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Can you help with my Lesson Plan? Thanks

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  • haasearae
    Participant
    9 April, 2018 at 9:44
    • Total posts: 1

    Hello. I am on my last chance submission and would like feedback on anything that needs to be changed.

    This was the one I submitted first:

    LESSON PLAN

    Expected numbers:   12     
    Class level: Pre-intermediate     
    Language point: Present continuous tense      
    Teaching aids: Power Point, White board, dry erase markers, paper, pencils, post-it-notes     
    Learner objectives: for the students to practice and to use the present continuous tense effectively. 
            
    Engage     
     5 minutes
    Quick review of action vocabulary – brainstorm with pictures and drawings. Example: people talking, drawing, skating, playing. Animals running, swimming, jumping.     
        
         
    Engage
    5 Minutes
    Ask students questions. Example: What is this animal doing? What are these people doing? What is (choose a student) doing? What are you doing?         
        
    Study     
    10 minutes
    Explain the structure of the tense on the chart: the auxiliary verb (be) is conjugated in the Present Simple: am, are, is; The main verb is invariable in present participle form: -ing; We use the Present Continuous to talk about: action happening now.          
        
    Study     
    10 Minutes
    Ask students, What is happening now? There are 5 slides on the power point presentation I prepared with pictures of people. (Talk, cook, sleep, read, jump). Use oral responses and teacher feedback to solicit accurate responses.          
        
    Activate     
    10 Minutes
    Students will work in a pair or a group of three to write sentences together from the next 5 pictures, on the last slide on the powerpoint presentation, while the teacher circulates to provide small group instruction by referring to the chart to get students to see the conjugation structure of the verb. Once completed, teacher will ask for groups to give one sentence, (Laugh, play, look, clean, eat) Teacher will ask other groups to help if a response is incorrect.     
         
         
    Activate     
    15 minutes 
    Practice: Groups of 3 or 4. Each group will get an envelope with sentence parts. There will be a total of 5 possible sentences. 5 subjects, 5 ‘be’ verbs (am/is/are), and 5 present participles. Groups will have to arrange the pieces to make 5 accurate sentences. Teacher will circulate and provide oral feedback and have students refer to the chart on the powerpoint notes.     
        
        
    Activate     
    5 minutes
    Practice: worksheet. Groups of 2. Students will use the chart to write the correct conjugation of the verb in the blank. Once the class is finished, the teacher will go over the answers. Students will volunteer responses.     
    Worksheet:
    Example: It is midnight (now). What are you doing?
    B. I _____am sleeping.______
    1. A. It is four o’clock in the morning (now). What are you doing?
    B. I ___________
    2. A. It is noon (now). What are you doing?
    B. I _______
    3. A. It is one-thirty in the afternoon (now). What are you doing?
    B. I _______
    4. A. It is a quarter to four in the afternoon (now). What are you doing?
    B. I ___________
    5. It is five-thirty in the afternoon (now). What are you doing?
    B. I _______
    6. A. It is eight o’clock in the evening (now). What are you doing?
    B. I ________
    7. A. It is ten-thirty in the evening (now) what are you doing?
         

    Activate    
    2 minutes 
    Give each student a post-it-note. Have them write a sentence using present consistent tense about what he/she is doing right now and stick it on the door as they exit the classroom.     

    This was my feedback:
    1. As mentioned in my review of your previous submission, your learner objectives should state which usage of the present continuous tense you intend to cover.

    2. Once again, the Engage phase is suitable and no changes are needed here.

    Study

    3. At the beginning of the Study phase you are explaining the structure and usage of the present continuous tense – you should be eliciting this information from the students instead of explaining it to them.

    Note: You will find it much easier to elicit the structure and usage if you elicit example sentences from the students first. You should either use the sentences that the students provide during the second Engage activity (if they are suitable) or elicit examples at the beginning of the Study phase. The activity you currently have in the second part of the Study phase would work.

    4. You should also include examples of the sentences you elicit in your lesson plan procedure.

    5. After you have covered the grammar point, the students should be completing worksheets, exercises etc. here in the Study phase (please refer to my comments in point 5). You should also give examples for all Study worksheets and exercises that the students complete.

    Activate

    6. You need to have a rethink on the Activate phase. You are having the students’ complete worksheets and exercises designed to check their understanding of the target grammar. These are all Study phase exercises – they are not suitable Activate activities.

    7. This is where the students will put their language skills to use. They should be creating their own thoughts and ideas and speaking with one another through activities that allow them to use the target language spontaneously and independently. There needs to be an activity here that will encourage the students to produce present continuous sentences in context, (i.e. a realistic setting) to refer to actions that are in progress at the time of speaking.

    8. Please also provide examples of the type of language you would expect the students to produce during the new activity you use; in other words examples of what they might be saying to each other to demonstrate that they will be using the target language effectively. 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.

    This is my corrected lesson plan::

    LESSON PLAN

    Learner objectives: to talk about actions in progress a the time of speaking using the present continuous tense

    Engage     
     5 minutes
    Quick review of action vocabulary – brainstorm with pictures and drawings. Example: people talking, drawing, skating, playing. Animals running, swimming, jumping.     
        
         
    Engage
    5 Minutes
    Ask students questions. Example: What is this animal doing? What are these people doing? What is (choose a student) doing? What are you doing?         

    Study
    5 Minutes
    Elicit the structure and usage of the present continuous tense. Ask a random students what they are doing right now. Hopefully they will respond with answers like “I am sitting. I am listening. I am writing.” Then ask the other students that didn’t answer: “What am I doing right now?” They should say things like “You are standing. You are teaching. You are talking.” If they seem to have a little trouble coming up with uses of the present continuous tense use the chart explaining the structure of the tense as a guide: the auxiliary verb (be) is conjugated in the Present Simple: am, are, is; The main verb is invariable in present participle form: -ing; We use the Present Continuous to talk about: action happening now.

    Move on to the power point. Ask students, What is happening now? There are 5 slides on the power point presentation I prepared with pictures of people. (Talk, cook, sleep, read, jump). Use oral responses and teacher feedback to solicit accurate responses like “The lady is talking.” “They are cooking.” “She is sleeping.” “He is reading.” “They are jumping.”

    Study
    15 minutes
    Students will work in a pair or a group of three to write sentences together from the next 5 pictures, on the last slide on the powerpoint presentation, while the teacher circulates to provide small group instruction by referring to the chart to get students to see the conjugation structure of the verb. Once completed, teacher will ask for groups to give one sentence, (Laugh, play, look, clean, eat) Teacher will ask other groups to help if a response is incorrect.

    Practice: Groups of 3 or 4. Each group will get an envelope with sentence parts. There will be a total of 5 possible sentences. 5 subjects, 5 ‘be’ verbs (am/is/are), and 5 present participles. Groups will have to arrange the pieces to make 5 accurate sentences. Teacher will circulate and provide oral feedback and have students refer to the chart on the powerpoint notes.

    Study
    10 Minutes
    Practice: worksheet. Groups of 2. Students will use the chart to write the correct conjugation of the verb in the blank. Once the class is finished, the teacher will go over the answers. Students will volunteer responses.
    Write the example sentence on the board.
         
    Worksheet:
    Example: It is midnight (now). What are you doing?
    B. I _____am sleeping.______
    1. A. It is four o’clock in the morning (now). What are you doing?
    B. I ___________
    2. A. It is noon (now). What are you doing?
    B. I _______
    3. A. It is one-thirty in the afternoon (now). What are you doing?
    B. I _______
    4. A. It is a quarter to four in the afternoon (now). What are you doing?
    B. I ___________
    5. It is five-thirty in the afternoon (now). What are you doing?
    B. I _______
    6. A. It is eight o’clock in the evening (now). What are you doing?
    B. I ________
    7. A. It is ten-thirty in the evening (now) what are you doing?
    While the students are working on the worksheet walk around to make sure they are doing the what was instructed of them to do. Do not interrupt them unless they are not doing what was instructed. Make sure to give them a one minute warning before you go over the answers. This will ensure that the students stay on task.

    Go over the worksheet asking each pair to give an answer. If a group can not come up with an answer ask other students to help. Get as much feedback from the activity as possible.

    Activate
    10 Minutes
    Activity: Students race to draw a picture of a present continuous sentence they hear or read. Example: “Two men are dancing on ta table.” Give points for the first one that matches the description and/or the best picture. To do this let other students vote by raise of hands who they think is the best. Be sure to demonstrate the example sentence to ensure the students understand the activity. Write the example sentence on the top of the board and divide the board into two sections. Ask a for two students to volunteer to come up and draw in one of the sections what they think that sentence is conveying. Ask the rest of the students who had the better picture for two men dancing on the table. Once you are sure they understand erase the sentence and the two drawings asking the volunteers to pick the people that will be on their team, making sure it is equally divided into two teams. The two that volunteered are to be last to the board. Have one person from each team come to the board after you have written the sentence they are to draw on the board. Make sure each student has one turn drawing on the board.

    Sentences:

    Two cats are sleeping.
    The boy is watching TV.
    Mom is reading a book.
    The man is walking.
    The girl is eating.
    The woman is listening to music.
    The duck is swimming.

    Activate
    10 minutes
    Activity: Students race to find a picture matching the present continuous sentence they hear as soon as possible. Example: “A man is wearing sunglasses.” Or “Some animals are running.” This can be done with students having the same or different magazines. Be sure to demonstrate the example sentence to ensure the students understand the activity. Write the example sentences on the board and pick up two magazines. Ask for four volunteers. Two will get the sentence a man is wearing sunglasses and the other two will get the other sentence. Give both teams 30 seconds to find their picture. The first team to get it gets to pick their team members. There should be four groups of three. Let the losing volunteer group pick their magazines (no more than one per person if there is 12 magazines). If time allows ask each student to write a sentence on the board using present continuous tense. If time doesn’t allow use these sentences I have provided.

    Sentences:

    A person is reading.
    An animal is swimming.
    A woman is running.
    A person is eating.
    It is raining.
    The animal is jumping.
    The woman is wearing a coat.
    The children are smiling.
    The man is wearing blue jeans.

    Thank you for your time!!

    awalls86
    Participant
    10 April, 2018 at 8:17
    • Total posts: 11

    Add some productive practice

    My main issue with this plan would be the lack of meaningful productive practice, i.e. speaking with the target language. The two activate tasks are receptive – i.e. T uses the language and the students react to it. You need to get students using the language naturally. A good way to do this could be to play a video with students in pairs – one facing the screen, the other facing away. The student who is watching says what the people are doing. Then the students swap over (for part of the video/a different video). You could ensure the student who is not speaking has a reason to listen by giving them a list of things which may or may not be in the video and telling them to tick what their partner says. Then they can watch again and check whether they were right. After this you can get further speaking practice by reporting back on which things were right or wrong.

    If you can’t do it with video, a spot the difference could also work.

    You could also finish with charades/crocodile (https://wp.me/p9OBI9-5c) if there is time left over.

    Let me know if you need more ideas.


    Need ideas? Check out my blog at http://www.teflup.com – TEFL Up: Next level ideas

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