards? (Engage, 1 min, T-S)

    Engage 2; 4 min
    Ask: ‘What other activities can you do right now on the spot?’ Students mime and teacher tries to guess what they are doing and puts the activity words on the list
    Expected answers: you are listening to music, you are dancing, you are yawning

    Study 1, 3 min
    Elicit response from students on what tense was used in the previous games.
    Expected answer: Present Continuous/Present Progressive
    Ask the students for possible usages of the Present Continuous.
    Expected answers:
    – To talk about an action in progress at the time of speaking
    – Talk about a temporary action not necessarily in progress at time of speaking
    – Emphasize very frequent actions
    – Background events in a present story
    – Describe developing situations
    – Refer to a regular action around a point of time
    Add points which the students missed and give an example for each case. Write the usages on the board.
    Elicit response from the students on which of the usages was used in the previous games.
    Expected answer: To talk about a process in progress at the time of speaking .
    Clarify that today’s lesson will focus on the usage of the Present Continuous when talking about an action in progress at the time of speaking. Remove all other usages from the Board but todays usage as a reminder during the lesson.

    Study 2; 4 min
    Continue with asking students how the Present Continuous is formed in the affirmative, negative and question form by using examples and reminding them how it is formed.
    Expected student answer: Affirmative: subject + aux. verb ‘be’ + verb+ing; Negative: subject + aux. verb ‘be’ + not + verb+ing; Question: aux. verb ‘be’ + subject + verb+ing
    Note: Let a few students write their answer on the whiteboard
    Expected answers: ‘I am sitting on a chair’ ‘We are learning English’. ‘I am not sitting on the floor.’ ‘Am I eating my favourite food?’
    If students can’t think of anything, mime a simple activity that they can describe.
    Potential mistakes: forgetting auxiliary verb, wrong auxiliary verb, not using ing-form of main verb.
    Solution: Emphasize how the tense is formed and underline the rules.

    Study 3; 5 min
    Propose a statement: ‘We are speaking English at the moment’ and ask which words indicate the timing of the action.
    Expected student response: ‘at the moment’ indicates that the process is currently in progress.
    Ask students to produce sentences about processes in progress at the time of speaking, indicating the timing in affirmative, negative and question form.
    Expected answer: ‘we are driving to the beach right now’, ‘I am not sleeping at the moment’ ‘are we speaking English now?’
    At least two students are selected to write their sentence on the board. (Study, 3 min, T-S)
    Elicit response from students asking: What other adverbs do we use to indicate an action is currently in process? List the answers on the board.
    Expected answers: at the moment, this second, now, just now, right now (Study, 2 min, T-S)

    Study 4; 8 min
    Explain the rules of a quick fill in blank exercise. Hand out the worksheet containing sentences, adverbs and actions. Verbs are given in Simple Tense and are listed with the adverbs underneath all the sentences. (eat, clean, wash, walk, now, right now, at the moment). Students have to form Present Continuous Tense and fill in the timing-indicating words. He ____ (is eating) pizza ____(now). ____(At the moment), my mother _______(is cleaning) my room. My family and I _______ (are driving) to the mall ________(right now).
    Put students in pairs and let them do the worksheet (Study, 1 min, T-S)
    Student pairs complete the exercise.
    Don’t intervene but be available and approachable for students during the task (Study, 5 min, S-S)
    Let students give the results of the exercise. Make sure every student gives at least one example sentence.
    Possible problems: wrong way of forming the tense.
    Point out the adverb which should clearly indicate the tense that should be used and remind them how the tense id formed (Study, 2 min, T-S)

    Study 5; 6 min
    Explain students the game ‘postcards’which ask them to imagine themselves being at their favourite holiday destination, writing a postcard home. The task is to use Present Continuous to describe what is happening around them at the moment they are writing (e.g. “The sun is shining” or “All around me, children are playing beach volleyball”). Students are encouraged to include details into their descriptions that give a hint about their exact location e.g. ‘I am looking at a big pyramid’. ‘ My friend and I are taking a picture in front of this famous leaning tower’. You can then get students to read other people’s postcards with a task to guess which place the person writing was supposed to be at. (Study, 1 min, T-S)
    Give students a few minutes to write the postcards by themselves. (Study, 3 min, S-S)
    Then form groups of 4-5 and let them read each others postcards. Add some examples that haven’t been mentioned yet to the board (Study, 2 min S-S)
    Potential difficlties for students: run out of ideas, occasional incorrect forming of the tense.
    Solutions: asking the student quitely what their destination is and give verbs to kickstart their imagination. Correcting the student (only after the game is finished) by pointing at the rules on the board.

    Activate 1; 10 min
    Form groups of 4 students and explain everyone the rules of the game ‘true or false’. One student from each group is asked to walk over to the window and look outside. Once that student reaches the window, he is asked to describe what he/she sees outside. At this stage, the other students are asked to turn their chairs away so they can’t see the student or outside the window. Here comes the catch: the describing student’s task is to mix true with false statements and trick his group members into believing that false statements are true and true statements are false. The describing student is also encouraged to use the affirmative and the negative form of the Present Continuous. The student who can best trick his team mates, wins. Each student has to describe 3 things. His teammates have to decide if ‘he is saying the truth’ or ‘he is lying’. After 3 examples the describing student changes places with one of his group members. (Study, 1 min, T-S)
    Let the selected students walk over and start the game. Students describe alternating and there is a timelimit of 15 seconds for the student to describe what he sees + his team to decide if its true or false.
    expected examples: ‘A man is walking his dog’. A blue car is not passing our building right now.’
    As they state their sentences, add previously unused verbs in Present Continuous on the board, count the groups points and announce the winners of this game. (Study, 9 min, S-S)
    Potential problems: Students are nervous and cannot think of anything.
    Solution: Stand close to the student and point out something you see outside that the student could describe.

    Activate 2; 14 min
    Explain the last game. Students are paired for the last game. 2 pairs are playing at the same time against each other. The students will have to guess what is happening just based on what they are hearing. The pairs will take turns with one person having their eyes closed, listening and whispering to the second person what they hear and the other person writes it down (Activate, 1 min, T-S)
    Expected answers: ‘The clock is ticking’ ‘Someone is writing on the board’ ‘Someone is opening and closing a zipper.’ The other students are allowed to make some noises through actions, which the guessing students are trying to identify correctly. Each student will have 1.5 minutes to guess. Then the writer and listener changes position. The Pair which can identify the most noises wins. (Activate, 12 min, S-S).
    Note: Be aware that some students might make inappropriate noises. Prevent that by mentioning beforehand that this is not tolerated.

    Finish with a quick summary of the days lesson by pointing at the board which still shows the topic of todays lesson: Usage of the Present Continuous when talking about a process in progress at the time of speaking. The board also shows how the tense is formed, gives example sentences and a list of words indicating the timing of the described process (at the moment, now etc.) Open up for remaining questions and finish the lesson. (Summary, 1 min, T-S)

    15 July, 2017 at 19:41
    • Total posts: 800

    Hi Chris

    You’ve done well to focus on just one usage of the present continuous in this plan, so I’d be very surprised if you were penalised again for that. The biggest issue I think is your Study 1 stage. This isn’t really an effective way to elicit the usage. Have a look at some effective ways to elicit the usage in the posts quoted here. You didn’t include the feedback your tutor gave you so I don’t know if they picked up on that.

    There are a few other points I’d like to mention, but I don’t want to comment on them without seeing your tutor’s feedback – they may be points that your tutor wasn’t too concerned about and so don’t need rectifying for the purposes of this plan.

    Hope that helps.


    17 July, 2017 at 12:52
    • Total posts: 2

    Hey Dan,

    thank you very much for having a look. These were the comments I got. Most of them reflect one point, to focus on the one usage, but there are a few other points too.

    Engage Stage
    1. This stage is fine. No corrections needed.
    Study Stage
    2. Although you say you are focusing on one usage (“an action in progress at the time of speaking”), you are eliciting several other usages in the Study stage. You should not be doing this in this lesson. As the task requires you to focus on one usage of the present continuous you need to choose a specific usage and base your lesson around this usage.
    3. You are also covering non-progressive verbs, this is not necessary. If an issue arises during the class, you can deal with it when it arises but for this lesson you should focus on the single present continuous usage you have chosen to cover.
    4. You should start by eliciting example sentences in keeping with the usage you have decided to cover. You can then use those sentences to elicit the structure of the present continuous and the usage itself. Please refer to unit 3 where elicitation techniques were covered.
    5. All the information you are eliciting (example sentences, usage, structure) should be included in your lesson plan procedure – this would essentially be your ‘board work’. As a lesson plan should be considered a working document that could be used by a replacement teacher in case you were unable to teach a lesson, it’s important that these sorts of details are included.
    6. Once you have elicited as much as you can, you can then follow up with clarification of the lesson point with further examples to ensure the students understand the grammar point if needed but the focus should be on eliciting the information from the students first.
    Bear in mind that the worksheets you give the students should check their understanding of the tense with regard to the one usage you should be covering in the lesson.
    Activate Stage
    7. In this stage of the lesson the students should be producing present continuous sentences in keeping with the usage you are covering in the Study stage.
    8. The activity you have provided does not encourage the students to produce the present continuous in keeping with ‘actions in progress at the time of speaking’.
    9. Once you are clear on the meaning of the usage you have chosen to cover you need to make sure that your Activate stage activity has the students produce present continuous sentences that reflect this usage.
    10. When thinking of ideas for this stage I suggest that you think about the usage of the present continuous you are covering in the Study stage and consider scenarios which naturally lead to the tense being produced. You can then use these scenarios as the basis of your activities.

    Thanks again.



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