A STRAIGHT-ARROW LESSON PLAN (By Aleksei Dmitriev)


547560518561050021983701857375004071620190944500371475183769000centertopTEACHING ENGLISH AS A FOREIGN LANGUAGE
AN ESA STRAIGH-ARROW LESSON PLAN (BY ALEKSEI DMITRIEV)
00TEACHING ENGLISH AS A FOREIGN LANGUAGE
AN ESA STRAIGH-ARROW LESSON PLAN (BY ALEKSEI DMITRIEV)
DESCRIPTIONTHIS DOCUMENT REPRESENTS STRAIGHT-ARROW ESA LESSON PLAN DESIGNED FOR PRE-INTERMIDIATE ENGLISH LEARNERS. THE MAIN EMPHASIS IS LAID UPON THE MEANING AND THE PRACTICAL APPLICATION OF SUCH GRAMMATICAL NOTION AS THE PRESENT CONTINUOUS TENSE.
WHEN DESIGNING THIS PLAN, I KEPT IN MIND THE NECCESSITY TO DESCIBE WHAT THE PRESENT CONTINOUS IS AND TO LET STUDENTS COMPLETE PRACTICAL EXERCISES AIMED AT THE EFFECTIVE APPLICATION OF THE LATTER IN THEIR SPEECH.
BESIDES, I HAVE PREPARED A POWERPOINT PRESENTATION, WHICH IS AVAILABLE IN THE ATTACHMENT.

TEACHER: ALEKSEI DMITRIEV
OBSERVER: N/A
ROOM: 206
EXPECTED NUMBER OF STUDENTS: 15
TEACHING AIDS:
BOARD, MARKERS, PENS, PENCILS, WORKSHEETS, CD-PLAYER, FLASHCARDS.

DATE: 24.01.2017
TIME: 11:00 – 12:00 (1 HOUR)
CONTEXT: THE APPLICATION OF THE PRESENT CONTINUOUS TENSE
LEARNER OBJECTIVES: BY THE END OF THE LESSON, STUDENTS SHOULD LEARN TO RECOGNIZE AND CORRECTLY USE THE PRESENT CONTINUOUS TENSE.
PERSONAL GOALS: TO IMPROVE MY TEACHING SKILLS; TO LET STUDETS WORK AS INDEPENDENTLY AS POSSIBLE (DIRECT THEM BY GIVING HINTS BUT NOT INTERFERE WITH WHAT THEY DO); TO ENCOURAGE THE WHOLE CLASS TO TAKE AN ACTIVE PART IN THE LESSON.
ANTICIPATED PROBLEMS: DUE TO THE FACT THAT STUDENTS DO NOT HAVE SUCH NOTION AS PRESENT CONTINOUS IN THEIR MOTHER TONGUE, THEY MAY FIND IT DIFFICULT TO DIFFERENTIATE BETWEEN THE PRESENT CONTINUOUS TENSE AND THE PRESENT SIMPLE TENSE (WHICH WAS STUDIED DURING THE PREVIOUS LESSONS).
POSSIBLE SOLUTIONS:
HIGHLIGHT THE FACT THAT THE PRESENT CONTINOUS TENSE IS USED TO TALK ABOUT EVENTS HAPPENING NOW (AT THE MOMENT OF SPEAKING);
PROVIDE AS MANY EXAMPLES OF ITS USAGE AS POSSIBLE;
PINPOINT THE STRUCTURE IN THE AFFIRMATIVE (E.G. I AM DOING MY HOMEWORK NOW), NEGATIVE (HE IS NOT DOING HIS HOMEWORK NOW), AS WELL AS INTERROGATIVE SENTENCES (ARE WE DOING OUR HOMEWORK NOW?) SENTENCES.
ANTICIPATED PROBLEMS: DISCUSSING GRAMMAR IS OFTEN REGARDED BORING; THEREFORE, A TEACHER HAS TO IMPLY VARIOUS FUN ACTIVITIES/GAMES TO BRIGHTEN THE LESSON UP.

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LESSON PLAN PER SE:
IN THIS PART, I AM GOING TO DESCTIBE ALL THE STAGES OF THE LESSON, PROVIDE TIMINGS, AS WELL AS MENTION ALL THE ACTIONS TO BE CARRIED OUT DURING EACH SEPARATE STAGE.
PHASE: ENGAGE 1. 5 MINUTES. INTERACTION FORMAT: TEACHER – STUDENTS.
The conversation begins by asking students about what they usually do in their daily life (attending school, playing computer games, walking with their pets, having fun with their friends, etc.). A teacher needs to highlight the word USUALLY and remind that it refers to actions that happen regularly (every day), thus revising the previously studied Present Simple tense. Besides, a teacher may ask such questions as `What do you usually eat for breakfast?, `What do you like to do on Sunday?`, etc. to help students refresh the previously learnt material.
PHASE: ENGAGE 2. 10 MINUTES. FLASHCARDS. INTERACTION FORMAT: TEACHER – STUDENTS.
At this stage, a teacher uses the previously prepared flashcards (mentioning different verbs, e.g. to read, to write, to listen to music, etc.) and explains the task of the exercise to the students (What are you doing? I am reading now. Etc.). While working in pairs, students have to guess what their partner is showing. The vocabulary includes the previously studied verbs.

Anticipated problems: Certain students may feel shy and, thus, reluctant to participate.
Possible solutions: A teacher may calm students down by using various face expressions (mime) when demonstrating how to perform the exercise.
PHASE: STUDY 1. 3 MINUTES. BRAINSTORM. INTERACTION FORMAT: TEACHER – STUDENTS.
At this stage, a teacher encourages students to think of the verbs denoting certain actions, e.g. to watch, to walk, to teach, etc., and to write them down on the whiteboard.
PHASE: STUDY 2. 4 MINUTES. INTERACTION FORMAT: TEACHER – STUDENTS.
Encourage students to answer what they are doing now, e.g. I am sitting now. I am listening to my teacher now. I am writing now. etc. The given answers are written on the board. Should their be any mistakes, a teacher needs to make the corresponding corrections. After this exercise is over, a teacher underlines the subject and the predicate in all the sentences and writes the formula according to which the Present Continuous tense is formed:
AN AUXILIARY VERB `TO BE` + Present participle (the –ing form of the verb).
Have students answer the following question: `Which tense describes the action that is happening at the moment?` (Present Continuous).
PHASE: STUDY 3. 5 MINUTES. CONJUGATION OF THE VERB `TO BE`.
Tell students how the verb `to be` changes according to the grammatical person, i.e.:
I am We are
You are You are
He/She/It/Name is They are
Encourage students to answer such questions as `What is he/she/it/Alex doing at the moment? The possible answers may be `He is watching TV at the moment`, `She is reading now`, etc.
PHASE: STUDY 4. 13 MINUTES. INTERACTION FORMAT: STUDENTS – STUDENTS (PAIRWORK).
Students work in pairs and complete the fill in the gaps exercises prepared by a teacher. The possible samples of the exercises may be found below.
Part A. Fill in the blank in Part A (in pairs).
1. When you……………… (fly) from Egypt to Turkey, the Mediterranean sea is below you.2. Jean……………… (sleep) in the bed at the moment.3. Don’t turn off the television yet, I………………. (watch) it.4. Look at Zoe! She…………………. (drive) her new car.5. The weather is nice at the moment. It ………………….. (not snow).
Part B. Make sentences using the Present Continuous tense (in pairs).
1. am / football / play / I / now.2. I / English / learn / now. 3. The / rain / fall.4. dark / get / It’s. 5. watch/TV/I/at/the moment
PHASE: STUDY 5. 4 MINUTES. INTERACTION FORMAT: TEACHER – STUDENTS (FEEDBACK).
Let each pair introduce 2 sentences (1 per person). Let other students correct mistakes (if they occur). Use more examples to make sure that students understand the meaning and the formation of the Present Continuous tense.
PHASE: ACTIVATE 1. 2 MINUTES. INTERACTION FORMAT: TEACHER – STUDENTS (ACTING). EXAMPLE SETTING.
Select 2 students who will perform the roles of journalists interviewing 10 celebrities about their current projects.
A teacher needs to explain the task and encourage both `the interviewers` and `the movie stars` to take an active part in the discussion. A teacher has to remind students to use the Present Continuous tense when stating and answering questions.
PHASE: ACTIVATE 2. 10 MINUTES. INTERVIEW ROLE-PLAY.
Students, given particular roles by the teacher, work independently and ask each other questions, pretending to be journalists and movie stars.
E.g.
Interviewer: `Dear Ladies and Gentlemen! Please put your hands together to welcome our guests Bred Pitt, Angelina Jolie, and Steven Seagal. Dear guests, what projects are you currently working on?
Movie stars: Thank you for inviting us. At the moment, we are shooting the second part of `Mr. and Mrs. Smith`!
PHASE: ACTIVATE 3. 4 MINUTES. FEEDBACK.
`Journalists` share the information about the new movie with the rest of the class. A teacher encourages the whole class to participate in the discussion and to ask questions (using the Present Continuous tense) about the movie, e.g. Mrs. Jolie, What are you planning to do after this movie?



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