LESSON PLAN

Name: Dahlia Garcia Date: 12/3/23 Week: 3 TP number:

Lesson type: Grammar and Writing Level: Length of lesson: 45 min Number of students:
pre-intermediate
Lesson Aim(s): Tutor:
Appropriate lesson aims?
Students will be able to differentiate between the past continuous and past simple forms of verbs. Students will (please circle)
improve their ability to talk and write about past events.
YES NO
Context: Students will have practiced the tenses in the context of telling the story of how a couple met. N/A
Materials:New Inside Out Pre-Intermediate, Kay&Jones, 2008, Macmillan p23 Reading ex.1&2, own materials for free practice Tutor:
Sources acknowledged?
"Past Continuous Or Past Simple?". Dictionary.Cambridge.Org, 2023, https://dictionary.cambridge.org/grammar/british- (please circle)
grammar/past-continuous-or-past-simple. Accessed 10 Apr 2023.
YES NO
N/A
Language Analysis: Tutor:
Sufficient language
I have completed a) a language analysis sheet (grammar) analysis?

(please check b) a language analysis sheet (vocabulary) (please circle)

all that apply) c) a language analysis sheet (functions)

YES NO
N/A
Trainer’s comments:
(2g) Practice of Language & Personalisation Improvement on Aps (if applicable)
(3b) Providing well staged writing practice of the target language.
(5j) Time management.

Points to work on (action points):

1. (5h) Prompt more self-correction

If applicable, the following elements of your lesson were excellent for this stage of the course:
(3b) Providing well staged writing practice of the target language.

Comment on lesson plan and language analysis:

Strengths
(4i) Analysis of target language
(4j) Anticipated problems
(4k) Suggested solutions
Actions points
(4e) Description of procedures in more detail

Overall lesson comment:

You provided logical and challenging controlled and freer written practice of the target language. You modelled your tasks well and you
facilitated peer checking of both activities. You had time enough to provide feedback on the freer writing activity and the students
provided interesting texts which included examples of the target language.

Overall grade for this lesson: BELOW AT standard for this stage of the course

Tutor Bjarne Vonsild Signature ________________________

Assumptions What do you expect the students will already know about the language/content of your lesson?

I think students will be familiar with talking about couples and how they have met. Students also should be able to identify past simple
and past continuous forms.
Anticipated problems (skills and classroom management – NOT Solutions to these problems:
language. E.g. problems with timing, grouping, instructions,
topics, logistics, etc.)

1. I anticipate not knowing exactly how to correct 1. I have written out CCQ’s on the LAS and in my procedure
students on their grammatical mistakes ✓
2. I anticipate not having or using the time to give
2. i have allotted time for feedback at the end of the
feedback on language
lesson✓
Personal Aims - What action points from your previous lesson(s) Where are these on your lesson plan? What is your strategy to
are you working on? improve in these areas?
I want to work on eliciting answers to check instructions I have written some examples in my procedure and on my board
plan that are also in the speaker notes on the slides so that I can
see them while teaching. ✓

Board Plan: At each stage of the lesson the board will look like this:
Pictures from pg 23
- ask students for ideas about what they think is happening in the pictures
Reading gap fill story from pg 23 on the slide
- ask s to complete the funny story with past continuous or past simple verb forms.
- after t reads and completes the first example that is given, ask s if it is in the past continuous or past simple form. elicit the
next answer from s
- check answers as a class. If they get it wrong, ask something like: is the event ongoing or has it finished?
- s predict the ending of the story in pairs. t gives example of a prediction, making sure s know that they do not need to finish
telling the story, only trying to guess what will happen. write down the predictions.
- t plays the audio. s listen to the audio and check their answers. Did anyone predict the end of the story?
Storytelling
- t tells s they are going to write their own story about how a couple met
- t gives example story
- t goes over language use of tenses, examples in grammar sheet
- t provides structure for s to write their own story. all on the same Google doc
- s read each other's stories and vote for the best
language feedback
- have highlighted errors in blue on the doc, good use of tenses in green

Example story:

My roommate, Danielle, met her girlfriend, Stefania, at a bar. Stefania was celebrating with friends when Danielle came into the bar. As
Danielle was ordering a drink, Stefania went up to the bar to talk to her. After Stefania bought Danielle her drink, they talked the rest of
the night. They shared stories about themselves and discovered that they had a lot in common. They had instant chemistry. When
Danielle talks about how they met, she remembers that Stefania was making her laugh all night.
TIM INTERACTIO STAGE & AIM PROCEDURE TRAINER’S COMMENTS
E N

2 t-s lead in s look at pictures and predict 19:49 Good to use visuals for this.
min what they are about

6 s-t Controlled 19:51 Good to elicit models for doing

min Practice Do the reading gap fill task. this, and to have stds compare answers.
check answers as a class Good to make the answer visible in class
feedback.
5 s-s controlled
min practice in pairs s predict story ending.
share with class

2 s-s Listening/ Good

min checking s listen to the story and see if
answers their predictions were correct

4 t-s examples/ 20:09 Good to facilitate students use the

min instruction t shares example of story, elicits target language in a freer writing activity,
answers for grammatical while sticking to the topic of the class.
examples, gives an outline to Good to set a time limit for this.
students

8 s freer practice
min Ss write a short story about
how a couple met.

s-s feedback Good to have students read each other´s

students read each other’s texts.
6 stories and vote on a winner
min

t-s feedback Good to provide feedback on language.

do some feedback on language
5 use (errors and good language).
min
 Language Analysis – Grammar
Dahlia Garcia 12/3/23 TP LP 3

Language area and use: What is the grammatical structure you intend to teach and
how is it/are they used? For example; modals of deduction, present continuous for
future use

past continuous and past simple verb forms

Target language: provide example sentences to illustrate each structure (from the
material you will use in the class)

Past continuous: (past tense) + main verb + present participle (-ing)

They were eating at the restaurant. It was raining yesterday.
past simple:
They ate at the restaurant. It rained yesterday.
elicit from students: the italicized words in each second sentence, which sentences they
think are past simple and which are past continuous.

What happens when a sentence uses both?

I was listening to the radio when Helen called me.
I was sitting in the park and suddenly I saw an old school friend I hadn’t seen for 30 years

Focus on meaning: What does the target language mean? What is it used for (e.g. to
describe a past habit)? How will you CONVEY AND CHECK the meaning of the
target language and its uses? (Please include all concept questions and draw any
timelines etc. that you intend to use). Make sure your target language is conveyed
through a specific context.

The past simple is used to describe an action that happened before the present moment but is
no longer happening. Using this form means that we want to talk about events, states, or
habits that happened at definite times in the past. Usually made by adding an -ed.

The past continuous is used to show that an event was ongoing at that time in the past.
Using this form means that we want to talk about temporary states or events that were in
progress around a certain time in the past

CCQ: If I was telling a story about a walk I took in the park, and I said it was raining, was it
raining while I was walking? If I was telling you about my friends, and I said they ate at the
restaurant and then they went to the park, are the events separate or did they happen at the
same time?

A timeline will be used to differentiate the two.

CCQ: If I told you I was listening to the radio when Helen called me, which event
interrupted something that was already happening? Which event was happening in the
background/ was not as important?
 I was listening to the radio

Helen called me

Potential problems and solutions: Meaning

P: Students may not know which event is the main event
S:use the timeline to show which was more important. Remind students that main event
interrupted the action in progress in the past moment in time and would be in the simple past
not pst continuous.
P: Students might think past continuous is used for a sequence of events, a before and after
S: Show the use in context rather than as a formula

3.10 Self-Reflection Sheets

Name: Dahlia Garcia TP number:

This document is part of the assessment criteria of the course.

Aims: What were the lesson aims? To what extent were the lesson aims
achieved? How was this demonstrated?
For students to be able to differentiate
between the past simple and past continuous I think the aims of my lesson were achieved
forms of verbs, identifying when and how to very well. Students were able to write a story
use them in writing. Students practiced the using these verb forms. They seemed more
tenses in the context of telling a story about comfortable with using the past simple in their
how a couple met each other. Correct. own writing but were able to differentiate the
past continuous and use it correctly when
determining the form of the verb in the first
task. I agree

Personal Aims: What were your main What progress did you make with your action
personal aims for this lesson? points from your previous lesson(s)?

I wanted to work on eliciting answers to I believe I was able to make steps toward my
check instructions as well as getting more aim although it was not perfect. I elicited
comfortable giving language feedback. answers from the students to give an example
instead of giving one myself in most of the
tasks, though I could have done it as well in
the last task and had them correct each
other's writing instead of me correcting it. I
agree.
Planning: How did your plan (cover page, What would you change if you planned the
procedure page and language analysis) help lesson again?
you with your lesson today?
I would have had students do peer correction
My plan greatly helped me with my lesson, at the end I had enough time I just was unsure
the language analysis sheet in particular. if they would be able to do it. However, if I
Though I did not review the grammar on its elicited answers I think it could have worked. I
own, it helped me be able to explain to think I could have included a chart about the
students why it was one tense over another irregular verbs that we encountered in the fill-
and when to use it. My planning of how to in-the-story task, it might have helped with
check answers was one of the reasons I was understanding and differentiating between
able to work on my personal aim. My plan past continuous and past simple. Good points
went into the speaker notes of the
PowerPoint so I had a reference for timing,
the questions I wanted to ask, and the
explanation for the grammar rules.

Strengths: What were the main strengths of your lesson?

I think I did well interacting with students, encouraging their language use while still being
able to correct it. I also was able to elicit answers and examples instead of giving them myself.
It’s really hard for me to know what I did well, it all seems like it went alright but nothing in
particular that I did stood out to me.

Action points: What were the main weaknesses of your lesson?

I think the main weakness of my lesson was not addressing the irregular verb forms as that
seemed to partistudent-to-studenttudents up. I also could have had more student to student
interaction in the correcting of language. I agree.

Future progress: What are you going to do to avoid these weaker areas in the future?

I am going to plan better from a student's point of view and have more things prepared to
add to the lesson in terms of language help if needed. Good idea

Trainer’s feedback

A perceptive self-evaluation.

Trainer’s Signature: Bjarne Vonsild

Reflections continued (optional):

Questions for your tutor (optional):