New lesson plan: Teaching Plan: 8B

Himan Khoshabru

Teaching Plan: 8B - Elementary: A1 level

Teaching Plan: 8B
Elementary: A1 level

Description

In this lesson the differences between simple present and present progressive is going to be clarified for The students through guide discovery. The students also have a chance to have speaking practice as subsidiary aim.

Materials

handouts, pictures, projector,

handouts, pictures, projector,

Main Aims

To provide the students with an opportunity to clarify the differences between simple present and present progressive.

Subsidiary Aims

To help the students to have fluency speaking practice within the context of the simple present and present progressive.

Procedure (45 minutes)

Warmer/Lead-in (4 minutes) • To prepare the students for the lesson and engage them.

In this stage of the lesson as a warmer the teacher shows the students some photos of himself and asks them according to the photos 'what do I usually wear?'. Then he waits to get answer from the students. Then the teacher asks the student 'what am I wearing now?'

guided discovery# Stage 1 (Identify) (4 minutes) • The aim of this stage is to give the students a chance to see if they can identify simple present and present progressive.

The teacher put the students in pairs and gives the students two sentences from the listening part and asks them to underline the tenses in the sentences and write which tenses are they. While the students are on task monitor them and make sure they are all involved. At the end give them a quick feedback.

guided discovery# Stage 2 (meaning) (4 minutes) • The aim of this stage is to provide the students with the meaning of the tenses.

The Teacher put the students in pairs and give them clear instructions about the stage. Then the teacher gives the students handout to underline the correct alternatives. The students start to work in pairs, while they are on task monitor them and give them clues if needed. When they finish put them in groups to check their answer again. At the end give them a quick feedback if needed.

Guided Discovery# stage 3 (form) (5 minutes) • The aim of this stage is to give the students a chance to check the form of 'simple present' and 'present continuous'.

The teacher puts the students in pairs and asks them to complete the table with 'wear'. While they are on task the teacher monitors them and correct some mistakes on the spot. When they finish he puts them in groups to check their answer again. At the end the teacher gives them a quick feed back and does chain back drilling with two sentences from the table.

Controlled practice#1 (8 minutes) • The aim of this stage is to provide the students with an opportunity to practice their understanding of the tenses.

The teacher puts the students in pairs and gives them clear instructions about the task. The students read the text and they try to choose the correct alternative to complete the sentences. While they are on task monitor them and help them if needed. When they finish put them in group to check their answers for more self correction. At the end the teacher give them a quick feed back on the board.

Controlled Practice#2 (10 minutes) • The aim of this stage is to help students with a less challenging controlled practice.

The teacher puts the students in pairs/groups and gives them clear instructions. Students are going to complete the sentences either with simple present or present progressive using the words in brackets. While they are on task monitor the students and do some corrections on spot, help them to come up with ideas to finish the task. When they finish the task change the pairs or grouping to check their answers with other pairs. At the end give them a quick feedback.

Freer Activity (10 minutes) • The aim of this stage is to give them a chance to have speaking practice and to see to what extend they respond to the lesson they have learned.

The teacher puts the students in pairs and asks them to discuss 'what do you usually do during summer holiday' and 'what are you doing this summer holiday'?. Students discuss their ideas in pairs while on task monitor them and note down some mistakes for delayed feedback. When they finish ask them to share their ideas about the question with the whole class. At the end give them feedback and error correction on the board.