Lesson 2: Learning Styles - Vocabulary and Past Simple vs.

Past
Continuous
Overall Goal: Introduce and practice vocabulary related to learning styles
and solidify the understanding and application of Past Simple and Past
Continuous tenses to describe past learning experiences.
Materials:

 Whiteboard or online whiteboard tool

 Printed copies of the Vocabulary Table (created below) for each student
 Worksheet with Past Simple/Continuous exercises (see sample below)
 Online learning styles quiz (optional, link provided)
 Markers or pens

Lesson Structure (90 minutes):

(I) Warm-up (10 minutes):

 Review of Lesson 1: Briefly recap the vocabulary from the previous lesson
(education system). Ask a few quick questions to check retention (e.g., “What
is tuition?”, “What is the difference between an undergraduate and
a postgraduate student?”).
 Introduce Topic: Introduce the concept of learning styles. Ask students: “Do
you think everyone learns in the same way? What do you think are some
different ways people learn?”

(II) Vocabulary Introduction (20 minutes):

 Presentation: Introduce each vocabulary word one at a time, using the

Vocabulary Table (provided below).
o Pronunciation: Say the word clearly, and have students repeat it.
o Definition: Explain the definition in simple terms. Provide relatable
examples.
o Example Sentence: Read the example sentence and discuss the
context.
o Synonyms/Related Terms: Discuss any synonyms or related terms
that help clarify the meaning.
 Interactive Discussion: After introducing each word, ask students if they
can relate to it in their own learning experiences. For example, after
explaining “auditory,” ask: “Do you prefer listening to lectures or reading
textbooks?”
 Note: Hand out the printed copies of the Vocabulary Table for reference.

Vocabulary Table:
Vocabular Synonyms/Related
Definition Example Sentence
y Word Terms

Auditory learners often benefit

Relating to the Audio, Aural, Hearing-
Auditory from listening to recordings of
sense of hearing. related
lectures.

Visual Relating to the Visual learners often prefer Optical, Seeing-related

sense of sight. diagrams and charts to long
Vocabular Synonyms/Related
Definition Example Sentence
y Word Terms

passages of text.

Learning through
Kinesthetic learners often excel
Kinesthet physical activity Tactile, Hands-on,
in subjects that involve
ic and hands-on Experiential
practical application.
experience.

Relating to the Cognitive development is

process of thinking, essential for success in
Cognitive Mental, Intellectual
understanding, and academic and professional
remembering. settings.

Memorizing
Rote learning can be helpful for
Rote information by Memorization,
memorizing facts, but it doesn’t
Learning repetition without Recitation
promote critical thinking.
understanding.

Analyzing and
evaluating Critical thinking skills are
Critical Analytical thinking,
information to form essential for solving complex
Thinking Reasoning
a reasoned problems.
judgment.

The process of Assessment methods can

Assessme Evaluation, Testing,
evaluating a include tests, essays, and
nt Grading
student’s learning. presentations.

The method and

practice of
The
teaching, especially Teaching method,
Pedagogy university’s pedagogy emphasiz
as an academic Instruction
es student-centered learning.
subject or
theoretical concept.

An outline of the
The syllabus provides a detailed
subjects in a course Course outline,
Syllabus overview of the course
of study or Curriculum
requirements.
teaching.

A person who is Active learners take

Student, Pupil,
Learner learning a subject responsibility for their own
Apprentice
or skill. learning process.

(III) Vocabulary Practice (20 minutes):

  Match the Learning Style: Present scenarios and ask students to match
them to a specific learning style. For example:
o “A student who rewrites their notes and highlights key points is likely a
______ learner.” (Visual)
o “A student who prefers to participate in group discussions is likely a
______ learner.” (Auditory)
o “A student who learns best by building models or doing experiments is
likely a ______ learner.” (Kinesthetic)
 Sentence Completion: Provide sentences with missing vocabulary words
and have the students complete them using the words from the table.
 Personal Connection: Have students share their experiences related to
each vocabulary word. For example: “Can you give an example of a time
when you used rote learning?” “How do you typically approach
an assessment?”

(IV) Grammar Focus: Past Simple vs. Past Continuous (20 minutes):

 Review: Review the uses of Past Simple and Past Continuous:

o Past Simple: Completed actions in the past. “I studied English last
year.”
o Past Continuous: Actions that were in progress at a specific time in
the past, or interrupted actions. “I was studying when the phone rang.”
“I was taking a test when the fire alarm went off.”
o Typical signal words: When, While, As
 Explanation with Examples: Write example sentences on the board,
highlighting the differences between the tenses and showing how they can
be used to describe past learning experiences. For example:
o “I finished my assignment, but I was still thinking about the topic.”
o “While I was listening to the lecture, I took notes.”
 Exception examples: What is a State Verb and action verb? State verb vs
action - I thought the test was easy. (State - past simple). I was thinking
about the test. (Actions-past continuous).
 Online Quiz (Optional): If time allows, use a short online learning styles
quiz. Have students take the quiz and then discuss their results.
o (Example: https://www.educationplanner.org/students/self-
assessments/learning-styles-quiz.shtml)

(V) Grammar Practice (10 minutes):

 Worksheet: Distribute a worksheet with exercises that require students to

choose between the Past Simple and Past Continuous tenses.

Sample Worksheet Exercises:

 Choose the correct tense:

i. I (studied / was studying) at the library when I (met / was meeting) my
friend.
ii. While she (listened / was listening) to the lecture, she (took / was
taking) detailed notes.
iii. He (finished / was finishing) the assignment and (submitted / was
submitting) it online.
iv. They (learned / were learning) about different cultures in class.
 v. I (failed / was failing) a test because I (didn’t study / wasn’t studying)
enough.
 Complete the sentences using the correct tense of the verb in parentheses:
i. I (read) _______ the textbook while I (travel) _______ on the train.
ii. When the teacher (ask) _______ a question, I (not know) _______ the
answer.
iii. She (listen) _______ to music while she (write) _______ her essay.
iv. As I (walk) _______ into the classroom, everyone (look) _______ at me.
v. While they (work) _______ on the project, they (discover) _______ a new
approach.

(VI) Integrated Skills Activity (25 minutes):

 Personal Reflection Paragraphs: Ask each student to write two short

paragraphs (5-7 sentences each) about their past learning experiences,
focusing on the following:
o Paragraph 1: Positive Experience: Describe a time when you were
successful in learning something. What were you doing? What learning
styles did you use?
o Paragraph 2: Negative Experience: Describe a time when you
struggled to learn something. What were you doing? What could you
have done differently?
 Share and Discuss: Have a few students share their paragraphs with the
class. Encourage other students to ask questions and offer suggestions. Help
them to use this language more (prompt them by asking “What do you mean
by X” etc. and use prompts to help them rephrase.)
 For example, Tell me more about that. So what you are saying is…? Can you
elaborate more? Can you be more specific?

(VII) Wrap-up and Homework (5 minutes):

 Review Key Concepts: Briefly review the vocabulary words and the uses of
Past Simple and Past Continuous.
 Homework:
o Complete any unfinished worksheet exercises.
o Write a journal entry reflecting on your learning styles and how you
can use them to improve your studies.
o Find a short article or video about learning styles and summarize it.

Adaptations and Considerations:

 Student’s Level: Adjust the complexity of the exercises and explanations

based on the student’s proficiency level.
 Personalization: Encourage students to connect the vocabulary and
grammar to their own personal experiences.
 PTE Focus: Emphasize the importance of using accurate grammar and
varied vocabulary in the PTE Speaking and Writing sections. Encourage
students to use the new vocabulary when discussing education-related
topics.

By following this lesson plan, you can effectively teach the vocabulary and grammar
concepts and provide opportunities for meaningful practice and application. The
personal reflection activity will help students connect the lesson to their own lives,
making the learning more engaging and memorable.