Like many other people who have posted in this section, I am new to teaching and new to specifically TEFL. I have completed all of the units for my certificate for ITTT, and I am now in the process of putting together my final lesson plan. Also like many of people who have posted here, I want to really make sure my lesson plan is as good as it can be before submission.
Here is what I am working with….
According to the ITTT website, I need to:
“Write a straight-arrow ESA lesson plan for a pre-intermediate level class where the focus of the lesson is to practice a single usage of the present continuous tense and for the students to be able to use it effectively. Provide as much detail as possible for each stage of the lesson and activities used. The lesson should be one hour long.”
In turn, here is what I have come up with as my first draft. I would greatly appreciate constructive feedback on the first draft before submission.
Date and Time – 01.15.17
Class Level- Pre-Intermediate
Room – 101
Expected number of students – 12
Language Points – Present continuous tense, focusing on a single usage and getting the students to use it correctly
Teaching aids – Markers for board, “what are these people doing” picture showing different people performing present tense actions for Engage phase, flashcards and worksheets for Study phase, and materials for Activate activity
By the end of this lesson students should:
– Be able to articulate verbally what a person is doing in the present continuous tense when show a visual example
– Describe to another person what type of activities they normally engage in in the present continuous tense
– Be able to accurately record another person’s responses in the present continuous tense of activities are being described to them
To increase student talk time by using gestures to encourage students to participate
Anticipated problems for students (w/ solutions):
Students not properly using the present continuous tense of the verb. Make notes of these mistakes and give feedback to students during the appropriate phases of the class.
Anticipated problems for teacher (w/ solutions):
Difficulty following the sequence of events for the lesson as it is dictated. The solution to this will be to briefly look at the lesson plan bullet points from time to time to make sure the lesson is on track, and nothing has been overlooked or missed.
ENGAGE – 10 MINUTES – TEACHER TO STUDENT
Show students a picture of various people performing different actions in the present continuous tense. Ask students “what is [NAME] doing in this picture?”, elicit responses, and record said responses on the board.
STUDY 1 – 5 MINUTES – TEACHER TO STUDENT
Using the examples given by students that have been recorded to the board during the Engage phase, I will then review present continuous forms with a focus on each part of the present continuous tense factors needed (i.e. – subject + verb ‘to be’ + verb with ‘ing’).
I will reinforce the definition, and talk about a temporary action that is not necessarily happening at the time of the discussion in class.
STUDY 2 – 5 MINUTES – STUDENT TO STUDENT
Divide classroom up into pairs. Each pair of students will receive a set of flashcards to be decided between them equally. The cards will have a picture of someone engaging in an action. Student one will display the flashcard to student two, and student two will need to answer out loud what activity the person on the flashcard is engaged in. To aid student one, the answer will be on the back of the card. If student two answers correctly, she/he takes the card and keeps it in a stack. This activity should bounce back and forth between the two students during the allowed time. At the end of the 5 minute session, the student in the classroom who has the most correct answers in their stack wins a prize.
STUDY 3 – 5 MINUTES – STUDENT TO STUDENT
Building on the previous exercise, students will be given a worksheet with pictures of people engaging in specific actions. Besides each picture will be a sentence where the student is required to fill in the blank on what action is taking place in the picture, using one of the options given. Example:
A picture of someone swimming. Question on worksheet would read “She _______ in the pool.” Answers to choice from on the worksheet would include “swam, swims, is swimming”, with the correct answer being “is swimming”.
STUDY 4 – 5 MINUTES – TEACHER TO STUDENT
Feedback from the above activities to make sure students understand verb form and how to use it correctly.
ACTIVATE 1 – 10 MINUTES – STUDENT TO STUDENT
Students will play a guessing game based on one student’s actions at the front of the class. A volunteer will stand in front of the class, and pick one of their favorite activities that they engage in on a regular basis (i.e. – swimming, running, playing football, etc). From there, the rest of the members in class will have to guess what the student up front is doing, and answer in the correct tense (i.e. – Sarah is swimming). Whichever student guesses correctly will then go to the front of the class and pick their favorite activity and mime it out to the class like the previous student. This will repeat until the allotted time is up, or after the point where every student has answered correctly, and had a chance to give a miming example in front of the class.
ACTIVIATE 2 – 10 MINUTES – STUDENT TO STUDENT
Piggybacking on the previous Activate stage, I will divide students up into random pairs. I will instruct the students to each talk about the activity, and some of the other activities they do on a regular basis throughout their day. It will be the responsibility of each student to record the answers of their partner. This will be in the form of a free flowing conversation, so each student will have individual liberty to talk about themselves as is reflected in their daily life. Each student should collect 3 to 4 examples of what their partner does during a typical day.
ACTIVIATE 3 – 10 MINUTES – STUDENT TO CLASS
In the pre-assigned pairs from Activate 2, each pair of students will have a list of activities that their partner engages in on a regular basis. From here, each individual in each pair will state one of the activities that their partner does on a regular basis in the present continuous tense. From there, their partner (i.e. – the person who engages in these activities) will mime the action out for the other students in the classroom. An example of this would be if one student said that they like running, their partner would say something to the effect of “Sam is running” and in turn, Sam would start running in front of the class. This will bring the activate phase full circle because it will go from the students showing what their favorite activity is via a mime exercise, to the students showing what activities they like after being promoted to show a specific example of Activate 2.
I thank everyone in advance for their time and feedback.
Please see this post regarding lesson plan help: http://www.eslbase.com/forum/viewtopic/present-continuous-lesson-plan-help-please-read-before-submitting-topic/
Thank you for the link. I did look it over (quickly) before posting, but didn’t notice the part about the “last chance”. My apologies.
I will look over all of the threads (several I have read) and if I get to that point (of “last chance” – which I hope I don’t) I will follow up here.
Thanks for all of the detail you’ve provided on this page. It has been helpful.
This is my last chance to submit a lesson plan for my ITTT training.
Would it be possible to email you my lesson plan please?
I would really appreciate any feedback.
Unfortunately I’m not able to review lesson plans at the moment, sorry about that.
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