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tp lesson number number of students 1
Main aim(s) and Secondary aim(s)
Main aim: Reinforce and practice the usage of Past continuous tense and Past Simple tense. Secondary aim: For students to be able to differentiate between past continuous or past simple tense. They should be able to know when to use one or the other. For students to practice speaking about the time when they met someone, being able to use the past continuous and past simple to do so.
N.B. complete the vocabulary or grammar language analysis sheet if you are pre-teaching vocab, presenting or practising vocab or structures
timetable fit and presumed knowledge
(what do you assume students are familiar with?)
Students will probably be familiar with meaning and form of both past continuous and past simple. Students will probably be familiar with the vocabulary in the text in exercise 1 and 3.
anticipated logistical problems
(what are you or the students going to have problems with?)
(how are you going to solve the problems?)
Problem: Students will have a hard time to fill in the blanks with the appropriate verb tense. Solution: When telling a story to introduce the topic and generating interest, write key sentences such as ‘My mom was visiting the zoo, when she met my father’ ‘ She was walking with a friend, when he came and talked to them’. Ask concept checking questions and review form.
(what are you going to use? Remember to acknowledge the source of any published material here and on the handout i.e. put the title, author and publisher)
‘ Handouts of page 17 – Cutting Edge Intermediate, page 17, exercises 1 and 3. CD and CD Player Little cut outs of Questions and Answers, made by myself.
N.B. consider including a separate sheet with a board work plan
(which areas of your teaching will you be working on?)
getting concept questions right and reminding myself to do instruction checking questions as well. pronunciation and form.I will be working on getting used to the methodology taught. . I have to remember to cover meaning.
stress and any problematic phonological features) Meaning(including anticipated difficulties and concept questions) .vocabulary language analysis sheet item (including part of speech.
grammar language analysis sheet – target language What’s the form? Past Simple S My father met her. What problems do you anticipate with form? What questions will you ask to clarify the form? . Q Was she walking around? N She wasn’t walking around. Q Did my father meet her? N My father didn’t meet her. Past Continuous S She was walking around.
What’s the meaning? What problems do you anticipate with meaning? What are your concept questions? .
What problems do you anticipate with phonology? What will you isolate/highlight when drilling? .Provide a transcription of your marker sentence.
T – sts. Divide the group in 2 large groups (left/right) Give them slips of papers. what the teacher is doing. ask them to compare their answers with the person sitting next to them. Explain they are supposed to put the verbs in brackets in the past simple or continuous. Reinforce form. Ask students what the answer was and write it on the board. Tell students they will read Julia’s story of how she met her husband.stage (& aim) (name of the stage and why you are doing it – how the students will benefit) procedure (what is actually happening. Ask students to make those sentences interrogative and negative. then play it again. Ask T-S students have any idea of who those S-T people are. what the students are doing) focus (who is talking to who. My mother and her friend were walking when my father approached them.One group has questions: Were you reading T-S S 2 min Explaining activity 5 min Carrying out the activity 2 min S-S 2 min Speaking Task 2 min . Tell them the story of how my parents met briefly. My mother was visiting the zoo with a friend when she met my father. pausing every time an answer is said. sts – sts etc etc) time (how long you think each stage might take) tutor comments Intro Topic Show a picture of my parents. Ask concept checking questions. As students finish the activity. Play the CD and have them listen to the recording once. (2 more sentences using past continuous + simple past) Write 2 of the sentences on the board.
according to the information they have. I was. When they have found their pair. to your tutor before you start teaching .when the lights went out? The other has statements. preferably stapled together.B. I was.’ Instruct the ones with questions to go around the class. exercise 3. Ask instruction checking questions. N. I wasn’t. Encourage students to ask questions about details while doing the activity. please give a copy of your lesson plan and all handouts. asking the questions on their slips of paper until they find someone who answers affirmatively.’ ‘No. Speaking activity Ask them to tell each other about the first time they met someone special. such as ‘I was reading when the lights went out. ‘Yes. they will sit together to work together in the next activity. Read the instructions on page 17.’ The students with statements are instructed to answer only ‘Yes.
Board Plan 1 2 3 4 .