Complete lesson plan and feedback from ITT

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  • tmcmanus
    23 July, 2017 at 0:55
    • Total posts: 3

    Hi again Dan, here’s the complete lesson plan and feedback from ITT. Hope this helps put everything into perspective and you can offer me suggestions as I’m still confused as to what they really want.

    Teacher: Mrs Tracey McManus Observer: None Date: 26-04-2017
    Class level: Pre-intermediate adults Room: 2A Expected number: 12
    Language points: * Continuation of present tenses; * Affirmative form of Present Continuous.
    Teaching aids: * photos of the students from previous lessons * Board *Pens * Workbooks * Cards with illustrated/written actions * Computer/Smartboard * Worksheet to go with “Mr Bean” lesson * Board game: What’s happening?

    Learner objectives:
    * To review the use and structure of the Present Continuous / Progressive Tense through reading comprehension using authentic material.
    * To review the different functions of the Present Continuous Tense: describing an action happening at the moment of speaking vs. describing current ongoing events and processes.
    * To review vocabulary connected to Present Continuous Tense.
    * To provide practice of the structure and function of the Present Continuous Tense.
    Personal aims:
    * To build rapport with all students in my class in order to better their learning experiences.
    * To improving my monitoring of students by developing my observation skills rather than focusing on too much teacher input.

    Anticipated problems for students:
    1. Students may confuse the uses of the present continuous. The greatest challenge with the present continuous is understanding the difference between a routine action (present simple), and an activity occurring at the moment.
    2. Students may have difficulty pronouncing the ‘ing’ sound or the contracted forms of the auxiliary verb ‘be’ (‘I’m’, ‘he’s’, etc.).
    3. Students may have difficulty with understanding the vocabulary in the definitions of the new words in the crossword puzzle activity.

    Anticipated problems for teachers:
    1. Students will probably be at different stages of learning which will mean that some students have more confidence than others. This may lead to stronger students dominating the lesson by answering/speaking during most stages of the lesson therefore weaker students may feel overwhelmed and ‘left out’.

    1. Review the use and create a clear chart to compare the uses. (Include this in the Study stage to consolidate the learning. Re-teach if necessary.)
    2. Show articulation of the “ing” and model sound. Get students to repeat the sound in isolation first, then through words ending in “ing”. Model pronunciation of the contractions.
    3. Help students identify meaning through concept checking, examples and demonstration.

    1. Focus on positive reinforcement and praise which will help the students to feel more comfortable and more willing to ‘have a go’.
    2. Gently deflect some answers from the ‘strong’ students whilst still encouraging and praising them. Give more production time to other ‘not so strong’ students.

    Phase: Engage 1 Timing: 5 mins Interaction: T-S
    Use photos of students taken in previous lessons (or photos of people in a classroom setting) in a variety of situations. Ask: What are they doing? Some possible answers may include: smiling, writing, standing, counting (her pens), sleeping!, looking (out of the window), chatting. Have a list of students’ names on the board. Ask students to match the student’s names with activities shown. Write down on the board.

    Phase: Engage 2 Timing: 5 mins Interaction: S-S
    Mime: What are you doing? Teacher gives each student a card with an illustrated/written action. Students take turns acting out their given activity and other students have to guess which activity they are performing by asking questions such as “you are dancing”, “you are swimming”, etc. (Ask students who would like to go first, etc so shy students are not put on the spot and are encouraged by others). As the students act out the written/illustrated verbs, I write them on the board. After the students have participated, I elicit any other present participle verbs from the students, writing them on the board and making sure that all the words that are on the cards are covered.

    Phase: Study 1 Timing: 15 mins Interaction: T-S
    Board game: What’s happening? In pairs, students take it in turns to throw a dice and move their counter along the board. When a student lands on a picture square, their partner asks them a present continuous question about what is happening in the picture, e.g. What is the boy doing? The student must answer the question by making a sentence using the present continuous tense, e.g. He is riding a bike. If the student does this successfully, they stay on the square. If the student makes a mistake, they go back to their previous square. If both students are unsure about the sentence, they ask the teacher. The first player to reach the finish is the winner. At the end of the game, the teacher goes through the squares with the class asking for their questions and answers.

    From: What’s happening? (

    Phase: Study 2 Timing: 10 mins Interaction: T-S
    Write on the board “subject + be + verb + ing”. Question students: How do we make an affirmative form sentence? Try to elicit answers from students firstly then explain [subject + aux. verb ‘be’ + verb + ing]. Write this on the board. As the students have had enough examples from the previous activities I can repeat the question to one student (What are you doing?), and write their answer on the board as they give it to me e.g., I am talking. Point at each word in the example and say “What’s this?” (subject), “What’s this” (verb “be”)? etc. (This avoids a lot of unnecessary teacher talk). (If necessary, use a chart to explain the differences between ‘present simple’ and ‘present continuous’). Refer to examples from earlier in the lesson.

    Phase: Study 3 Timing: 7 mins Interaction: S
    Students watch video on you tube: “What is Mr Bean doing?” ( Students are instructed to look at the actions Mr Bean is doing when the music stops. (There are questions on the screen that prompt students to answer at the right time). Students complete this as a speaking activity during the video.

    Phase: Study 4 Timing: 3 mins Interaction: T-S
    Students complete the accompanying worksheet by writing sentences that describe Mr Bean’s actions e.g., He is watching tv; He is hanging out the washing, etc.

    Phase: Activate 1 Timing: 15 mins Interaction: T-S
    Students then chose 1 activity that has been covered during this lesson and ‘perform/role-play’ this action to the class. Other students have to guess what is being acted out and write this down in their books. Expected answers might be: a man kicking a ball, a girl playing with her doll, a woman eating an apple. At the end of the performance, students are chosen (by performers) to explain, using present continuous tense, what was being acted out e.g., you were reading a book. Try to encourage multiple actions e.g., you were eating an apple while reading a book.

    Congratulate the students on their work and thank them for all their efforts!

    Tutors feedback:
    Hi Tracey,

    Thank you for resubmitting your lesson plan, however this does not meet the requirements and some changes are required.
    Engage Stage
    1. At 18 minutes, your Engage is too long for a one hour lesson. An ‘engage’ is actually just a warm up prior to the main lesson and 10 minutes should be ample time to do this. (NB. I have fixed this)

    Study Stage
    2. You need to make sure that you are focusing on the lesson objective in the Study stage.

    3. As the task requires you to base your lesson on a single usage of the present continuous you need to make sure that you cover this usage in detail in your Study stage.

    4. You also need to elicit more information from the students. You have started the Study stage by eliciting example sentences from the students, which is good, but you then need to elicit the structure of the tense and the usage itself from the students. Please note that although you mention eliciting the structure from the students you are doing so after you have already explained the structure, which defeats the point of elicitation.

    5. Please refer to unit 3 where elicitation techniques were covered.

    6. There should be no need to compare the present continuous and present simple in this lesson.

    Activate Stage
    7. This stage is fine. No corrections needed.

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