Lesson plan

Preliminary Information
CLASS PROFILE Level :Beginners Age: Adults Main Coursebook: Headway for Beginners No in Class: 10 students Time :55 TEFL Trainee: Dina Markopoulou

Aims of Lesson
PRIMARY : to teach the Present Progressive Form: Affirmative (*Interrogative form introduced but not taught-What is he doing?-What are they doing?) * He is reading a book Function: to describe action (s) at the moment of speaking

SECONDARY AIMS

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

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

Flash Cards and Pictures of various actions ( source:the Internet)

Assumed Knowledge

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)

Anticipated Problems Students 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 Students may not have background knowledge of the use of binoculars Students may not be able to retrieve new or old vocabulary during the production stage Students may not have background knowledge of a life guard

Strategies/Remedies 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 Mime action of watching through binoculars Display again flash cards from practice stage Shows picture of lifeguard and explains the duties that a lifeguard has

Rationale

This is a group of Afghan students who are trying to learn both Greek and English in a foreign country, whereas the majority is hardly literate in their own language. They try hard but apparently their former educational background-if any-does not allow for sustained concentration and consolidation. Thus, it is very probable that their memory will not have retained previous taught items such as the present tense and, similarly, they might not be able to retrieve any of the vocabulary. In this case, the warm up stage would be re-adjusted and vocabulary would be presented and not revised. Owing to their limited span of concentration, they need to be reminded of new lexis and structure; flash cards will be constantly used and displayed to help them produce some language. As this group is not expected to understand and consolidate more than one aspects of the present progressive form at the same time, the affirmative is the main aspect taught (with some reference to the interrogative, but without any highlights). In the same context, the production stage involves oral drills and mere repetition of structure and language presented. Furthermore, in an attempt to promote values such as peace, solidarity and egality, the pictures are adapted to establish a multicultural context, which could be motivating and stress-reducing.

Lesson Plan Stage WARM UP1 Teacher -Shows picture of old woman and binoculars. Asks Questions: Do you think she is a nice old woman or not? Pre-teaches new lexis old woman, binoculars Sets the context: Shows picture of building and tells Ss that she is the owner of this building (simplified to Its 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 building Asks Ss what they do when they are home. Possible answers elicited: I eat, I read, I sleep, I watch TV Experiment, trying to produce right language To involve/motivat e learners and elicit vocabulary Present ideas (free practice) To revise/preteach new vocabulary necessary for later- ie, the presentation Learners Observe and Listen. Elicits answer: Not a nice old lady Purpose/Aim To set the situation and provide a context for the new language Mats Pictures of Old woman Binoculars Plenary 5-6 mins Org Time

Board

Shows 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

PRESENTATION

Listen and Observe

Pictures of people in their apartment s To elicit/introduce new pattern reading, writing, eating, watching TV

9-10 mins Individua l Ss

Plenary

Produce Tell me Katina, what is s/he doing? T: She is read-ing a book What are they doing? T: They are watching TV Defines time :e.g 11 pm Asks Concept Questions 1. 2. Is she reading a book now? (Alternative) Does she read a book all day or is she reading it now? Answer Yes Answer No S2: They watch* TV S1 :She read* a book

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

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 Answer: You are teaching

Try to figure rule for present continuous form

CONTROLLED PRACTCE 13

Shows flash cards (watch -TV, read, eat, drink) Sets the same context: Katina and Soroja talking on the phone Asks What is he doing? What are they doing? Elicits : Watch: They are watching TV Drink: She is drinking Eat: They are eating Read: She is reading Checks pronunciation Gives HO1. Divides Ss in pairs and tells them to circle the right form

Listen and Observe To check understanding through individual responses Try to link their latest experience with present continuous and produce correct forms To promote accuracy with regard to form and pronunciation

Flashcards Board

Individua l Ss Plenary

3 mins

10 mins

Work in pairs HO1 To check understanding through individual responses Board Individua l Ss Plenary

6 min

CONTROLLED PRACTICE 24

Checks understanding of instructions I am reading I am read* He is eating He are eating Invites Ss to pick the correct answer and justify their response Monitors and Corrects if necessary

Experiment by producing forms Listen to incorrect answers and correct

To promote accuracy with regard to form and pronunciation

CHECKING OF LEARNING & FURTHER PRACTICE 5 STAGE

Game: Jumbled cards with bits of information : a)subject-auxiliaryverb-ing a)they b)are c)read d)ing a)he b)is c)drink d)ing Ss 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 helps The first group to make a sentence wins points

Cards Choose cards To check understanding through pair/group work To model newly presented patterns of language

Open Pairs

4min

Try to find missing partners and form sentence(s)

To motivate Ss and give incentives to participate

CONTROLLED PRACTICE IN PAIRS6

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

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 interchangea bly 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

Flashcards

Closed Pairs

8-9 mins

Open Pairs

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

To reward Ss

FREER PRACTICE (PRODUCTION) AND EVALUATION 7 OF THE LEARNING IN THIS LESSON

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)

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

HO2

Plenary

7-8 min

Board

Write answers on Bb Ask Questions to their peers, who write on the board

To practice handwriting and spelling skills

1. Choose the correct form of the Present Continuous

READ
I am reading I am read You are read You are reading He are reading He is reading

WRITE
We is writing We are writing He is write He is writing

EAT
I are eating I am eating He is eat He is eating

1 Mary

2 Helen

3.Kate - Anna

4.

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