Lesson planPreliminary Information

Class Profile – Group InformationTeacher: Alexandre

Level: Beginners Day/Time: Age RangeFrom ?? – ??

# of Students: ??

Description of the Group

Lesson InformationCourse Book:

Unit: Lesson: Presentation Length of the Lesson:?? min

Aim: PRIMARY : to teach the Present Progressive Form: Affirmative (*Interrogative form introduced but not taught-What is he doing?-What are

they doing?)SECONDARY AIMS

1. to introduce new vocabulary (old woman, binoculars, read, write, drink, play) or revise if known2. To contrast with Present Simple (concepts and form)

* He is reading a book Function: to describe action (s) at the moment of speaking

Skills involved:Speaking (controlled practice, oral drills-free activity)Writing (guided gap fills in controlled written practice)

Assumptions:Ss may know some of the vocabulary that the T intends to elicit/pre-teach and have been taught the form of the Present Simple. They have some basic knowledge of simple structures (Subject+Verb+ Object)Materials:Flash Cards and Pictures of various actions ( source:the Internet)

Anticipated Problems Strategies/RemediesStudents may not understand the need for another Present tense since such a form probably may not exist in their mother tongue (Farsi). They may thus have problems with comprehending its function

Compare/Contrast (briefly) with Present Simple and highlight that the action is being done now and not constantly (e.g all day long)-Use timeline to demonstrate

Students may not have background knowledge of the use of binoculars

Mime action of watching through binoculars

Students may not be able to retrieve new or old vocabulary during the production stage

Display again flash cards from practice stage

Students may not have background knowledge of a life guard

Shows picture of lifeguard and explains the duties that a lifeguard has

ProceduresStage 1:Warm Up – Material: Pictures of Old woman Binoculars - Board Time: 5-6 minAim: To set the situation and provide a context for the new language - To involve/motivate learners and elicit vocabulary - To revise/pre-teach new vocabulary necessary for later- ie, the presentation - T. Shows picture of old woman and binoculars. Procedures:T. Asks Questions: Do you think she is a nice old woman or not? Pre-teaches new lexis old woman, binoculars – Students Observe and Listen T. Sets the context: T Shows the picture of the building and tells Ss that she is the owner of this building (simplified to “It’s her building” for this level) - T. tries to elicit what the old woman does with the binoculars. Elicits : She watches the people that live in her buildingAsks Ss what they do when they are home.Possible answers elicited:I eat, I read, I sleep, I watch TV

Stage 2: Presentation – Material: Pictures of people in their apartments - Time: 10 minAim: To elicit/introduce new pattern - To make sure Ss understand the main concept in the new pattern (i.e action happening at the present moment) - To model the marker sentence for form and pronunciation - To invite Ss to notice the forms that express the context

Procedures: T. Shows pictures of people in their apartments. Tells Ss that the old lady is looking through binoculars into the apartments and telling a friend on the phone what the people are doing.T Provides Example: Katina (the old lady) is talking to another old lady (Soraya), T Introduces Questions and points to one apartment at a time“Tell me Katina, what is s/he doing?T: She is read-ing a bookWhat are they doing?T: They are watch-ing TV Defines time :e.g 11 pmAsks Concept Questions1. Is she reading a book now? 2. (Alternative) Does she read a book all day or is she reading it now?What are YOU doing?

Tries to elicit the correct answer for “I am readingWrites present form of verb “read” on the board and adds auxiliary “TO BE” + ing suffixProvides example: What am I (the teacher) doing now?Tries to elicit other present continuous forms Asks Ss to notice structure (is_+verb+ ing).

RationaleLesson Plan

Stage Teacher Learners Purpose/Aim Mats Org Time

PR

ES

EN

TA

TIO

NShows picture of people in their apartments. Tells Ss that the old lady is looking through binoculars into the apartments and telling a friend on the phone what the people are doing.

Provides Example: Katina (the old lady) is talking to another old lady (Soraya),

Introduces Question and points to one apartment at a time

“Tell me Katina, what is s/he doing?

T: She is read-ing a book

What are they doing?

T: They are watch-ing TV

Defines time :e.g 11 pm

Asks Concept Questions

3. Is she reading a book now?

4. (Alternative) Does she read a book all day or is she reading it now?

What are YOU doing?Tries to elicit the correct answer for “I am reading

Writes present form of verb “read” on BB and adds auxiliary “TO BE” + ing suffix

Provides example: What am I (the teacher) doing now?Tries to elicit other present continuous forms

Asks Ss to notice structure (is_+verb+ ing)

Listen and Observe

Produce

S1 :She read* a book

S2: They watch* TV

Answer “Yes”

Answer “No”

Answer: You are teaching

Try to figure rule for present continuous form

To elicit/introduce new pattern

To make sure Ss understand the main concept in the new pattern (i.e action happening at the present moment)

To model the marker sentence for form and pronunciation

To invite Ss to notice the forms that express the context

Pictures of people in their apartments

reading, writing, eating, watching TV

Individual Ss

Plenary

9-10 mins

3

CO

NTR

OLLED

PR

AC

TC

E 1

Shows flash cards (watch -TV, read, eat, drink)Sets the same context: Katina and Soraya talking on the phone

AsksWhat is he doing?What are they doing?

Elicits :Watch: They are watching TVDrink: She is drinkingEat: They are eatingRead: She is reading

Checks pronunciation

Listen and Observe

Try to link their latest experience with present continuous and produce correct forms

To check understanding through individual responses

To promote accuracy with regard to form and pronunciation

Flashcards

Board

IndividualSs

Plenary

3 mins

10 mins

4C

ON

TR

OLLED

PR

AC

TIC

E 2

Gives HO1. Divides Ss in pairs and tells them to circle the right form

Checks understanding of instructions

I am readingI am read*

He is eatingHe are eating

Invites Ss to pick the correct answer and justify their response

Monitors and Corrects if necessary

Work in pairs

Experiment by producing forms

Listen to incorrect answers and correct

To check understanding through individual responses

To promote accuracy with regard to form and pronunciation

HO1

Board Individual Ss

Plenary

6 min

5C

HEC

KIN

G O

F L

EA

RN

ING

& F

UR

TH

ER

P

RA

CTIC

E S

TA

GE

Game:Jumbled cards with bits of information : a)subject-auxiliary-verb-ing a)they b)are c)read d)ing a)he b)is c)drink d)ingSs choose in random order

Asks Ss to find their partners and make sentences*Additional bits are provided e.g. are/is/ing so that everyone has a card.T monitors and helpsThe first group to make a sentence wins points

Choose cards

Try to find “missing partners” and form sentence(s)

To check understanding through pair/group work

To model newly presented patterns of language

To motivate Ss and give incentives to participate

Cards Open Pairs 4min

6C

ON

TR

OLLED

PR

AC

TIC

E I

N P

AIR

S

T divides Ss into pairs and gives cards with children. Tells Ss to ask question and gives an example

Ss swap places and do the same drill

T monitors and corrects when necessary and praises for effort all students

Work in pairs

S1 What is she doing?

S2 She is eating

S1 What are they doing?S2 They are reading etc

Individual students perform interchangeably peer correction

To motivate Ss by presenting multicultural cotext

To explain how activity works

To consolidate through an oral drill both vocabulary and grammar structure taught

To reward Ss

Flashcards Closed Pairs

Open Pairs

8-9 mins

7FR

EER

PR

AC

TIC

E (

PR

OD

UC

TIO

N)

AN

D E

VA

LU

ATIO

N O

F T

HE L

EA

RN

ING

IN

TH

IS L

ES

SO

N

T gives HO2 and tells Ss that they are life guards on the beach and they have to report/ write (affirmative) what some people are doing on the beach. (Defines time-present moment and context)

Invites Ss-one at a time- on BB to write the answer and tells the rest of the class to ask the question

T monitors

Praises Ss for their effort

Listen

Write (may consult each other)

Write answers on Bb

Ask Questions to their peers, who write on the board

To consolidate grammatical structure and to revise or study (new) vocabulary

To practice handwriting and spelling skills

HO2

Board

Plenary 7-8 min

1. Choose the correct form of the Present Continuous

READ

I am readingI am read

You are readYou are reading

He are readingHe is reading

WRITE

We is writingWe are writing

He is writeHe is writing

EAT

I are eatingI am eating

He is eatHe is eating

Today is Sunday. What are the girls doing on the beach?

1Mary 2 Helen

3.Kate - Anna

4. Sara