Hi all, so as the title states, I am out of submissions after this final one and I have no clue what will happen after. I am a bit frustrated considering the vague prompt that ITTT has provided initially then having received extensively long feedback emails from the ITTT tutors. I have attached my lesson plan and the tutor’s feedback. Could someone please help me pass this final step for ITTT?
Thanks so much!
LESSON PLAN SUBMITTED
Write a straight-arrow ESA lesson plan for a pre-intermediate level class of adults where the focus of the lesson is to practice one usage of the present continuous tense and for the students to be able to use it effectively. Bear in mind that at pre-intermediate level, it’s very likely that the students would have come across the present continuous tense before as this is one of the first tenses that students of English learn. Provide as much detail as possible for each stage of the lesson and activities used. The lesson should be one hour long.
Expected number of students: 10
Class level: Pre-Intermediate Adults
Language point: Present continuous tense (affirmative form) to describe actions in progress at the time of speaking
Teaching aids: Worksheets, Overhead projector, Whiteboard.
Students able to identify and use present continuous tense for actions in progress.
Personal aims: Increase student exposure to utilizing present continuous tense in every day activities such as planning events.
Anticipated problems for students:
Missing linking verbs and extra articles when students attempt to apply learning materials to use.
Engage students in learning materials prior to execution and practice during study and activate stage.
Anticipated problems for teacher:
1) Students’ intimidated by new materials. Addressing all student errors will also be difficult.
Class drilling and reviewing errors together as a class.
1) ENGAGE 10 minutes (Teacher to Class): Explain to students that present continous is describing something someone is doing and give examples such as “I am teaching.” Show pictures of different people doing different things such as firefighters fighting fire, chefs cooking, etc. Ask students, since they are adults, what they are doing for a living.
2) STUDY 10 minutes (Teacher to Class): Elicit already known present continuous verbs from students and write on board during this open discussion. Add formula “subject +’to be’ verb + base + ing”, give more examples of these action verbs to reiterate the form and point of lesson, which is definite arrangement. Examples such as “I am going to the store.”
Complete brief drilling exercise with class
3) STUDY 20 minutes (Student) Check students’ understanding after eliciting by doing first question of worksheet and elicit answer from student and ask an example question.
Give present continous worksheets for independent study.
Worksheet #1: Word search with present continous verbs such as “working,” “eating,” etc.
Worksheet #2: Fill in the gap with already provided verbs. Example “Joe is ___ to the store” and choices such as “eat,” “walk,” “write” is given.
4) ACTIVATE 10 minutes (Teacher to Class): Students are then asked to join open discussion about favorite things to do outside of work/free time on the weekend.
5) ACTIVATE 10 minutes (Student to Student): Students are then instructed to group into pair to plan out and role play one weekend activity together /with each other focusing on the present continous application to definite arrangements.
Example: John and I are going to the movies on Saturday.
Expected result: “Me and John going to the movies on Saturday”/ “We going to movies on Saturday”
1. You are still explaining a usage of the present continuous in the Engage stage. This is not appropriate for this stage of the lesson. The crucial thing to remember about the Engage stage is that the aim here is to wake the students up! Very often, your class will follow on from something else (perhaps an intensive maths class, a hard day of work at the office, etc), so you should always aim to grab the student’s attention from the beginning. The easiest and simplest games usually work well, and there is no need to teach anything here or connect it to the subject of the lesson. A personal favourite is ‘slow drawing’. This basically involves drawing a picture very slowly on the board and having the students call out what they think it is. I deliberately make it ambiguous so as to increase student talk time.
2. As previously stated, you need to start the Study stage by eliciting sentences in keeping with your chosen usage, the structure of the tense and the usage itself.
3. The easiest way to do this would be to use prompt questions that would encourage the students to respond in the present continuous tense. You could also use pictures, photos, etc. which are all elicitation techniques that will encourage the students to give you information that they already know. If you write all of their answers on the board, they should see a familiar pattern developing which in turn should result in them being able to give you the basic structure and specific usage for the tense.
4. Once you have example sentences from the students to work with, you need to start asking open ended questions in order to elicit the usage itself and the structure of the tense, for example, ‘Can someone give me an example of when we would use this sentence?’, ‘Is it the present simple or the present continuous tense?’, ‘When is the action happening?’, etc.
5. By asking questions like this, it encourages the students to think about the structure and tense usage enabling you to elicit that information from them. Please bear in mind that these questions are just to give you the general idea and would need to be adapted to suit the usage you are covering and the theme of your lesson.
6. I would also recommend that you review pages 4, 5 and 6 of unit 3 where this concept is explained and different elicitation techniques are given.
7. The worksheets/exercises you give the students should check their understanding of the tense with regard to the one usage you should be covering in the lesson. Gap fills without context would show that they know how to construct the tense, but would in no way show how it should be used. When presenting tenses, context is vital as without a context the usages are likely to be unclear and therefore less likely to promote correct usage of the structures.
8. Additionally, word searches are used to check spelling of vocabulary but they cannot check understanding of a tense usage.
9. In this stage of the lesson the students should be producing present continuous sentences in keeping with the usage your lesson is based on.
10. Your first activity will have the students using the present simple not the present continuous.
11. One of the examples in your second activity is not grammatically correct: “We going to movies on Saturday”
12. The examples you provide for your activities must be grammatically correct as you should be expecting yoru students to be able to produce the language correctly in the Activate stage of the lesson.
Sorry for the long post. I have reviewed the tutor’s comments and will make the change accordingly but I would still really appreciate feedbacks first and foremost. I also realized that my LP is very lackluster and missing details in comparison to others’ lesson plans, I will address this in detail. Please feel free to share your expertise.
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