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  • TeachingGirl24
    18 October, 2016 at 13:35
    • Total posts: 1

    Hi Guys! So I just finished the TEFL course online at ITTT and I now need to complete a lesson plan. I have already handed in 2 submissions and if I don’t get the third one right I fail the course!! I have studied so hard for this I don’t really know what else I can do, any help would be very much appreciated!

    My plan has to be a straight arrow ESA lesson plan (Engage- Study- Activate) for a pre-intermediate class where the focus of the lesson is to practice a single usage of the present continuous tense and students need to be able to use it effectively. The lesson plan should be 1 hour long. I have posted my lesson plan below and any feedback would be great. Thanks!!

    Context Bringing together action vocabulary words from the previous lesson and applying it to the affirmative form of the present continuous tense.

    Teaching Aids Photographs, board, chalk, worksheets, paper, writing utensils.

    Learner Objectives For the students to practice the affirmative form of the present continuous tense when talking about an action that is in the progress at the time of speaking.

    Personal Aims To provide students with a better, clearer, more organized ESA lesson plan while still making the lesson fun so that students are focused throughout the entire lesson

    Anticipated problems for students Structure of different forms, remembering the placement of subjects, verb ‘to be’, and action words (verb+ing)

    Solution Drilling and constant reminders can help students memorize the forms more correctly. Ensure a clear and loud voice with proficient writing is used when describing the format of the different forms. This clears up any confusion and helps students succeed more often.

    Anticipated problems for teachers Ensuring students stay focused and engaged throughout the whole lesson

    Solution Engage the students with something they are interested in. Then, provide them with fun activities during the study phases and the activate phases. Loud and clear voices should be projected

    Engage 1
    Review with the students the action vocabulary words that was learned in the previous lesson using photographs and brainstorming.

    Engage 2 Ask the students questions to arouse the students’ interests and get them involved by using photographs and actions. This helps the students review the personal pronoun vocab consolidated with the verb ‘to be’ that had been learned in a previous unit. (Ex. “What action is he doing?” “Who is jumping?” They would answer: He is swimming, They are jumping)

    Study 1 Procedure: Continue eliciting sentences from the students using the present continuous tense. Now, ask the students what they are doing. As the students respond begin to write their answers on the board, make sure their sentences are using the correct grammar and structure, and correct them when necessary. Repeat several times with different students and different verbs until they understand clearly. (Ex. “What are some things you are doing right now?” I am sitting, I am learning. “What is your neighbour doing?” He is listening, She is thinking.)

    Study 2 Procedure: Write “Present Continuous” on the board telling the students that all the sentences that are written on the board are the Affirmative form of present continuous. Explain how in this context we are talking about an action in progress at the time of speaking. Then, on the other half of the board write out “Subject, Verb ‘be’, and verb+ing” as separate headers and go through the existing examples with the students while asking: “What fits under ‘Subject/Verb ‘be’/verb+ing?” Write each word under the correct header. (Ex. Point to first example. Ask students what the subject is. When they answer ‘I’ list it under the ‘Subject’ header.) After going through all the examples ask the students if they see a pattern. Then, write down the general structure of the affirmative form: [subject+aux.verb ‘be’+verb+ing]. Returning to the headers, write down all the remaining possible subjects/verb ‘be’ that have not been previously listed when deconstructing the examples. (Ex. I/He/She/They/We/It/Person’s name under subject, am/are/is under verb ‘be’) Let the students know that any of the previous action vocabulary words can be used for the verb+ing.

    Study 3 Gap fill: Ask the students to partner up. Hand out worksheets where the students must determine the correct subject or the verb ‘be’ in the spaces provided. (Ex 1. “I ___ swimming.” Students must then choose the correct verb ‘be’, “am”, to complete the sentence). (Ex 2. “___ are laughing.” Students must choose either “We” or “They”) This helps students understand the structure of the affirmative form while practicing which subjects and verb ‘be’s go together.

    Study 4 Feedback: Ask the students how they found the worksheet. Was it hard? Easy? Ask them if they are beginning to understand the structure and pattern of the affirmative form of the present continuous tense. Ask them if they have any questions about the worksheet. Then, take up the worksheet as a class

    Activate 1 Roleplay: Divide the class into two teams. Hand out a paper to each team with a different set of affirmative structured sentences. (Ex. “She is jumping”, “They are laughing”, etc.) Taking turns, one team begins to act out the action for the other team. (Ex. if one sentence says ‘they are dancing’, then more than one person on the team would begin dancing. If the sentence says ‘He is running’ then one male student would begin acting, and vice versa.

    Activate Then, while the actions are being acted out the other team will begin to guess the correct affirmative structured sentence. (Ex 1. If more than one person on a team is dancing, the other team must guess “They are dancing.”) (Ex 2. If one person on a team is running, the other team must guess “He/She is running”)


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