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Lesson plan and analysis Observer: n/a Date and Time: Class Level: Pre-intermediate Room: N/A Number: N/A Language point: Invoking different actions pictures that some of the actions were already covered in the book material in the previous lesson so that to teach present continuous tense. Teaching aids: Action pictures, flashcards, board and board-markers, exercise sheets Learners objectives: Students should be able to use present continuous tense accurately regarding actions that occur at the moment. Personal aims: The ability of enhancing my ways of explanation to increase student’s talk time and participation throughout the conduction of the lesson. Anticipated problems for students: There are many problems that students might face during the production of the lesson. These include the confusion between present simple tense and present continuous tense. More precisely, confusion might happen in terms of the usages of the two aforementioned tenses. Another problem that students might encounter is in terms of the forms of present continuous tense. Students might be reluctant concerning the conjugation of verbs in present continuous tense without invoking the auxiliary verb ‘to be’. Solution: The implementation of exercise sheets during the lesson might lessen the confusion of students and increases their comprehension of the usages and forms of the present continuous tense. Anticipated problems for teachers: Students might get bored during the lesson since grammar is often less stimulating and motivating students from engagement and participation. Solution: The use of actions images, during engage phase, and flashcards and miming, during the activate phase, would stir up the attention of students and makes the possibility of boredom less feasible. Engage/10/T-S Brief review on different actions pictures that were covered in the previous lesson. Then, use pictures of people doing different actions (e.g., jumping, crying, playing tennis, etc.) as a kind of elicitation to engage students to the lesson. Next, write the following questionson the white board and let students ask them: what is the most challenging action? Why? What is the easiest action? Why? Study/30/S-T Re-use the actions pictures again one by one and then ask students the following question to teach them the question form of the present continuous tense: What is he doing right now?/what is she doing/ what are they doing at the moment?. Write them on the board and use different board-marker color to show the question form of present continuous tense. Meanwhile, highlight the question form of present continuous (i.e., aux. verb ‘be’+ subject+vebr+ing). Then, answer the questions by using the affirmative form of present continuous: he is playing tennis/ she is cooking/ they are cycling. At the same time, show students the contracted affirmative form of present continuous (e.g., he is playingtennis he’s playing tennisOr they are jumping they’re jumping). Highlight the affirmative form of present continuous (i.e., subject +aux. verb ‘be’+ verb+ ing). After that, answer the already mentioned questions by using the negative form of present continuous tense: he is not playing the guitar/ they are not cycling. Highlight the contracted form the present continuous tense (e.g., he is not playing tennis he isn’t playing tennis Or they are not cycling they aren’t cycling). Later, highlight the negative form of the present continuous tense (i.e., subject+ aux. verb ‘be’+ not+ verb + ing). Drill pronunciation by putting emphasis on the contracted form of present continuous tense – isn’t and aren’t. Quick review over the usage of the present continuous tense that they had already covered It before in order to show the difference between present simple tense and present continuous tense. Teach students that while the former is used for habits and facts, the latter is used for actions that occur at the moment. Write down the following two examples to demonstrate the difference clearly and accurately. They’re playing football at the moment Vs. They usually play football on weekends. Ask each student to write down two examples, particularly question and answer, using present continuous tense, to stimulate students, they are encouraged to use the sorts of actions that their classmates are doing at the moment in the classroom. (e.g., What is Robet doing/ He's doing the exercise) Give students an already prepared exercise to decrease the aforementioned anticipated problems of students particularly in terms of the present continuous form and usage (pair-work). Conjugate the verbs using the present continuous tense form: Example questions: They (play) the guitar at the moment Friends (cook) in the kitchen at the present Activate S T Put students into two main groups and display miming activity using flashcards. Give clear constructions and demonstrate the rule and system of the game. Use time-counter (e.g., each 7.5minutes for each group). Remind student that they should use present continuous form in order to guess what their classmate is miming. She’s crying Or She’s playing the piano In each group, one student tries to mime one action using flashcards beforehand and his/her group should guess the correct sort of action that is being displayed. The student who volunteers to mime read the action that is written in the flashcard and then mime it so that his/her group guess it and continues to mime other actions from other flashcards gradually. After 7 munities are expired, allow the other group to start miming using different flashcards. At the end announce the winner group (i.e., which group who guesses the most miming actions that are presented during the game. Sayings Each moment of life is book chapter trying to spin you around in different directions. Contemplation reconciles your soul with the physical surroundings. Melancholies are shifted away by meditation to the superior divine.