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ITTT Lesson Plan

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  • Tamara Barbosa Dias
    Participant
    23 January, 2017 at 20:21
    • Total posts: 2

    Hi, I’m about to submit my first lesson plan to get my TEFL certificate and I need some help revising the plan. Can you guys help me improve my lesson plan before a submit it?

    Language point: Using present continuous to describe on going actions.
    Teaching Aids: Board, worksheet, pictures
    Learner Objectives: Use the present continuous to describe an ongoing action.
    Personal Aims: Make a friendly atmosphere and make the students talk to each other and participate in class.
    Anticipated Problems for Students: To understand what an ‘ongoing action’ is and how to use present continuous to describe it.
    Solutions: Drill the grammatical form and pronunciation of the verb while demonstrating the activity the best I can.
    Anticipated Problems for Teacher: Emphasize on the fact that the tense shows progressive actions at the time of speaking (at the moment). 
    Solutions: Act out the activity while using words like “now”, “at the moment”, “at this time”.
    Phase: Engage
    Timing: 5 min
    Interaction: T-S
    Procedure: Show pictures of people doing some type of activity like walking, dancing, writing, etc. Go for affirmative answers like “She is …..” and “They are….” Focus on most common verbs. Write answers given by the students on the board where present continuous or present simple was used for future reference during class.
    Announce class topic: Present Continuous for ongoing situations.
    Phase: Study 1
    Timing: 20 min
    Interaction T- S
    Procedure: Mark the ‘ING’ in the answers given by the students with a circle.
    Explain that those verbs refer to an action that is taking place at the moment using words like ‘at the moment’, ‘now’, ‘at this time’ to help them understand.
    Present the grammatical form of present continuous:
    Verb to be + ING
    Show some examples: do -> doing, make -> making, cry -> crying.
    Make a board showing the affirmative, negative and question form of the present continuous:
    VERB: Play
    Affirmative: She is playing soccer.
    Negative: She is not playing soccer.
    Question: Is she playing soccer?
    Make the students repeat together each phrase to drill pronunciation.
    Use the answers given by the students that were wrong during the activate phase to explain what an ‘on going’ situation is.
    She plays soccer = She can play soccer
    She is playing soccer = She is doing it right now
    We use present continuous when we want to say what she is doing right now, not what she can do.
    Explain how to add the ING to verbs. Explain that regular actions verbs like do, make and play do not change after adding the ING to them. Go back to the verbs in the ING form shown before to make an example. Use play role in this part to make a more fun and dynamic lesson.

    Phase: Study 2
    Timing: 15 min
    Interaction T- S
    Hand out the worksheet “Put the word in brackets in Present Continuous” and ask the students to answer the questions by themselves using the negative, affirmative and question form in each phrase.
    She (play) tennis. A: She is playing tennis. She is not playing tennis. Is she playing tennis?
    We (dance) samba. A: We are dancing samba. We are not dancing samba. Are we dancing samba?
    I (write) a book. A: I am writing a book. I am not writing a book. Am I writing a book?
    The kid (ride) a bike at the park. A: The kid is riding a bike at the park. The kid is not riding a bike at the park. Is the kid riding a bike at the park?
    They (read) a magazine about sports. A: They are reading a magazine about sports. They are not reading a magazine about sports. Are they reading a magazine about sports?
    Give some time to complete the activity and quietly observe the students answers while taking notes about the strong and weak students.
    Correct the worksheet with the whole class reaffirming why the present continuous need to be used in that phrase with the explanations given before and examples on the board.
    Make sure to go through affirmative, negative and question forms while correcting the worksheet.

    Phase: Activate
    Timing: 20 min
    Interaction T- S
    Put the students in pairs based of the annotations taken during the worksheet activity to balance the pairs.
    Give each pair a picture of several people and ask them to identify the various activities happening in the picture, using present continuous.
    Ask the students to present to the class in pairs what activities they identified in the picture. Ask them about activities they did not mention to ensure their understanding and pay attention to any pronunciation errors but do not point them out. Just repeat the phrase to the student and ask the whole class to repeat twice, so that the student will not feel uncomfortable.

    dan
    Moderator
    23 January, 2017 at 20:22
    • Total posts: 750

    Hi Tamara

    Please read this post first. *** Link no longer valid ***

    Dan

    Tamara Barbosa Dias
    Participant
    26 January, 2017 at 11:08
    • Total posts: 2

    Dan, I made some research on the links you posted and made some changes in my lesson plan. Would you help m revise it?

    Study Stage
    • You are providing the students with too much information initially. Rather than explaining the tense to the students at the start of the Study stage, you should start by trying to elicit example sentences in keeping with the usage you have decided to cover, the usage itself and the structure of the present continuous.

    • 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.

    • 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’.

    I modified and ended up with this:

    Phase: Study 1
    Timing: 5 min
    Interaction T- S
    Procedure:
    Act out the activities in pictures while saying the name of the activity aloud and requesting the students to repeat. Elicit actions in present continuous tense (I am running, I am singing, I am standing). Use play role in this part to make a more fun and dynamic lesson.
    Phase: Study 2
    Timing: 5 min
    Interaction T- S
    Procedure:
    Show the pictures to the students and ask them to say the activity aloud. The expected answers would be, “He is playing videogame.” Write sentences that proved difficult on the board.

    Phase: Study 3
    Timing: 15 min
    Interaction T- S
    Procedure:
    Mark the ‘ING’ in the answers given by the students in the engage phase with a circle.
    Explain that those verbs refer to an action that is taking place at the moment using words like ‘at the moment’, ‘now’, ‘at this time’ to help them understand.
    Present the grammatical form of present continuous:
    Verb to be + ING
    Explain how to add the ING to verbs (verb + ING). Example: Do = Do + ing = Doing.
    Make a board showing the affirmative, negative and question form of the present continuous:
    VERB: Play
    Affirmative: She is playing soccer.
    Negative: She is not playing soccer.
    Question: Is she playing soccer?
    Make the students repeat together each phrase to drill pronunciation.
    Phase: Study 4
    Timing: 15 min
    Interaction T- S
    Hand out the worksheet “Put the word in brackets in Present Continuous” and ask the students to answer the questions by themselves using the negative, affirmative and question form in each phrase.
    1. She (play) tennis. A: She is playing tennis. She is not playing tennis. Is she playing tennis?
    2. We (dance) samba. A: We are dancing samba. We are not dancing samba. Are we dancing samba?
    3. I (write) a book. A: I am writing a book. I am not writing a book. Am I writing a book?
    4. The kid (ride) a bike at the park. A: The kid is riding a bike at the park. The kid is not riding a bike at the park. Is the kid riding a bike at the park?
    5. They (read) a magazine about sports. A: They are reading a magazine about sports. They are not reading a magazine about sports. Are they reading a magazine about sports?
    Give some time to complete the activity and quietly observe the students answers while taking notes about the strong and weak students.
    Correct the worksheet with the whole class aloud reaffirming why the present continuous need to be used in that phrase with the explanations given before and examples on the board.
    Make sure to go through affirmative, negative and question forms while correcting the worksheet.

    dan
    Moderator
    27 January, 2017 at 9:19
    • Total posts: 750

    Hi Tamara

    As I mentioned in this post, I’m only able to comment on plans that have been rejected twice. If it comes back for a “last chance” submission I’ll be happy to take a look.

    Dan

    steved.
    Participant
    25 October, 2018 at 8:09
    • Total posts: 1

    any news on the lesson plan?

    Hello just wondering how your lesson plan submission was going. I am thinking of taking this course and after reviewing a few posts here I am a bit skeptical about the final item for their course. It seems most people fail at least 2 times and stress out, so just wondering how yours went.

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