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(ITTT course) Lesson Plan, NEED HELP!

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  • WendySmiles
    Participant
    24 June, 2017 at 14:29
    • Total posts: 2

    Hi, I am currently applying for the TESOL certificate for ESL teachers to get a part time aside from my full time job.
    My first lesson plan was rejected and is due for 2nd submission. I have been working on it all day but I am still kind of unsure if what I am doing is right, especially in the Activate phase.

    ————————————————————————————-

    [b]Here is my 1st lesson plan:[/b]

    Class Level :

    Pre-intermediate (adults)

    Expected No. of Students : 12

    Language Points :
    Using the present continuous tense in an action that is in progress at the time of speaking and later on being able to differentiate its various forms and uses.

    Teaching Aids :
    Board, pen, worksheet

    Learner Objectives :

    – For the students to be able to use the proper auxiliary verbs with the present continuous tense in their sentences and use it to talk about an action that is in progress at the time of speaking.
    – To broaden their vocabulary on occupations along with related verbs.

    Personal Aims :
    To be able to give students enough space to learn and communicate with each other and allowing the students to make sentences on their own.

    Anticipated problems for students :
    – The difficulty of using the proper auxiliary verbs
    – Proper spelling when action verbs are used in –ing form

    Solutions :
    Various construction and speaking activities for more practice while giving corrections of those mistakes.

    Anticipated problems for teachers :
    Students unable to interact with other students during activate phase due to lack of confidence

    Solutions :
    Worksheets in pairs in the study phase and group activities in the activate phase to raise their confidence and have enough practice, enabling more interaction.

    Procedure :

    1 Engage
    5min, T-S
    Ask students to enumerate occupations they know and what action verbs those occupations use.
    List them on the board.
    “Enumerate occupations or jobs you know and state what they are doing.”
    The class would need to produce 15-20 occupations and a corresponding verb.

    Ex.
    Teacher – teaching students/English
    Photographer – taking pictures
    Police – arresting criminals

    2 Study-1
    5min, T-S
    Pronunciation drill.
    Practice reading the occupation and their corresponding verbs with the students in a “repeat after me” manner, then progress on to letting the students read the words by themselves on the word the teacher points without the teacher’s help.

    2 Study-2
    12min, T-S
    Make present continuous sentences with various occupations either in affirmative, negative or question forms to use it to talk about an action that is in progress at the time of speaking.

    Examples:
    1. Plumber : Asking, “What are you doing?”
    (affirmative) I am fixing the pipes connected to the sink.
    (negative) I am not fixing the pipes connected to the sink.
    Lesson: “I” + auxiliary verb “am” + verb+ing

    2. Baker : Asking, “What is he baking?”
    (affirmative) He is baking a birthday cake.
    (question) Is he baking a birthday cake?
    Lesson: “He/She/It” + auxiliary verb “is” + verb+ing

    3. Police : Asking, “Are the police arresting the criminals?”
    (negative) No, they are not arresting the criminals right now.
    Lesson: “They/We/You” + auxiliary verb “are” + verb+ing

    After these 3 examples, ask students to construct their own sentences using the occupations that are written on the board from the previous phase by asking,
    “What is the teacher/lawyer/engineer/waitress/salesman doing right now?”
    Ask the class for a minimum of 5 sentences.

    If a student fails to use the correct auxiliary verb, misspells, provides a wrong form, or has grammatical error; underline the incorrect portion and ask other students to correct it. After the correct answer is given, explain the reason.

    For example, The photographer is taking picture of the couple. -> “The photographer is taking (a) picture of the couple.” Or “The photographer is taking picture(s) of the couple.”
    Explaining the use for (a) in singular “picture” and no “a” but picture(s) because “pictures” is used as a plural.

    Study-3
    8min, S-S
    Hand out worksheets and ask students to work in pairs. The worksheet will ask students to make sentences in the present continuous sentences forms that are in progress at the time of speaking with the list of verbs given to them.

    Worksheet :
    Instructions: Write down the “–ing form” of each verb enlisted below and make present continuous affirmative and negative or question sentences. Make sure to form the sentences as progressing at the time of speaking.

    1. Meet -> -ing form -> Affirmative -> Negative
    2. Build -> -ing form -> Affirmative -> Negative
    3. Do -> -ing form -> Affirmative -> Negative
    4. Plan -> -ing form -> Affirmative -> Question
    5. Arrange -> -ing form -> Affirmative -> Question

    Study-4
    8min, T-S
    Feedback from worksheet activity.
    Call students one by one for them to read out their answers.
    Take note of mistakes and correct them after all students are finished.

    Don’t forget to compliment them for a job well done.

    Anticipated common mistakes:
    1. Missing or wrong usage of auxiliary verbs, “am, is, are”
    Ex. He (is/is not) speaking with his friend from school.

    2. The spelling of the –ing forms, especially the verbs ending with an “e” and verbs with double consonants when changing to –ing form.
    Ex. They are planing(planning) another business proposal.
    We are arrangeing (arranging) the books on the shelves.

    3 Activate-1
    10min, S-S
    Ask the students to group themselves into 3 (4 students in a group) with the instructions:
    Share what you do at your current job. You may also share any experience from your work. Make sure to use the correct present continuous tense whenever necessary.

    Go around and observe the students but do not stay too close. Listen to what they are talking about.

    Activate-2
    12min, S-S
    Ask the students to do a role play using the experiences they have shared.

    Instructions:
    Perform a role play with what you have shared. Each student would need 2 to 3 lines of dialogue in which a minimum of one sentence is using the present continuous sentence as progressing at the time of speaking.
    Each group is given 4 minutes to perform.

    ————————————————————————————-

    Then I guess I got tired of writing the lesson plan and it just drained me because when I saw the feedback,…. uhrrr… lol

    ————————————————————————————-

    Feedback:

    Engage Stage
    1. This stage is fine. No corrections needed.

    Study Stage
    2. You need to elicit more information from the students in the Study stage. Rather than starting with a pronunciation drill, you should start by eliciting sentences from the students that are in keeping with your chosen usage. You should then use those sentences to elicit the structure of the tense and the usage itself.

    3. 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.

    4. Please note that the level of detail you have included with respect to the grammar is fine and should not be taken out of your lesson plan. The only difference is that this is information you should be eliciting from the students first – it still makes up your ‘board work’.

    Worksheets/Exercises
    5. Bear in mind that the worksheets you give the students should check their understanding of the tense with regard to the one usage you are covering in the lesson rather than the structure of the tense.

    Activate Stage
    6. 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.

    7. Your first activity will not encourage the students to produce the present continuous. It is also not clear how your second activity will encourage the use of the present continuous in keeping with ‘actions in progress at the time of speaking’.

    8. 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.

    9. Please also provide examples of the type of language you would expect the students to produce for all activities during this stage of the lesson. This serves as a check for yourself that your teaching idea will elicit the correct grammar from the students. Sometimes the idea doesn’t permit the correct usage and you don’t realize it until you test out your activity.

    So here is my revised lesson plan:

    Study-1
    5min, T-S
    Elicit sentences from the students by asking questions and letting them answer in affirmative sentences corresponding to the verbs used in the questions. Elicit as much sentences as you can and write them on the board.

    Examples of questions:
    1. What is he fixing right now?
    2. What is she baking?
    3. What is the policeman doing?

    Study-2
    12min, T-S

    Ask what they have noticed in the sentences for them to recognize by themselves the usage of the tense. Whether the answer is given or not, explain its usage. “The usage is that the action is in progress at the time of speaking” or “It is what you or the person is currently doing at the time you are talking about yourself or about them”

    With the sentences the students have given, underline the grammar points of the present continuous tense and explain the grammar points. Correct any mistakes after all sentences have been given.

    verb+ing – present participle
    am/is/are – verb “to be” / auxiliary verbs

    Examples for grammar points:

    1. I am (or The plumber is) fixing the pipes connected to the sink.
    Lesson: “I” + auxiliary verb “am” + verb+ing / “The plumber” + auxiliary verb “is” + “verb-ing”

    2. He is baking a birthday cake.
    Lesson: “He/She/It” + auxiliary verb “is” + verb+ing

    3. They are arresting the criminals.
    Lesson: “They/We/You” + auxiliary verb “are” + verb+ing

    Then ask the students to negate or turn into a question the current affirmative sentences on the board then underline again the grammar points. Correct any mistakes after all sentences have been given.

    Example:
    1. I am not fixing the pipes connected to the sink.
    Lesson: “I” + auxiliary verb “am” + not + verb+ing

    2. He is not baking a birthday cake.
    Lesson: “He/She/It” + auxiliary verb “is” + not + verb+ing

    3. Are they arresting the criminals right now?
    Lesson: Auxiliary verb “Are” + “they/we/you” + verb+ing

    Give further examples:
    1. She is wiping the table.
    2. The salesman is convincing the client.
    3. Are they distributing the papers?
    4. He is not playing tennis right now.

    Ask students to identify the subject, auxiliary verb and the verb in the given examples to identify if they have understood the lesson or not.

    If a student fails to use the correct auxiliary verb, misspells, provides a wrong form, or has grammatical error; underline the incorrect portion and ask other students to correct it. After the correct answer is given, explain the reason.

    For example, The photographer is taking picture of the couple. -> “The photographer is taking (a) picture of the couple.” Or “The photographer is taking picture(s) of the couple.”
    Explaining the use for (a) in singular “picture” and no “a” but picture(s) because “pictures” is used as a plural.

    Study-3
    10min, S-S
    Picture worksheet activity.
    Group the students into pairs and distribute a worksheet that has 10 drawings of different activities being done by an occupation of a person.

    Instruction:
    Look at the different pictures and make a sentence describing what the person is doing on the underline below the picture using the present continuous tense. Remember that the actions being done in the picture are in progress at the time of speaking.

    Pictures with answers:
    1. Picture of a person typing on the computer. – He/She is typing on the computer.
    2. Picture of a person cooking pasta. – The chef (He/She) is cooking pasta for dinner.
    3. Picture of a person making coffee. – The barista (He/She) is brewing coffee for the customer.
    4. Picture of a person taking pictures. – The photographer (He/She) is taking pictures.
    5. Picture of a person arranging books. – The librarian (He/She) is arranging the books on the shelves.
    6. Picture of 3 or more people talking. – They are having a meeting.
    7. Picture of a person selling fruits. – He/She is selling fruits.
    8. Picture of a bus driver. – He/She is driving the bus.
    9. Picture of a teacher. – He/She is teaching the students.
    10. Picture of people dancing on stage. – They are dancing on stage. / They are performing on stage.

    Study-4
    8min, T-S

    Feedback from worksheet activity.
    Call students one by one for them to read out their answers.
    Take note of mistakes and correct them after all students are finished.

    Don’t forget to compliment them for a job well done.

    Anticipated common mistakes:
    1. Missing or wrong usage of auxiliary verbs, “am, is, are”
    Ex. They (is/are) having a meeting.

    2. Using the wrong tense for the verbs.

    3. The spelling of the –ing forms, especially the verbs ending with an “e” when changing to –ing form.
    Ex. She is takeing(taking) a picture.

    Activate-1
    8min, S-S

    Mime activity.
    Ask the students to group themselves into 3 (4 students in a group) and do a mime activity.

    Instructions:
    There are action verbs written in each cards. Each group will choose a representative to mime the actions on the card and the others will guess. The guessers have to answer in a present continuous sentence that is in progress at the time of speaking. The miming student is now allowed to speak or make any sounds while performing. Note that all these verbs are used by various occupations.
    Each group will stay in front of the class during their turn and will be given 1 minute and 30 seconds. The group with the most constructed sentences wins.

    For example, the card says, “Driving” and I will act as if I am driving a vehicle. What will you answer?

    Answer: She is driving a car!

    Example of words:
    Typing, Farming, Fixing, Driving, Drawing, Tailoring, Distributing, Swimming, Shaking hands, Sculpting, Playing an instrument, Modeling, Take a video, Meeting, Rowing, Fishing, Acting, Baking, Fighting, Serving, Flying, Acting, Cutting/Slicing, Treating, Writing, Singing, Dancing, Shooting, Calling, Gardening, Teaching, etc.

    Activate-2
    12min, S-S

    Role play activity.
    Retaining the same group that they formed in the previous activity, ask the students to do a role play. The setting of the role play is given and the group who won in the previous activity will choose first

    Role play setting:
    – Workplace
    – Marketplace
    – Gym/Fitness Center

    Instructions:
    Do a role play using one of the given settings. All of you are in a close relationship and know one another. One person needs to have a minimum of three sentences/dialogues using the present continuous tense and all of in which the actions are in progress at the time of speaking.
    Remember that this is a role play, as if what you will do in real life.
    For example, in the gym there are many things happening all at once. Everyone is busy doing many kinds of exercises. So you can ask, “Is Mary walking towards the treadmills?” and another student answers, “No, she is doing her weight training.” Then you go to Mary and start a conversation, so on and so forth.

    Prep time: 5 minutes
    Performance duration: 2 minutes

    Make sure that the students are all working together during the prep time from a distance and be available if there are any questions or if a group needs help. Also observe if they are using the right sentence structures.
    ————————————————————————

    Thank you soooooooooooo much!!!

    Unassigned
    Participant
    27 February, 2018 at 10:02
    • Total posts: 32

    Hey Everyone!
    I have been working on my ITTT final lesson plan for couple of days and was wondering if I could get the procedure portion of my draft to see what you guys thought. It would be great to get help because I’m terrified of submitting it for the first time and then only have one last chance of making it correctly. I NEED HELP! ITTT asked me to teach the present continuous to a class of preintermediate adult students. My Learner objective is for the students to be able to use the affirmative, negative and interrogative formulation of the verb.

    Engage 1:
    I will begin the lesson by asking students what am I doing? as I proceed to mime several actions. As the students respond I will write their answers on the board. I will ask students to join me in some miming in order to elicit the plural person We example of the Present Continuous Affirmative

    Engage 2: S-S
    I will then proceed to introduce a Pictionary activity that involves dividing the students into pairs and giving each student a set of flashcards with actions verbs in the gerund form. Students will then take turns acting and guessing the verb from their peers. I will allow students time to complete the activity but will monitor them at a distance to gauge speed and pronunciation. I will then write any unlisted action verbs on the board; adding to the What am I doing? list.

    Study 1:
    I will revise the action words with the students through choral vocabulary drilling. Then randomly ask students to pronounce random action verbs.

    Study 2:
    I will elicit review from students by asking for the verb to be and its usage in the present continuous. After eliciting the verb to be, I will then continue to ask students for the present continuous affirmative sentence structure by giving students an example sentence such as, You are learning and asking class members to first identify the verb to be and the gerund. I will then ask individual students to replicate the sentence using a different person and verb. After asking several of the students I will write the present continuous affirmative formula on the board (subject +aux. verb be+ verb + ing).

    Study 3: S-S
    I will then say an affirmative statement using the contracted form using each person form and in a choral drilling exercise in order for students to become acquainted with the pronunciation of contractions. As I am conducting the vocabulary drilling I will write down the sentence in the contracted form so that students become familiarized with their written formation. I will then give the student pairs a worksheet featuring various tree diagrams. Some of the trees will have the person and others will only have the conjugated auxiliary verb to be and students will have to deduce and place them correctly in order to create the correct contraction. I will then provide feedback by going through each tree diagram with the class.

    Study 4:
    I will show students a series of images (prepared prior to the lesson) on PowerPoint depicting a cartoon doing various activities. I will first ask the class what is the man doing? expecting their response to be in a present continuous statement giving any correction if needed. I will then show another picture of the man performing another action and ask the class if the figure is still doing the same action as before. I will elicit the word not by referencing the first picture stating the affirmative and then clicking to the next picture and asking if the man is still performing the same action. I will then answer my own question using the word blank as a replacement for the word not. For example, the first image shown is that of a man running, eliciting the sentence he is running from the class. The next image is of the same man eating a sandwich to which I will ask the class Is he running?. If the class remains silent I would elicit the word not by stating the following No the man is blank running. I will proceed to show several other picture combinations and ask individual students to create the negation of the present continuous before writing the negation formula on the board (subject+ aux. verb be+ not + verb + ing).

    Study 5:
    The interrogative sentence will be elicited by giving students an example of its formulation by asking the students a question such as, Am I speaking? I will then ask students to write the question down, highlighting and labeling the subject, the auxiliary verb and the gerund. The students should be able to produce the present continuous interrogative form (aux. to be+subject+verb+ing). I will then ask the class to write questions for each grammatical person. I will monitor the students as they write to provide feedback and answer questions. I will also make sure that students do not attempt to use contractions in the making of their questions.

    Study 6:
    In order for students to practice the present continuous previously covered in the lesson I will give them a three section worksheet. The first section will be dedicated to the present continuous affirmative and will consist of a series fill in the blank senten ces. Some sentences will be lacking the subject, others the auxiliary verb, and others the gerund. I will provide the infinitive form of the verb when missing the gerund. I will take the opportunity during this section to evaluate the students spelling by using action verbs that have irregular spelling in the gerund form such as the verb running. The second section involves the negation exercise will be an sentence creating exercise where the student will be given a series of pictures where they will have to deny what is happening. For example, under the picture of a girl eating ice cream the student would write she is not eating ice cream. The third and final section of the worksheet will be designated to the practice of the interrogative. In this section the student will have to form the interrogative that corresponds to the answer provided.

    Activate 1: (Modified Taboo) This activity focuses on students practicing all the language they know. I will di vide the class into two teams (Team A/TeamB). A student from each team will come to the front of the class and be given a flash card with a present continuous affirmative, negative or interrogative. The player must, in 2 minutes, describe the sentence to his/her team without saying the sentence or any variation of the words on the card (e.g. dancing, dancer, dance etc.). After the two minutes a student from the other team will have their turn. Due to the amount of information covered in the class I will modify the game by allowing the student to state whether the sentence is affirmative, negative or interrogative.

    Activate 2: After the guessing correctly the student will write down the sentence on the board, and make any necessary corrections. I would then have a recap session with the students asking them if there is something new they have learned.

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