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my 2nd lesson plan

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  • Con
    Participant
    28 June, 2016 at 10:43
    • Total posts: 1

    Hi all,

    I did pass my TEFL course but I stuck with 2nd part which is lesson plan and having some hard time to accomplish it according to tutor’s guidelines. This is my 2nd lesson plan and last chance to improve it. I would be very grateful for any feedback or hint.

    Tutor’s comment:

    1. Study – You are still covering too many usages for the two tenses and you are now giving them the usages rather than eliciting this information from the students. In my previous review I said that it was good that you were eliciting this kind of information from the student so I am not sure why you have changed this. I also said that you need to focus on just one usage from each tense as covering more than this is too much information for one lesson.

    2. Once you have decided which tow usages you are going to focus on, you need to elicit these from the students along with the structures and examples sentences at the start of the Study stage. Then you can follow up with further clarification from the teacher with your own examples. You’ll also need to make sure that you worksheets/exercises are in keeping only with the two usages you have chosen.

    3. Activate – Again, once you have decided on the two usages you are going to cover in the Study stage, you need to make sure that your Activate stage activity/activities are in keeping only with those two usages.

    Lesson plan – compare and difference between present simple and present continuous tenses

    ENGAGE 1 this part is OK.

    STUDY 2, 5 min, T-S

    Using prior elicited verbs and simple timeline scheme to demonstrate explain students difference between present simple and continuous tenses, and its usage. At current language level pre-intermediate students should be already well acquainted with form and usage of present simple and present continuous tenses. Short review/description of both tenses without detailed introduction them to students in order to reduce TTT. Ask students: ‘How do we form sentence using present simple tens?’, Could you give me an example, please ?’ ‘How to form question and/or negative sentence using present simple tens ?’ – Present simple: Affirmative: subject + base form + s/es I work, You work ,He/she works, etc. Negative: subject + aux. verb ‘do’ + not+ base form I don’t work ,You don’t work He/she doesn’t work, etc. Question: aux. verb ‘do’ + subject + base form Do I work ? Do you work ? Does he/she work?, etc. Ask students: ‘How do we form sentence using present continuous tens ?’, Could you give me an example, please ?’ ‘How to form question and/or negative sentence using present continuous tense ?’ – Present continuous: Affirmative: subject + aux. verb ‘be’ base form +’ ing’ I am working, You are working, He/she is working, etc. Negative: subject + aux. verb ‘be’ + not+ base form+ ‘ing’ I’m not working, You aren’t working, He/she isn’t working, etc. Question: aux. verb ‘do’ + subject + base form + ‘ing’ Am I working ? Are you working ? Is he/she working?, etc.

    STUDY 3, 10 min, T-S

    Draw on the whiteboard two separate columns named A and B (for ‘present simple’ and ‘present continuous’). On the top of column A write: ‘permanent situations, facts, routines, actions set by a timetable or schedule’ in column B write ‘live actions, something you’re in the middle of, arrangements for the near future’. Write sentences using present simple and present continuous tenses. Each sentence should has word indicating time of action .In column A: always, every, often, normally, usually, sometimes, seldom, never, first, then, etc.; and in column B: at the moment, at this moment, today, now, right now, still, etc. A I drink a cup of coffee every morning. (ask students if sentence: I am drinking a cup of coffee every morning. is correct. Explain why not.) He goes fishing every day (Ask students: ‘Which tens is used in this sentence ?’) I usually spend my evenings with my family. etc. B I’m drinking too much coffee these days because I’m so busy at work. The water is boiling now. (but The water boils in 100 degrees. Ask what is the difference ?) I’m not watching TV at the moment. etc. Ask students ‘What are the differences between these following sentences ?’ The class may answer: ‘In column A is a present simple tense while in column B present continuous tense has been used’. Still keeping A-B column order ask students to elicit words which indicates time of action. Give an example/hint: A ‘In sentence I drink coffee every morning which word (adverb) tells us when do I drink coffee ?’ B ‘In sentence: The water is boiling now which word tells/indicate us when the water is boiling ?’ Students may answer: A: every morning, every day, usually, sometimes, often, normally etc. ( some of them may answer i.e. ‘evenings’ – it is incorrect answer. Explain why.) B: these days, now, at the moment, moment, today, now, right now, still, etc. Ask students if they can spot difference between words/sentences written in column A and words/sentences in column B. Try to guide them: ‘A: usually, every morning, normally… B: now, today, at the moment, right now…’ Expect answers: ‘In column A: repeated action/something which is doing over and again, in column B action in progress/happening now’. Explanation/conclusion: we use present simple tenses when we want to express that something happens in general (regularly, often, never). It is part of a routine or habit. We can call this a permanent situation. We may also use adverbs such as ‘every day/usually/sometimes/ etc.’ to indicate the timing of our routine action. We use present continuous tense when we want to say that some action happening right now at the present moment. We call this a temporary situation. We may also use adverbs as ‘now/today/at the moment/etc. to indicate an action is currently in process. i.e. I’m playing chess./I’m playing chess right now.
    While giving explanations to the students try avoid to repeat the terms present simple and present continuous and go on to give the learners a couple situations/activities. They have to decide if this situation/activity should go into column A(present simple) or column B (present continuous).

    STUDY 4, 5 min, T-S

    Warming up exercise. Students revise the present simple vs. present continuous tenses phrases they have learned during the lesson.
    Open class question: ‘What are the differences between following sentences ?’ Examples : A) ‘Ann reads a book./Ann is reading a good book’ B) ‘Tom goes to office every day/ Tom is going to office today’. C) ‘I leave home at 8 a.m./I’m leaving home tomorrow’.
    Students may answer: A) ‘present simple sentence describes usual activity/ present continuous sentence describes current/temporary situation’ B) ‘present simple sentence describes when routine action occurs/ present continuous describes the time of temporary situation’ C) – ‘for activity in near future set by a timetable or schedule we use present simple tense/ we use present continuous tense when we discussing our plans for the near future’.

    STUDY 5, 5 min, S-S

    Worksheet – use the correct tense
    1 Tom usually___ (play) football, but today he ___ (play) basketball.
    2 I usually ___ (watch) TV, but today ___ (play) computer games.
    3 They___ (swim) in the lake now, but usually they___(swim) in the swimming pool.
    4 Sophie usually___ (walk) to school.
    5 My mother usually___ (drink) coffee, but today she___ (drink) tea.
    6 Ted___ (wash) the car now, but his father usually___ (wash) it.
    7 I___ (listen) to the music every day.
    8 Look, Silvia ___ (cry). Let’s see what’s wrong.
    9 That mats exercise that you___ (do) looks very difficult.
    10 The police officer___ (wear) a badge and a gun to work every day.
    11 Right now I ___ (watch) a movie. I___ (watch) a lot of movies recently.
    12 Jaime usually ___ (eat) cold cereal for breakfast, but today he___ (eat) oriental instead.
    13 My mom___ (cook) dinner tonight, (you, want)___ to eat with us ?
    14 Tiffany and Mark___ (travel) to Spain. They___ (plan) to stay in Madrid.
    15 Alison and I ___ (study) for the exams. We___ (not, want) to fail it!
    16 First Colin___ (play) football, then he___(watch) TV.
    17 Colin___ (play) football and Anne___ (watch) TV.
    etc.
    Feedback from above activity.

    STUDY 6, 5 min, T-S

    In pairs ask students to create/write ten sentences describing their daily routines/arrangement (may be fiction) for the near future/actions set by timetables/their family or friends current activities using present simple and present continuous tenses. Students should use adverbs to indicate the timing of activity in the sentence. I.e. ‘My brother plays football every Tuesday, but now he is watching football on TV.’, ‘I am not going to the cinema tonight, at 8 pm I have appointment.’, ‘My friend is working at the office this week.’, ‘I often drive to work but I’m taking the train this morning because my car is in for repair.’ etc.

    STUDY 7, 5 min, S-S

    Worksheet – choose the correct tense.
    Dear Aunt Mara,
    Thanks for your message. I (1) apologize / ’m apologizing for not getting back to you sooner, but I’ve been incredibly busy. When I went into nursing, you warned me that it would be really hard work, but I (2) admit / ’m admitting that I didn’t really believe you. Don’t get me wrong – I (3) don’t suggest
    / ’m not suggesting that I’m not enjoying it. It’s incredibly rewarding, but I (4) now realize / ’m now realizing how hard the job is. When I get home I just eat (not very well, I (5) confess / ’m confessing) and go straight to bed. It doesn’t help that the bus journey to the hospital is so slow. I (6) consider / ’m considering buying a car, which will make things easier, I hope. And what about you? How (7) do you find / are you finding living in a village after so many years in the city? I (8) know / ’m knowing how difficult it is for you to travel such a long way, but it would be lovely if you could come and stay with me for a weekend. I’ve got plenty of room in my flat. I (9) don’t guarantee / ’m not guaranteeing to cook as well as you do, but I (10) promise / ’m promising to find time to show you around this lovely old town. Hope to see you soon. Keep in touch.
    Love,
    Martina

    Feedback from above activity. Elicit from the text and explain new words and sentences: ‘went into nursing’, ‘confess’, ‘reward’, ‘plenty of room’, etc.

    ACTIVATE 8, 2 min, T-S

    Explanation. Students using their vocabulary, imagination and present simple/present continuous tenses lesson drill in groups of two to compose ‘role-play dialog’, and practice it out loud. The dialog should take a job interview form. Give the students detailed instructions in order to use as much grammar and language they have learned. Ask them to:
    -try to use an action verb and a time indicating adverb,
    – think about the differences between present simple and continuous tenses (look ‘Study 3’ phase) and try to apply it in their role play dialogue,
    -when ask question in present simple(or continuous) give answer using the same tense,
    -keep it simple
    -and please use only English.
    Read aloud an examples: ‘Tell me about yourself’, ‘Describe your current (or more recent) position’ ‘Why are you looking for a new opportunity now?’, ‘What are you working on now ?’, ‘Why are you leaving your current job?’, ‘What kind of personality do you work best with and why?’, ‘What salary are you seeking’

    ACTIVATE 9, 15 min S-S

    Time for students. Observe, encourage, help if somebody need, don’t interfere too much during student’s pair work.

    ACTIVATE 10, 3 min, T-S

    Feedback from above activity. Questions from students.

    Thank you,

    Jan

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