Lesson planPreliminary 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 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

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 Teacher Learners Purpose/Aim Mats Org Time 1

WA

RM

UP

-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 “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 building

Asks Ss what they do when they are home.

Possible answers elicited:

I eat, I read, I sleep, I watch TV

Observe and Listen.

Elicits answer: Not a nice old lady

Present ideas (free practice)

Experiment, trying to produce right language

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

Pictures of

Old woman

Binoculars

Board

Plenary 5-6 mins

PR

ES

EN

TA

TIO

N

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

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 BB and adds auxiliary “TO BE” + ing suffix

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

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 Soroja 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

PR

AC

TIC

E

STA

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

EV

ALU

ATIO

N O

F T

HE L

EA

RN

ING

IN

TH

IS

LES

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 reading

He is reading

WRITE

We is writingWe are writing

He is writeHe is writing

EAT

I are eatingI am eating

He is eatHe is eating

1 Mary

2 Helen

3.Kate - Anna 4.

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