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TEFL ITTT Lesson Plan Submission

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  • Myles
    Participant
    3 July, 2017 at 16:08
    • Total posts: 4

    Hi There,

    I’m in the middle of finishing off my lesson plan. I don’t have that many days left in my online course and I’m down
    to one more submission permit. I’ve worked to bone with feedback from the tutor, and my plan has been completely revised. If anyone can review my draft below and respond as soon as possible, I would be so grateful for any help.

    Thanks so much!

    -Myles

    Room: 3

    Teaching Aids: Index cards, white board and markers, exercise sheets, blank sheets, top hat, laptop with VGA cable, powerpoint, projector.

    Expected Number: 15

    Class Level: Intermediate

    Language Point:
    Present Continuous: actions in progress at the time of speaking.

    Learner Objective:
    This usage of actions in progress at the time of speaking will allow students to become articulate with the present continuous tense. By understanding the difference between talking about an action, and emphasizing that an action is currently taking place, students will begin to recognize this usage of present continuous tense to convey oral and written explanations such as “I am practicing the piano now.” or “I am writing a new book at the moment.” with minimal errors. I will cover this lesson through methods of mime, creating repetition, powerpoint slides, exercise sheets, and an assigned group activity. Notable mistakes, such as spelling will be covered in a later lesson.

    Personal Aims:
    Simplify the assignment and pace the flow of in-class learning. Open up enough student talk time to ensure everyone actively participates. Stay consistent with the lesson plan. Deliver repetition, enthusiasm, and awareness toward class environment. Remain sensitive and respectful to the input of students and sustain leadership and ethical self-conduct as a 24-hour English teacher.

    Anticipated Problems for Students:
    Pronunciation. Conflicting with different tenses or usages. Reverting back to basic vocabulary. Distinguishing auxillary verbs from regular verbs. Become easily discouraged and daunted with all around classwork.

    Solutions for Students:
    Enunciate during teacher talk time. Assign visual imagery to students’ memory of new vocabulary using clip art. Add such vocabulary to a word bank used for worksheets in the study phase. Revisit essential vocabulary, if needed. Emphasize auxilary verbs using green colored markers. Reinforce an encouraging environment and advise students to seek help from each other outside of class. Remind students spelling will not be reviewed in today’s lesson.

    Anticipated Problems for Teacher:
    Losing students’ engagment and interest. Dissipate from lesson structure. Fall into predictbility. Using too much English advanced for the class’ level.

    Solutions for Teacher:
    Conduct a strong study segment to magnifies participation. Elicit as much discussion between as possible between teacher and students. Review the ESA procedure consistently. Reinforce the subject with visual aids and creative methods to elicit understanding. This is to help students work together and focus on creating unique responses.

    Procedure

    Engage 1.
    5 mins T-S

    Introduction: My engage scenario will comprise an index card face-down on each student’s desk. I will ask students to turn their cards over, which label a verb to be acted out. One by one, I will ask what they are doing based on their selected verbs in our proper usage, i.e ‘What are you doing now/at the moment?’ A student’s card will read, ‘Right now, I am swimming.’ or ‘Right now, I am petting an animal’.

    Engage 2.
    3 mins T-S

    My turn to mime: I will elicit students through mime, employing them to ask what I am doing. For example, I am driving a car. Students ask, “What are you doing?” I respond, ‘What am I doing…?’ While I respond playfully with a question to build up my response I am also implying the needed emphasis on time. I then reply, ‘I am driving a new car, now!” This elicitation is for students to pick up repetition when identifying this particular usage. Correcting errors is not necessary this early in the class. Having warmed up, the class opens to today’s lesson -actions in progress at the time of speaking.

    Study 1.
    5 mins T-S

    Initiating the study phase, I will review the definition of present continuous to keep class on track. I will write present continuous on the board and describe its purpose for learning English (Any definition and purpose segment will be included for a substitute teacher in a side note in the event of my absense). I will display a few written example sentences of actions in progress, emphasizing present tense ie ‘I am knitting a sweater at the moment’ or ‘Right now, I am shopping for new clothes’. I will elicit students through miming more verbs to match my actions with auxillary verbs from their vocabulary (‘Right now, I am *running*, *digging*, climbing* etc.). I will thereby write on the board the students’ auxilary verbs so that their skill level for this lesson is up to speed. This elicitation technique will clarify how effective students have been studying previous vocabulary. (Example auxillary verbs could be: running, digging, swimming, knitting, driving, petting, shopping, climbing etc.) If anyone feels uncomfortable, stressed out or forgetful, I will reinforce forgotten vocabulary with emphasized pronunciations in red marker, and if need for auxillary verbs, write the ‘ing’ in green marker.

    Study 2.
    5 mins T-S

    I will run a powerpoint on my laptop using the projector, to showcase clipart type visuals of people performing different actions. Here I will volunteer students to orally identify the actions in each slide using present continuous tense. Although I will transition each slide while randomly selecting students to answer, in this procedure, I aim to slow down my talk time to better monitor the flow of classroom learning and take into account each student’s understanding of the lesson so far. To relieve any accumulating stress at this stage, it is helpful to remind students that this lesson will not grade spelling.

    Study 3.
    8 mins T-S

    Having finished the powerpoint visual review, I will go over the vocabulary lists one more time before erasing the board. Students will come up and exchange index cards for clipart images (face-down). I play a telephone game where I am a business executive calling each student, asking for a quick interview. Each student must apoligize and decline, but also state in present continuous what they are doing at the moment. i.e,
    Teacher: Hello! I am calling you about our job opportunity. Do you have a minute to talk?
    Student: I’m so sorry, I cannot. I am shopping at the moment. This exercise is fun and keeps the classroom an interactive environment. It also lightens any stress or tension that might increase as well as open up support among students as we all identify each others’ strengths and errors.

    Study 4.
    7 mins S-S

    I now test the students’ knowledge with the excercise sheets. This will be a two page assignment. Page 1 contains 5 fill-in-the-blank sentences that just focus on matching blank spaces with vocabulary from a word bank below at the bottom of the page. Page 2 is writing 4 full sentences next to the clip art image that is asked to be written out in present continuous. Each sentence must include practiced vocabulary, the empahsis on when the action is being performed (now/at the moment), and who the person is that is doing it (the little girl is tossing the ball. The policeman is driving the car. the business person is writing the letter. That football player is running across the field… etc.).

    Study 5.
    2 mins T-S

    Allow students to hand in their work. Open up feedback for mistakes and common errors.

    Activate 1.
    5 mins S-S

    Pair up the fifteen students into five groups of three. I go over instructions on our role play activity. Students will role-play a sports commentary skit. Two students from each group will act as commentators and one student assumes the athlete miming the sport (the group decides on any sport mainstream or even in their own culture). As the athlete performs, commentators must match the performance with present continuous phrases that have been practiced from today’s exercises and elicitations. ie, ‘Are you watching this?! Right now, she is hitting a home run!’ or ‘At this moment, he is scorring a winning shot!’ Commentators must talk in present continuous tense as they are hosting a live coverage of a televised game. This is a perfect segment to convey actions in progress at the time of speaking as it tests both student’s language and presentations skills.

    Activate 2.
    15 mins S-S

    Each group comes up to interact their sports event. I will pay close attention as a judge listening for grammar and pronunciation. Presentations should run no longer than three minutes.

    Activate 3.
    5 mins T-S

    I conclude the class by aiding students with constructive feedback, celebrating each performance in ways that were successful, and lend extra points for any improved vocabulary.

    dan
    Moderator
    5 July, 2017 at 20:33
    • Total posts: 770

    Hi Myles

    Learner Objective:
    This usage of actions in progress at the time of speaking will allow students to become articulate with the present continuous tense. By understanding the difference between talking about an action, and emphasizing that an action is currently taking place, students will begin to recognize this usage of present continuous tense to convey oral and written explanations such as “I am practicing the piano now.” or “I am writing a new book at the moment.” with minimal errors. I will cover this lesson through methods of mime, creating repetition, powerpoint slides, exercise sheets, and an assigned group activity. Notable mistakes, such as spelling will be covered in a later lesson.

    You can keep this much shorter – something like “to talk about actions in progress a the time of speaking using the present continuous tense”.

    Engage 1.
    5 mins T-S

    Introduction: My engage scenario will comprise an index card face-down on each student’s desk. I will ask students to turn their cards over, which label a verb to be acted out. One by one, I will ask what they are doing based on their selected verbs in our proper usage, i.e ‘What are you doing now/at the moment?’ A student’s card will read, ‘Right now, I am swimming.’ or ‘Right now, I am petting an animal’.

    It’s not clear here whether the card has the verb written on it or the sentence. If it has the verb written on it and they have to act out the verb, that sounds fine.

    You don’t really need to write in full descriptive sentences. You can say, for example: “Students have an index card on their desk” rather than “My engage scenario will comprise an index card face-down on each student’s desk”. I would try and cut down on the “wordiness” throughout the plan.

    Engage 2.
    3 mins T-S

    My turn to mime: I will elicit students through mime, employing them to ask what I am doing.

    I’m not sure that this second Engage activity adds anything…

    Study 1.
    5 mins T-S

    Okay, in your Study 1 you are elicting some vocabulary from the students (some action verbs), but this shouldn’t be the aim of this study stage – it should be to elicit the structure and usage of the present continuous. Please see some of the posts quoted here for ways of doing this. I haven’t seen the tutor’s feedback but I would guess that this is one of the points they mention. You’ll also need to give examples of the sentences you are eliciting.

    Study 4.
    7 mins S-S

    I now test the students’ knowledge with the excercise sheets. This will be a two page assignment. Page 1 contains 5 fill-in-the-blank sentences that just focus on matching blank spaces with vocabulary from a word bank below at the bottom of the page. Page 2 is writing 4 full sentences next to the clip art image that is asked to be written out in present continuous. Each sentence must include practiced vocabulary, the empahsis on when the action is being performed (now/at the moment), and who the person is that is doing it (the little girl is tossing the ball. The policeman is driving the car. the business person is writing the letter. That football player is running across the field… etc.).

    Does the second page relate in any way to the first page? if not, the first page isn’t necessary. You’ll need to give some actual examples of the questions on the worksheet.

    Activate 1.
    5 mins S-S

    Your roleplay activity is good.

    I would avoid saying things like “This is a perfect segment to convey actions in progress at the time of speaking as it tests both student’s language and presentations skills.” This may well be true, but I would leave it to the tutor to decide if it’s perfect :-)

    Hope that helps – I think the biggest issues are not eliciting the language in the study stage, and not providing examples of language and worksheet questions.

    Dan

    Myles
    Participant
    6 July, 2017 at 2:21
    • Total posts: 4

    Hi Dan,

    Thanks very much for the feedback. Greatly appreciated.

    I was looking over your feedback posts over the past week after bombing my first submission. The tutors talk
    about eliciting as much as possible in the study stage and from there on, but I think I see what you mean about the structure and usage. Meanwhile, I’ll keep referring to your posts.

    If I’m understanding you correctly about the worksheets, if I have the second page header read, “Look at the picture and write in present continuous what is happening,” would that make things clearer? If not, than I guess I could make it a one-page worksheet since it sounds like I’m making more work for myself.

    Thanks again,

    -Myles

    Myles
    Participant
    7 July, 2017 at 0:40
    • Total posts: 4

    Hi Dan,

    I shortened my objective, acknowledged the activate stage, and revised my Study 1. I incorporated most of Engage 2 into it as well.

    I’m still quite unsure where to go from your feedback with the exercise sheets, even with some of the posts I’ve searched,
    but here’s where I’ve improved. Do I look like I’m on the right track?

    Objective:

    To talk about actions in progress a the time of speaking using the present continuous tense. Understand the difference between talking about an action and emphasizing that an action is currently taking place. Students should be able to convey oral and written explanations such as ‘I am practicing the piano, now.’ or ‘I am writing a new book at the moment.’ with minimal errors. I will cover this lesson through methods of elicitation, mime, creating repetition, powerpoint slides, exercise sheets, and an assigned group activity. Notable mistakes, such as spelling will be covered in a later lesson.

    Engage 1.
    Students have an index card on their desk. I will ask students to turn their cards over, which label a verb to be acted out. One by one, I will ask what they are doing based on their selected verbs in our proper usage, i.e ‘What are you doing now/at the moment?’ A student’s card will label a verb like, ‘swimming’ or ‘petting an animal’. This exercise is for students to pick up repetition when identifying this particular usage. I will inform that correcting errors is not necessary this early in the class to keep the environment to a comforting start. Having warmed up, the class opens to today’s lesson.

    Study 1.

    I will write present continuous on the board and describe its purpose for learning English so it is still fresh in the students’ heads. (Any definition or advice segment will be included for a substitute teacher in a side note in the event of my absense.) I will write a few example sentences of actions in progress at the time of speaking, emphasizing present time of the action i.e. ‘I am knitting a sweater at the moment’, or ‘Right now, I am shopping for new clothes’. I will then elicit students through mime to ask what I am doing. For example, I am driving a car. Students ask, ‘What are you doing?’ I respond, ‘What am I doing?’ I then answer, ‘I am driving a new car, now.’ I will continue to elicit the sentence structure in the mime-and-respond method several times with learned vocabulary. ‘Right now, I am running a mile.’ ‘Now, I am digging for treasure.’ I am climbing a ladder at the moment.’ I will thereby highlight on the board the correct form so that structure is finally attained. I will reinforce forgotten vocabulary by writing on the board with emphasized pronunciations in red marker, and if need for auxillary verbs, write the ‘ing’ in green marker.

    Thanks again,

    -Myles

    dan
    Moderator
    15 July, 2017 at 19:21
    • Total posts: 770

    Hi Myles

    In your Study 1 you are still giving them the meaning rather than eliciting it:

    I will write present continuous on the board and describe its purpose for learning English so it is still fresh in the students’ heads. (Any definition or advice segment will be included for a substitute teacher in a side note in the event of my absense.) I will write a few example sentences of actions in progress at the time of speaking, emphasizing present time of the action i.e. ‘I am knitting a sweater at the moment’

    You need to elicit the meaning from the students, rather than give it to them. Please see the posts I quoted before for how to do this.

    Dan

    Myles
    Participant
    16 July, 2017 at 21:38
    • Total posts: 4

    Hi Dan,

    Sorry for hounding you a bit towards the end, but I passed!
    While, the tutor also gave me the same feedback about balancing eliciting with overanalyzing
    in Study 1, he recognized I covered everything from my board work and accepted my work in spite
    of the minimal flaw.

    Thanks so much again, Dan. The forums here have been a very big help!

    -Myles

    dan
    Moderator
    17 July, 2017 at 9:13
    • Total posts: 770

    Myles – congratulations!

    Dan

    cralu
    Participant
    4 September, 2017 at 11:08
    • Total posts: 2

    Hi,
    I only have three weeks left to submit my lesson plan. I would appreciate some help. Thank you

    Class level: elementary level adults
    Number of students: 10
    Language point: vocabulary on finding places in town and giving directions
    Teaching aids: handouts, charts, maps, whiteboard
    Learner objectives:
    – to be able to identify different places in town and their position in relation to others
    -to be able to ask for and give directions in town
    Personal objectives: to improve my ability of keeping the students engaged in the lesson and for all students to participate equally in the activities
    Anticipated problems for students:
    -students might find it difficult to practice the new language point, they might not be confident speaking
    Solutions: teacher will encourage the students with their answers and performance in class
    Anticipated problems for teacher:
    -there might be silent moments during class
    Solutions: encourage students to get involved in class by giving them positive feedback

    Phase: Engage
    Timing: 6 minutes
    Interaction: teacher-students
    The teacher draws a mind map on the board then writes “places in town”. Then the teacher elicits ideas of as many places in town that they can think of and will write them on the board. The teacher will then have the students read these words again.
    The teacher then asks students to think of the places they need to go to in order to perform the following activities. The teacher asks students to orally finish the sentences that she starts:
    1. When I’m sick I go to the……………………..
    2. I buy bread at the……………………
    3. We walk in the……………………
    4. He’s a teacher. He works in a …………………
    5. I take the train at the………………………..
    6. I read books at the………………………
    7. I take the bus at the…………………
    8. I watch movies at the………………….
    9. I am a police man. I work at the…………………..
    10. I park my car at the…………………………
    11. People keep their money there………………….
    Words that the teacher is actually eliciting from the students: hospital/clinic, baker’s, park, school, train station, library, bus stop, cinema, police station, car park, bank.

    Phase: Study
    Timing: 10 min
    Interaction: T-S
    The teacher asks the students to imagine they want to get to the police station and don’t know where exactly it is in town. The teacher elicits ways of asking for directions. How do they find out where it is and how to get there? Expected questions: Where is the police station? How can I get there?
    The teacher then gives the students handouts containing a set of questions and a set of answers.
    Questions:
    1. Excuse me, is there a bank near here?
    2. Excuse me, how can I get to the supermarket?
    3. Excuse me, where is the police station?
    4. Excuse me, what is the way to the museum?
    5. Excuse me, is the train station far from here?
    6. Excuse me, where is the swimming pool?
    Answers:
    a. Go straight ahead, then turn left. The museum is the building on the right.
    b. To get to the supermarket, go down this street and then turn right.
    c. It’s next to the park.
    d. No, it’s not far. It’s behind the cinema.
    e. No, there isn’t. There isn’t a bank near here.
    f. Go straight ahead, then turn left. Cross the street and you are there.

    The teacher has the students read them out loud. The teacher then writes “Asking for directions” and “Giving directions” on the whiteboard. Then the teacher asks the students which set of sentences would go into which category.
    The teacher asks the students to look at the questions and say which one they would use most of the time. Expected answer: Where is the…?
    In order for the students to understand the concepts of right/left, on the right/on the left, turn right/turn left, behind, in front of, opposite, next to, the teacher will have the students read each question/answer and then will elicit the meaning of these words by miming them or by using pictures.
    The next task is for the students to match each question with the right answer. (5min)
    (Solutions: 1e, 2b, 3c, 4a, 5d, 6f.)
    The students work individually.
    They check them together by reading them in loud voice.

    Phase: Study
    Timing: 10 min
    Interaction: T-S, S-S
    This is an oral activity which is meant to give the students the opportunity to practice the use of words like: in front of, behind, next to, between, near, on the left, on the right, opposite, right, left). The teacher asks he students to think of their town. Then the teacher will ask the students “Yes/No” type of questions. E.g.: Is the school next to the park? Is the library in the city center? Is the library opposite the police station? Is the bus stop behind the hospital? Is the cinema in front of the bank? Expected answers: Yes, it is. No, it isn’t.
    The teacher shows the students a picture representing a map of a town, then has the students speak about the picture. (e.g. Where is the park? The park is near the school. Where is the cinema? The cinema is opposite the park. Where is the swimming pool? The swimming pool is between the theatre and the car park. Where is the car park? The car park is behind the bank. Where is the police station? The police station is behind the cinema. Where is the library? The library is next to the school.)

    Phase: Study
    Timing: 10 min
    Interaction: T-S
    Controlled practice activity
    The students are given handouts. The teacher asks the students to fill in the gaps in order to get full sentences. In case the students have difficulty filling in the gaps with the right words, the teacher draws their attention that the words to be used have already appeared in the previous exercises.
    Words given: ahead, is there, in front of, left, right, street, next, right, get
    1.Excuse me, _______________ a hospital near here?
    Yes, there is.
    How can I ____________ there?
    Go straight _______________. Cross the _______________and go to the school. There is a swimming pool _______________to the school. Walk up the street for 5 minutes, then turn _______________, and cross the street. You will see a bus stop on the ______________ and a library on the __________________. The hospital is ____________ the library.

    2. Excuse me, is the train station far from here?
    No, it isn’t too _________. It’s in North Street.
    __________ can I __________ there?
    Cross the street, then __________ right. Go straight ___________ and then turn ____________ again. There is a post office on the left and a _____________ on the right. The train station is opposite the post office.
    (No given words to use)
    This is an individual activity for the students to perform. Once they have finished filling in the gaps, they will check by reading in loud voice. Once accuracy has been confirmed, pairs of students will read the exercises as dialogues.
    An additional exercise may be used in case students need more practice.

    Phase: Activate
    Timing: 20 min
    Interaction: S-S
    The teacher shows the students a picture representing a map. Students work in pairs in order to prepare their conversation. Then they role-play asking for and giving instructions.
    Students are organized in 5 pairs. Each pair has a different route to go on the map.
    Pair 1 needs to work on asking for and giving directions on how to get from school to the library
    Pair 2 needs to work on asking for and giving directions on how to get from the train station to the city center
    Pair 3 needs to work on asking for and giving directions on how to get from the bus stop to the police station
    Pair 4 needs to work on asking for and giving directions on how to get from the police station to the bank
    Pair 5 needs to work on asking for and giving directions on how to get from the car park to the hospital.
    The teacher will not correct any grammar mistakes at this point, as accent lies on communication, on getting the students to activate and produce language involved with asking for and giving directions.
    If tie allows, the two students in a pair will swap roles.

    dan
    Moderator
    5 September, 2017 at 14:59
    • Total posts: 770

    @cralu – is this your last chance submission? (Please see this post).

    cralu
    Participant
    7 September, 2017 at 10:21
    • Total posts: 2

    Hi, no, it isn’t, but I only have 16 days to submit. This is why I wanted to have it checked first. I had already read some of your previous advice to previous posts, before I dared to ask for help. Thank you

    dan
    Moderator
    11 September, 2017 at 12:55
    • Total posts: 770

    Hi cralu, I’m really sorry, but I can only comment if it’s the last chance to submit.

    Dan

    BrownieTEFL
    Participant
    6 August, 2018 at 15:52
    • Total posts: 1

    Last submission

    This is my last chance to resubmit my lesson plan and I was hoping I could get some help as I thought I had done enough to my original lesson plan to correct all the mistakes I had made.

    These are the criticisms I received on my resubmit:

    Learner Objectives

    1. You still need to state which usage you are covering in your learner objectives.

    2. A tense usage is simply how a tense is used. Let’s take as an example the past simple, which has four usages:

    A past action when the time is given.
    When the time is asked about.
    When the action clearly took place at a definite time even though this time is not mentioned.
    As the result of a question/answer in the present perfect tense.

    3. Examples of these four usages are at the top of page 3 of unit 6.

    4. The present continuous also has several usages, you need to choose one.

    Engage Stage

    5. This stage is fine. No corrections needed.

    Study Stage

    6. Once you have decided which usage you are going to cover you need to ensure that you are eliciting sentences from the students that are in keeping with that usage, the easiest way to do this would be to use prompt questions that would encourage the students to respond in the present continuous tense. You could also use pictures, photos, etc. which are all elicitation techniques that will encourage the students to give you information that they already know. If you write all of their answers on the board, they should see a familiar pattern developing which in turn should result in them being able to give you the basic structure and specific usage for the tense.

    7. Once you have example sentences from the students to work with, you need to start asking open ended questions in order to elicit the usage itself and the structure of the tense, for example, ‘Can someone give me an example of when we would use this sentence?’, ‘Is it the present simple or the present continuous tense?’, ‘When is the action happening?’, etc.

    8. By asking questions like this, it encourages the students to think about the structure and tense usage enabling you to elicit that information from them. Please bear in mind that these questions are just to give you the general idea and would need to be adapted to suit the usage you are covering and the theme of your lesson.

    9. I would also recommend that you review pages 4, 5 and 6 of unit 3 where this concept is explained and different elicitation techniques are given.

    10. Please note that the question “What was I doing?” is in the past continuous tense and will elicit past continuous answers. It will not elicit the present continuous.

    Worksheets/Exercises

    11. When you have chosen a specific usage to base your lesson on you need to make sure your worksheets/exercises match that usage.

    Activate Stage

    12. Once you have decided which usage you are going to cover in the Study stage you need to make sure that your Activate stage activity has the students produce present continuous sentences that reflect this usage.

    And these are the parts of my plan I revised and made corrections to:

    Learner Objective:
    My objective is to teach affirmative present continuous tense, so the students understand how to accurately articulate and understand a positive action that is currently taking place and then continues unit an undefined time in either spoken or written form. I will facilitate students through practice to acquire and improve their ability to accurately use the affirmative form of present continuous tense (subject + auxiliary verb ‘be’ + verb’ing’).

    Study Stage 1:
    For phase three I will attempt to elicit the correct form of affirmative present continuous tense from the students using questions, prompts(such as: ‘What am I doing?’ Referring to the actions I am miming or asking the students questions of what they are currently doing such as ‘What are you doing in this class?’ looking for a response like ‘I am learning’ ‘I am listening’ ‘I am sitting in my chair’ etc.), and pictures(The pictures will consist of people engaging in activities, such as: kicking a ball, swimming, viewing a movie etc) to get the correct form from their own knowledge, I will then write the students’ answers on the board in correct affirmative present continuous tense(subject + aux. verb ‘be’ + verb’ing’). If there are a lack of answers in the correct affirmative present continuous tense I will also write my own examples on the board.

    With the examples on the board I will ask questions to elicit the usage as well as the structure of the sentence(such as: ‘What is an example of when we would use this sentence?’, ‘What kind of tense is being used in the sentence, present continuous or present simple?’, ‘When is the action occurring?’ etc). I will again prompt the class with examples to clarify the lesson point, such as ‘I am swimming in a pool’ with an appropriate miming action. I will then begin to point at words individually that I had previously mimed out. I will ask students at random to use my designated word in a correct sentence with the required subject, aux. verb and verb form. For example if I were pointing at ‘I’ I would like a response such as ‘I am playing a game’, creating a sentence from ‘I’, another example if I were to point at ‘in’ I would like to hear an answer like ‘I am running in the park’, of course, these words can be chosen to be more appropriate for the level of understanding the class has of the lesson as creating a sentence from some words can be more difficult than others.

    Study Stage 2:
    In phase four I will instruct students to work on ‘gap-fill’ worksheets that incorporate affirmative present continuous tense for the students which will have images of people performing actions on it, the students are required to fill in the blanks of sentences in the correct affirmative present continuous tense. The blanks will consist of missing, auxiliary verbs, verbs, and ‘ing’, making sure to contain the specific parts that make up a sentence in present continuous tense, in its affirmative form. These are a few examples:

    I __ playing a video game.
    Answer: am
    He __ _______ a film.
    Answer: is watching
    I am ______ in the park.
    Answer: Any verb that is asscoiated
    with being at the
    park, ie. Walking or sitting
    I am eat___ a sandwich.
    Answer: ‘ing’

    These all cover specifically the form of present continuous tense I am trying to teach, namely: affirmative form.

    Activate Stage 1:
    For phase five I will have the students pair up into groups of three, in this group two students ask the other student what they are doing in relation to a location such as: ‘What are you doing at the park?’ or ‘What are you doing at the beach?’ the third student has to respond to each question with an activity they are doing in the correct affirmative present continuous tense, such as: ‘I am walking my dog’, ‘I am swimming’ etc. After the third student answers both questions correctly it is the next students turn making sure all three students get a turn to be asked questions.

    Activate Stage 2:
    For the sixth and final phase of the lesson students again will be split into groups of three, after grouping the students with then choose three verbs. Each team will act out their chosen verbs, while other groups guess(Calling upon groups in numerical order) the verb and put it into correct affirmative present continuous tense. Example: If a group is miming a swimming action, the first team to say ‘I am swimming’ will be correct. This will competition and get students to stay invested in the lesson home stretch.

    Sorry, I didn’t include the full plan and only included the parts that I received feedback on, I didn’t want to make the post too long and I just wanted to make sure that all the feedback that I was given was corrected in my draft. Thank you for reading this far.

    Adam
    Participant
    31 January, 2019 at 10:56
    • Total posts: 2

    hello i just completed my TEFL 120 hrs course and got certification on my first attempt. i will say one thing that just follow the ESL Methodology rules

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