Lesson Plan Date: 22nd August Teachers name: John Buckley Teacher 1 2

TP

Level: Pre-Intermediate Personal Teaching Aims: To promote a positive learning environment. To improve on reducing TTT and maximising STT. To control and improve on my pacing issues and ensuring each stage lasts the appropriate time. To promote the reading skills (Reading for specific information) through a reading comprehension. To teach and practise the Past Continuous through the use of a presentation and activities.

Intended Learning Outcomes: Learners will have been encouraged to speak fluently through an interview activity and the setting the scene activity. The learners will have been encouraged to work cooperatively through pair work. The learners will have been introduced and encouraged to use the past continuous through the use of a presentation and various activities.

They will have been given the opportunity to communicate information fluently and accurately through the practice activities.

Material: Visuals Interview questionnaire Reading comprehension & True/False activity Past Continuous exercise Setting the scene activity Action mine activity (Emergency activity)

Anticipated Problems for the Learners and Suggested solutions: The learners might have difficulty understanding the activities and what to do during them I will give detailed instructions and provide an example for each activity. The learners might have difficulty understanding the reading comprehension I will monitor when they are reading and help with any difficult vocab that prevents them from completing the questions. The learners may have difficulty understanding the past continuous and when to use it properly I will show extra examples during my grammar presentation and concept check frequently.

Anticipated Classroom Management Problems and suggested solutions:

 Time 3 mins

Room too small to effectively use any visuals Utilize floor and wall space and also have tables in a U shape. Not enough students to form pairs Ask teacher 2 to play the role of a student to make up for numbers. Stage and Activity (Describe) STAGE 1 - Introduce myself to the leaners - Give learners nametags - Place visual on the whiteboard and elicit what is happening in the visual (Art). STAGE 2 - Put more visuals on the whiteboard relating to art (Paintings/Music). - Elicit from learners information on art. - Get the class talking and correcting each other as much as possible (Brainstorming). STAGE 3 - Learners work in pairs. - Show interview questionnaire and explain the instructions then hand each learner a questionnaire. - Learners interview their partners about art. - Learners take note of their partners answers on the questionnaire. - After 6 minutes learners swap partners. - With their new partners they discuss their previous partners answers. STAGE 4 - Place visuals of famous paintings/artists on the whiteboard. Purpose of Activity - To introduce myself and build rapport. - To introduce the topic of Art. Teacher - Eliciting Learners - Listening - Speaking

Materials Whiteboard Visuals (Art)

4 mins

Whiteboard Visuals (Art/Music)

- Eliciting - To promote class discussion. - To lead up to the topic of art in the reading comprehension.

- Listening - Speaking

9 mins

Interview Questionnair e

- To promote the speaking and listening skills. - To appeal to the interpersonal learner. - To promote fluency rather then accuracy. - To promote communicating information and cooperative learning.

- Gives and checks instructions - Sets up pairs - Monitoring - Listening for errors

- Pair work - Reading and answering Qs - Listening - Risk taking - Speaking

3 mins

Whiteboard Visuals (Art)

- Eliciting - Listening

Time

Materials

Stage and Activity (Describe) - Elicit information about the visuals from the learners. STAGE 5 - Learners work in pairs. - Present the reading comprehension and the true/false activity that supports it. - Instruct learners to read the comprehension and working with their partner complete the true/false activity sheet. - Do the first true/false as a example for the learners. - When finished learners will swap partners and compare answers. STAGE 6 - Write model sentence taken from the reading comprehension on the whiteboard. (She was travelling on a bus) - Demonstrate how the model sentence is formed and its use. (Past Continuous) - Elicit another example sentence from learners. - Show how these sentences are formed. - Introduce and demonstrate when to use was/were (Past continuous with pronouns). (I/He/She/It was swimming in the lake) (You/We/They were swimming in the lake) - Demonstrate past continuous in the

Purpose of Activity - To help learners predict what they might read in the reading comprehension in stage 5.

Teacher

Learners - Speaking

7 mins

Reading comprehensi on True/False activity

- To promote the reading sub-skill of identifying key information. - To encourage cooperative learning through pair work. - To promote peer correction

- Giving instructions - Monitoring - Listening for errors

- Listening - Reading - Speaking - Pair work - Peer correction

22 mins Whiteboard - Eliciting - Writing - Concept checking - Drilling - Monitoring - Correcting mistakes - Listening - Risk taking - Speaking - Drilling - Writing

- To introduce and teach the past continuous (Positive, Negative and Question forms). - To practise forming sentences in the past continuous through examples. - To appeal to the logical and linguistic learners. - To promote accuracy. - To promote speaking and listening skills through drilling. - To help learners notice spelling, especially with wasnt and werent. - To promote the learner independence strategy of note taking.

Time 5 mins

Materials

Past Continuous exercise

6 mins Setting the scene activity

Stage and Activity (Describe) negative form. (She was not singing her own songs) (She wasnt singing her owns songs) (They werent singing their own songs) - Demonstrate the past continuous in the question form. - Learners write down all the information. STAGE 7 - Learners work in pairs. - Introduce the past continuous exercise and do the first as an example. - With their partners learners fill in the sentences using the correct form of the verb in the past continuous. - Learners then swap partners and correct each others work. STAGE 8 - Leaners work in current pairs. - Introduce the Setting the scene activity and give an example to the learners. - With their partners learners take turns reading out the provided sentence then continuing the story in the past continuous. - Learners are encouraged to correct each others grammar.

Purpose of Activity

Teacher

Learners

- To practise the past continuous in its various forms. - To promote cooperative learning through pair work. - To appeal to the interpersonal and logical learners. - To promote accuracy. - To promote and encourage peer correction. - To practise the past continuous. - To promote fluency. - To promote cooperative learning through pair work. - To appeal to the interpersonal and linguistic learner. - To promote and encourage peer correction.

- Giving and checking instructions - Monitoring - Listening for errors

- Pair work - Listening - Speaking - Peer correction

1 min

- Giving instructions - Monitoring - Encouraging peer correction - Listening for errors

- Pair work - Listening - Speaking - Peer correction

- Listening

Emerge ncy Activity (510mins)

Action mime activity

STAGE 9 - Get feedback. - Correct any major errors from the previous stages. - Final quick concept checking if time

- To clarify any confusion students may have had.

- Facilitating - Correcting

- Listening - Risk taking - Speaking

Time

Materials

Stage and Activity (Describe) allows. STAGE 10 (Emergency Activity) - Learners work in pairs. - Learners are given a card with an action on it. - The first learner will act on/mime the action that is written on the card. - The second learner will then say what the first learner was doing using the past continuous

Purpose of Activity - To encourage cooperative learning. - To practise the past continuous. - To promote accuracy.

Teacher - Giving instructions - Monitoring

Learners - Pair work