Lesson plan

Preliminary Information
Class Profile Group Information Teacher: Alexandre Level: Beginners Description of the Group

Day/Time:

Age Range From ?? ??

# of Students: ??

Lesson Information Course 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 known 2. 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 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

Procedures Stage 1:Warm Up Material: Pictures of Old woman Binoculars - Board Time: 5-6 min Aim: 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 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 Stage 2: Presentation Material: Pictures of people in their apartments - Time: 10 min Aim: 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 book What are they doing? T: They are watch-ing TV Defines time :e.g 11 pm Asks Concept Questions 1. 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 reading Writes present form of verb read on the board 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).

Rationale Lesson Plan Stage Teacher Learners Purpose/Aim Mats Org Time

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

PRESENTATION

Listen and Observe

Pictures of people in their apartments reading, writing, eating, watching TV Individual Ss

9-10 mins

To elicit/introduce new pattern

Plenary

Produce 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 S2: They watch* TV To invite Ss to notice the forms that express the context Answer Yes Answer No

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)

Answer: You are teaching

Try to figure rule for present continuous form

CONTROLLED PRACTCE 1 3

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

Flashcards To check understanding through individual responses To promote accuracy with regard to form and pronunciation Board

Individual Ss Plenary

3 mins

10 mins

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

Work in pairs To check understanding through individual responses Experiment by producing forms Listen to incorrect answers and correct

HO1 Board Individual Ss Plenary

6 min

CONTROLLED PRACTICE 2 4

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 Game: Jumbled cards with bits of information : a)subjectauxiliary-verb-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

To promote accuracy with regard to form and pronunciation

Cards Choose cards To check understanding through pair/group work To model newly presented patterns of language Try to find missing partners and form sentence(s)

Open Pairs

4min

CHECKING OF LEARNING & FURTHER 5 PRACTICE STAGE

To motivate Ss and give incentives to participate

CONTROLLED PRACTICE IN PAIRS 6

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 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

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 OF THE LEARNING IN 7 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 timepresent 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

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

1Mary Helen

3.Kate - Anna

4. Sara