ITTT Resubmitted Lesson Plan Help

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  • lulagrace
    20 February, 2018 at 10:27
    • Total posts: 1

    [b]Hey all you lovely people. I am in need of some lesson plan help! I’m stuck on how to revise my lesson plan from ITTT.

    Here is the original with feedback from tutor (yikes!), any help would be beneficial since I’m still relatively new to the TEFL game and would like some motivation in this due to being overwhelmed by the revisions needed. [/b]

    2. Study 1 – 7 Minutes – T-S

    Changing gears, I will begin to review the main point difference between present simple and continuous is how the verb ends with an ‘s’ or ‘es’ is simple while continuous verbs end with ‘ing’. I would have on the board it written like this:
    Present Simple has an ending of ‘s’ or ‘es’ like “She walks to her class.” Indicating this is a daily routine for her.
    Present Continuous verbs end with ‘ing’ like “She is walking to her class.” This indicates a present action.
    The endings would be in a different colour.
    I would want them to listen and repeat a few other sentences during this phase and see if they have any questions.

    There are other points that differentiate the two but for this level it makes it simpler and helps ease them into understanding present continuous.

    3. Study 2 – 8 Minutes – T-S

    During this phase I will have a word fill activity pulled up from the overhead that is being fed from my computer. This is done as a class, I would choose at random students to come up and write what they think would be the best option to fill in the blank. There will be 2 word fills documents with sentences such as “I’m _____ (buy/buying/bought) my drinks tonight. I’m not ____ (spend/spending/spent) 100 dollars on this meal!” This would help them utilize the regular versus contracted form of continuous present. I want them to feel encouraged to want to participate.

    4. Study 3 – 4 Minutes – T-S

    This would be a few moments for me to clarify what they struggled with such as the contracted versus regular forms. Giving them a chance to ask questions like “Why would there need to be a use for regular when you could just use contracted?” or something like that. I expect a few questions and have this time to fill in any blanks they may have.

    5. Study 4 – 10 Minutes – S-S

    Now students will get into groups of 2 and work on a worksheet that gives them different scenarios to write what they would or wouldn’t be doing out for a night in the town. It would consist of using affirmative, negative and question present continuous sentences. There would be 2 paragraphs of 5-7 sentences. I want this to help them be creative with their thinking. Then on the next page there will be various fill-in-the blanks and choose what fits there and not there (A goes with number 1…)

    6. Study 5 – 3 Minutes – T-S

    This is when I give them feedback on how the activity went. I would have their paragraphs and read them out loud and ask the class what they think works with the sentences and what didn’t. If something was wrong or there were mistakes, I would try to mouth or barely say the correct thing in hopes they can fix it with minimal help.

    7. Activate 1 – 7 Minutes – S-S

    They’re in groups of 3. This activity will be where they mime 3 different characters like a waiter and 2 customers in a restaurant or at a hotel. I want them to act a character of their choosing out to each other and the other two will write down what that person is doing and to figure out what that person is (character). They will each get a few minutes to act it out to their group. I will watch over the groups, seeing how their progress is going and what kind of creativity is being used.

    8. Activate 2 – 5 Minutes – S-S

    With the same groups as previously, I want them to create a short 2 minute skit choosing their own characters, props (if available) and line cards if need be. It will be presented to the class.

    9. Activate 3 – 8 Minutes – S-S

    They will present their skits to the class with a 2-minute length. The class and I will watch. I will be looking for correct usage of present continuous forms, what group was the most creative, what was the most resourceful, etc. It will give me a good idea of what to include in the next lessons.

    10. Activate 4 – 3 Minutes – T-S

    The class will end with students feedback on how the activity went, I will congratulate them for a job well done and constructive feedback. I will let them ask me any questions and stay behind if a student needs my help.

    [b]TUTOR FEEDBACK – Engage phase no changes needed[/b]

    Study Stage
    3. You should not be comparing the present continuous and present simple in this lesson. As the task requires you to focus on one usage of the present continuous you need to choose a specific usage and base your lesson around this usage.

    4. You should start the Study by eliciting example sentences in keeping with the usage you have decided to cover, the structure of the present continuous and the usage itself. Please refer to unit 3 where elicitation techniques were covered.

    5. All the information you are eliciting (example sentences, usage, structure) should be included in your lesson plan procedure – this would essentially be your ‘board work’. As a lesson plan should be considered a working document that could be used by a replacement teacher in case you were unable to teach a lesson, it’s important that these sorts of details are included.

    6. 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.

    Worksheets/Exercises –
    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.

    Activate Stage
    8. In this stage of the lesson the students should be producing present continuous sentences in keeping with the usage you should be covering in the Study stage.

    9. As you have not specified which usage you are covering in the Study stage it is difficult to assess the effectiveness of this activity with regard to that usage.

    10. Please also provide examples of the type of language you would expect the students to produce 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 realise it until you test out your activity.

    27 February, 2018 at 9:50
    • Total posts: 37

    Hi everyone! I have just finished the procedure portion of my ITTT lesson plan. I tried sending it to the tutor but they will not look over my draft. I was wondering if any of the moderators would take a look at my work. I was asked for a ESA lesson plan teaching the present continuous for a Pre-intermediate adult class. My lesson plan objectiv is that students are aware of using the affirmative, negative and interrogatory forms of the present continuous. I hope you guys can help me !

    My draft is as follows:

    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.

    21 March, 2018 at 21:05
    • Total posts: 1

    Hello, “lulagrace” and “unassigned”, I’m interested in this topic. I’m working on my own lesson plan… I was wondering if any of you had received an answer to your questions? This forum doesn’t seem so active anymore, or is it???

    Hope to hear from you soon.


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