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Lesson Plan Grammar And Speaking Teaching Plan

GRAMMAR AND SPEAKING TEACHING PLAN


(The Past Continuous Tense)
MATERIALS: American English File - 2B TEACHING AIDS: Textbooks, pictures, chalks, boards, TIME: 45 minutes CLASS DESCRIPTION Level: Low intermediate There are 56 students in the class, including 30 females and 26 males, most of them are workers or engineers. Their age ranges are flexible, from 19 to 35 years old. They are enthusiastic and active, however, limited in time. TEACHING PROGRAM In this lesson, we are going to analyze, to practice a new grammatical item in English, concentrate on The Past Continuous Tense (35 minutes for learning grammar and 10 minutes for speaking. I. 1. 2. 3. 4. AIMS Analyze some examples printed in the book, and describe how they are formed. Get rules, structures and show what the structures mean. Complete some exercises given in the textbook. Let students talk about three famous photos on page 113 after that they work in pairs to give some questions to his/ her partner. OBJECTIVES At the end of this lesson, the students should be able to 1. English grammar skills a. Have a good understanding of English grammar. b. Use the past continuous form correctly and fluently. c. Do the practice correctly without thinking about the meaning. d. Be collaborative with other learners for mistake self-correction and correction. e. Learn to learn. 2. Speaking skills a. Be confident to support talk, not worry too much about accuracy. b. Orientate towards the topic, recall relevant vocabulary they already know. c. Prepare and present short speeches or monologues. d. Best develop in pair or group contexts. e. Present the topics, projects to lead to greater awareness of audience, of purpose. Student: Trn Quang Nhu-Class: T07IIA2-Course 28 Page 1

II.

Lesson Plan Grammar And Speaking Teaching Plan

III. 1. 2. 3. 4.

ANTICIPATED PROBLEMS Having not enough time to take part in all activities designed. Most grammatical rules have exceptions, the time is so limited for the teacher illustrating anything, so it is difficult for students to remember all things. Learners will often call out suggestions and ideas in the mother tongue and may speak incorrectly. Being difficult to move learners on from dialogues to real conversation because of through constant drill practice of common social exchanges in simulated situations, many learners adopt an inflexible rote approach to such basic interactions. This sounds very unnatural, so we need to help learners to develop natural styles.

IV.

TEACHING STAGES A. GRAMMAR (35 minutes) 1. PRESENTING STRUCTURES (10 minutes) i. Basic procedures for presenting a structure 1. Give some specific examples to show what the structure means, and ask a few learners to get these sentences rules. Examples AFFIRMATIVE AND NEGATIVE I was You were We not working. They He was She It INTERROGATIVE Was I you Were we working? they he Was she it

2. Say the structure of the past continuous tense and ask students to repeat it. Examples Subject + was/ were + V-ing 3. Write other examples on the board and let the students repeat. Examples a. He was eating dinner at 7 PM last night. b. The staves were not doing the task while their supervisor was going out. c. Were the staves working? No, they werent.

Student: Trn Quang Nhu-Class: T07IIA2-Course 28

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Lesson Plan Grammar And Speaking Teaching Plan

2. USES (5 minutes) Explain for students when we use the past continuous tense: i. To talk about what was already happening at a particular past moment. Examples: + When I got up this morning the sun was shining, the birds were singing. ii. In a sentence together with past simple tenses, when this happens, the past continuous usually refers to a longer action or situation; the past simple refers to a shorter action or event that happened in the middle of the longer one, or interrupted it. Examples: + Ngc Anh was dancing, but when she saw me, she stopped. + The phone rang while I was having my bath, as usual. iii. In the expressions I was wondering, I was hoping, and I was thinking to make a request or suggestion sound more polite, less define. Examples: + I was wondering if youd like to come out with me one evening. 3. PRACTICING STRUCTURES (5 minutes) i. TYPES OF DRILLS 1. Repetition: The teacher gives examples of a structure; students repeat them. Examples TEACHER We saw my close friend when she was passing down the street two days ago. My son was not taking exercises at 9 PM yesterday. Was it raining? Nam said. No, it wasnt. Minh replied. STUDENTS We saw my close friend when she was passing down the street two days ago. My son was not taking exercises at 9 PM yesterday. Was it raining? Nam said. No, it wasnt. Minh replied.

2. Substitution: The teacher gives prompts. Students give examples of the structure using the prompts. Examples TEACHER I/ sleep/ while/ it/ rain They/ sing/ at/ 8AM/ this morning. What/ she/ do/ when/ the phone/ ring? STUDENTS I was sleeping while it was raining. They were singing at 8AM this morning. What was she doing when the phone rang?

Student: Trn Quang Nhu-Class: T07IIA2-Course 28

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Lesson Plan Grammar And Speaking Teaching Plan

ii. MECHANICAL AND MEANING PRACTICE (5 minutes) + Mechanical practice: The focus is entirely on the form of the structure. + Meaningful practice: Students must think and understand what they are saying in order to do the practice. MECHANICAL PRACTICE She was studying while he was playing card. - sleeping/ listening to music - dancing with friends/ drinking MEANINGFUL PRACTICE Students say true sentences about her/ himself; The teacher asks some questions and the learners answer. - What were you doing at the same time yesterday? Can you list some activities which your relatives were doing at that time.

iii. CONTROLLED PRACTICE (5 minutes) Ask the students to do the following exercises individually, and read aloud their answers in the class, after that the teacher correct students errors if necessary by eliciting the correct answer from the other students. Practice 1: Complete the sentences. Use the past continuous form 1. I was sleeping (sleep) on my friends sofa when his mother came home. 2. What (you/talk) about when I came in? 3. He didnt call you because his cell phone (not/ work). 4. They (live) in Sydney when their first child was born. 5. Im sorry, (you/ watch) that program? (walk) along the beach when we saw a snack. 6. We 7. She ( not/ drive) when the car hit the tree. 8. It ( snow) when they arrived in Beijing. Give feedback 1. was sleeping 2. were you talking 5. were you watching 6. were walking 3. was not working 7. was not driving 4. were living 8. was snowing

Practice 2: Write sentences with when. Use the simple past and past continuous. 1. They/ play tennis/ start/ rain. They were playing tennis when it started to rain 2. He/ break/ his leg/ ski. . . 3. The boys/ fight/ their father/ come home. . 4. A dog/ eat/ my sandwich/ I/ sleep/ in the park. . 5. We/ study/ in the library/ the fire/ start. . Student: Trn Quang Nhu-Class: T07IIA2-Course 28 Page 4

Lesson Plan Grammar And Speaking Teaching Plan

Give feedback 1. They were playing tennis when it started to rain. 2. When he broke his leg, he was skiing. 3. The boys were fighting when their father came home. 4. A dog was eating my sandwich while I was sleeping in the park. 5. We were studying in the library when the fire started. iv. COMMUNICATIVE PRACTICE (5 minutes) Prepare an activity in which the students will practice the new grammar the past continuous tense without the teachers assistance. Explain clearly what the students have to do. Ask the students to practice in pairs or small groups. Walk around listening and encouraging but not correct errors or interfere in the activity. Stop the activity. Maybe the teacher could finish the lesson by: Asking two students to repeat their free practice in front of the class. Asking several students what they found out about their partner. 4. HOMEWORK: Asks the students to do the task below by using the correct form of the verbs in the parentheses, and to hand in their answers in the next period. (go) to Los Angeles to stay with my cousin for a few Last summer I 1 went weeks. One afternoon we 2 (have) lunch in a nice restaurant in a fashionable part of town when my cousin 3 (get) a call on her cell phone and went outside to talk. While she 4 (talk) on the phone, I suddenly 5 (notice) a man in a black hat who 6 (sit) at the next table. It was the actor (decide) to take a chance. So I got Johnny Depp! He was alone, and I 7 up and 8 (go) to his table. Excuse me, could I have my photo taken with you? I asked. He 9 (say) yes, so I 10 (stop) a waitress who 11 (pass) by and gave her my camera. She 12 (take) the of Johnny and me. I thanked them both, and then I returned to my table. When my cousin 13 (come) back, I 14 (smile). Why are you looking so pleased with yourself? She asked. I had my photo taken with Johnny Depp. Johnny Depp? Where is he? He is sitting over there. Look! She turned around to look and then started to laugh. Thats not Johnny Depp! I 15 look at the man in the black hat he 16 (laugh), too. Give feedback The teacher is going to correct this exercise in the next period. Student: Trn Quang Nhu-Class: T07IIA2-Course 28 Page 5

Lesson Plan Grammar And Speaking Teaching Plan

B. SPEAKING (10 minutes) 1. Pre-speaking: i. Divide the class into 2 groups. ii. Show the pictures printed on page 133 to the learners. iii. Ask the students to study the things in the pictures. iv. Take away the pictures and ask the students to write down as many things as they can remember. 2. While-speaking: i. Get students to work in pairs and let them discuss with their partner about a famous photo. (B. page. 133) ii. Call on some pairs to demonstrate in front of class. iii. Make a list of anything else the students want to know about the topic iv. Make a role play or dialogue based on the topic. 3. Post-speaking: Spend a few minutes for the students talking to their partner about themselves by asking and responding some real questions, such as: i. Do you have a photo you really like? What was happening at the time? ii. Do you have any photos in your bedroom or living room? Who took it? iii. Do you like taking photos? iv. Who is good at taking photos in your family? v. Do you like being in photos? 4. Homework Let students prepare the topic: Taking photos when traveling, this is suitable or not, why/ why not? and will point out two students to present their own opinion in front of the class in the next period. C. TEACHERS ASSESSMENT/ EVALUATION How many mistakes the students make? What techniques did the teacher use for the lesson? How well did the teacher and the students work together? What should the teacher need to do to get better the next time? The teacher needs to balance support with instruction. He/ she should usually focus on errors which have already been taught and are hindering communication. It is very discouraging to take off marks for every mistake. REFERENCES [1] Peter Clough and Cathy Nut brown A Students Guide To Methodology (SAGE Publications Ltd, London, 2007) [2] Stephanie Richards and Sarah Villiers Oxford Primary Teachers Academy Methodology Booklet (The University of Oxford, 2008) [3] Stephanie Richards and Sarah Villiers Oxford Professional Development Program Methodology Booklet (The University of Oxford, 2008) !!!!! The End !!!!! Student: Trn Quang Nhu-Class: T07IIA2-Course 28 Page 6

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