please help add the boxes that are not crossed to my lesson plan… please help add the boxes that are not crossed to my lesson plan bellowCriteria Met1write clear aims and outcomes for the lesson, which include the targetgrammar in an example sentence2.analyse the target language, showing a clear understanding of key grammarterminology and the form and function of the target language3.stage a lesson which will achieve the lesson aims and include a variety ofgrammar-focused tasks which focus on communication between students4. give appropriate timings for the stages5. include professionally presented materials with references, if taken fromoutside sources6.explain, in your rationale, what you would do if activities did not work asplanned; also, explain which other activities you considered including butdidn’t choose to usePlease help add the above criteria to my lesson planName of the TeacherDateLevel of the classLength of lessonMr Mitul Sewdular2021/08/17B2 – Upper-Intermediate60 MinutesLesson Type: Grammar lesson?esson Topic: Past Continuous TenseLesson Aims:By the end of the lesson, students will be better able to… ?dentify and use the past continuous tense?Lesson Outcomes: By the end of the lesson, students will have…?y the end of the lesson, students should be able to?nderstand what past continuous tense is and how these are used in sentencesrecognize the different forms of past continuous tense and give examples of eachask and answer questions using the past continuous tense orally and in written activity?nticipated difficulties: ?. Students will become confused about, and may not remember, the past participles of the verbs as some follow a ‘regular’ pattern and others follow an ‘irregular’ pattern.?. The actual concept of the future perfect tense, being that it’s an event that will have been completed at some point in the future, may be difficult for the students to grasp. This tense is likely to be completely absent from the L1s of the students, particularly Russian.3. Due to the students age and the fact that this is a grammar lesson, it’s likely that there will be some motivational issues and will become distractedSuggested solutions:?. Before the lesson I will clearly write number of commonly used verbs on the board in their four principal parts (present, present participle, past and past participle). I will also allow students to refer to their dictionaries when looking up the past participle of a verb.2. I will present, on the board, a well-constructed timeline with accurate labels to visually demonstrate the concept of the past continuous.?. I will utilise lots of games to keep the students entertained, providing them with psychological rewards appealing to their extrinsic motivations e.g. point system.???arget language analysis:?.???hat is the use or function of this language? (Include a timeline if appropriate)Past continuous tense is used to describe the action which was happening at some time in the past.?2.???n which context are you introducing the language?It may be introduced by providing examples of sentences that use the past continuous tense. It may be appropriate to construct sentences regarding the daily activities that we do like, “I was eating breakfast at 7 AM.”3.???hich concept checking questions will you ask to ensure students understand the meaning?Asking them to make their own sentences using the rules that have been taught.?.???hat is the form of the target language? (include positive, negative and question forms if appropriate)The past continuous tense may be used in an interrogative and negative format and in answering yes/no questions.?.???ow will your students work out the rules for the structure?I will be explaining to them first the rules and the right way of how to construct the sentences and then let them make their own sentences.?.???hat will you teach about the pronunciation of the structure?Pronunciation of the past continuous tense is basic so just pronouncing it the right way while explaining what is it will enable the students to mimic how it has been said.??Stage NameStage AimTime????????nteraction PatternTeacher’s procedureStudents will…Example:WarmerExample:To engage the learners in the lesson, to activate the learner’s prior knowledge of the topicExample:10 minutesExample:T-S?S-SExample:Show pictures of 3 different sports – football (team), tennis (one vs one), marathon running (individual)Ask students to discuss the advantages and disadvantages of each type of sport?xample:Students will identify the lesson topicLearners will use their previous knowledge to make links to the topicWarmerPrepare the students for the topic and gain their attention and interest.Introduction of the topic on past continuous tense / 5 minutesS-SOCFBThe teacher writes a sentence on the board, underlines the past continuous verb,asks the students what tense do they think the verb is.?resentation: MeaningStudents will have an overview of what the tense is all about.?ntroduce what past continuous tense is and its uses / 3 minutesT-SOCFBShow PowerPoint presentation on the introduction of the tense, explain and provide additional examples of how and when these are used.Identify the topic of the lesson and begin to refresh their vocab regarding times of day and routine. Also, engage in a small discussion about why they think these activities would occur at certain times.presentation: MeaningHelp students learn how to construct sentences in negative form.Introduction of the negative form of the past continuous tense / 7 minutesT-SShow PowerPoint presentation regarding the negative form of the tense and teach the students the rule in making sentences in this form.?fter explaining, ask students to provide their own examples. Make sure to correct their sentences, if needed, and reiterate the right way of constructing them.presentation: MeaningHelp students learn how to construct sentences in interrogative form.Introduction of the interrogative form of the past continuous tense / 10 minutesT-SShow PowerPoint presentation regarding the negative form of the tense and teach the students the rule in making sentences in this form.?fter explaining, ask students to provide their own examples. Make sure to correct their sentences, if needed, and reiterate the right way of constructing them.presentation: Meaning/ Presentation: FormHelp students learn how to answer yes/no questions using the past continuous tense.Introduction of the past continuous tense is used to answer yes/no questions / 5 minutesT-SShow PowerPoint presentation on how the past continuous tense is used to answer yes/no questions and teach the students the rule in making sentences in this formAfter explaining, ask students yes/no questions which they must answer using the past continuous tense. Make sure to correct their sentences, if needed, and reiterate the right way of constructing them.Presentation: FormInculcate in the students’ minds the different forms of the past continuous tense that has been discussed.Review if the students were able to clearly understand the forms of the past continuous tense / 7 minutesT-SShow 10 sample sentences, one at a time, to the class using a PowerPoint presentationAsk the class to point out if the specific sentences used the past continuous tense. If yes, they must also identify the form of the sentence, whether interrogative or negative.Practice: Controlled PracticeStudents will be able to form their own sentences using the past continuous tense verballyClass activity / 10 minutesSs-SsDivide the class into 2 groups, A and B. Group A would start the dialogue by asking a question which will be answered by Group B. They should make sure that they are using the past continuous tense in their sentences.?or example, Group A may ask, “What were you doing last night?” and Group B may answer, “We were watching a movie.”After answering the question, Group B will now have their turn to ask the next question which Group A will answer.?e able to witness their improved knowledge of the past participle form of words which are essential for the grammar structure. Feel positive ending the lesson with a competitive game.Production: Freer PracticeGauge the understanding of each student and see if they understood the topic.?ndividual activity / 10 minutesSs-SsGive each of the students a copy of the activity handout which they will answer on their own.?ractise listening and reproducing sentences in the PAST continuous at high speed. Each student will also get a chance to physically build the sentence when at the front of the queueCoolerTime for students to ask questions and clarify things they do not understandSummarizing the learning / 3 minutesT-SSum up all the important points regarding the topic. Ask if the students have any clarifications.?sk any question related to the lesson and if any student has any questionsLesson Rationale :You should cover: why you have structured the lesson in the way that you have, what each activity will contribute towards the learning aims and how this will be achieved, other activities that you considered including and why you chose not to use them, what you would do if any of your activities didn’t work in the way you have plannedMethod I chose to structure my lesson using, predominantly, the PPP format due to its systematic approach towards taking on board new information. I believe it allows learners to become aware of certain aspects of new language and, as a result, they are more likely to notice these features in the real world, giving this method huge amount of application. PPP, however, isn’t without its drawbacks; the regimental structure can be quite restrictive with regards to the student’s exploration of the language. For this reason, I’ve chosen to implement a guided discovery activity within the ‘Presentation: Meaning’ stage to allow the students to inductively discover the rules of the grammar structure. This, I feel, is more likely to promote a stronger level of comprehension with the target structures as the students have been given an opportunity to discover it for themselves. Furthermore, as this method is recommended for students who already have a base in the language, encouraging them to use existing knowledge, I felt it a highly suitable activity for a level B2 class.Structure The warmer quickly gets our students into the mind frame for learning English, but also for exploration as this activity encourages students to engage in a small discussion. There is no right or wrong answer as long as a suitable defence for their decision is provided. We swiftly move into, arguably, the most crucial stage of the procedure (along with the production): the guided discovery Presentation stage.Unlike a vocabulary lesson, this lesson is laden with stringent rules. It is my prerogative to engage my students meticulously with these rules. Rules are boring enough for most people let alone to a 12-year-old, who is most probably severely lacking any form of intrinsic motivation to take this on board. Encouraging my students to inductively discover these rules for themselves will theoretically allow them to fit them to their existing mental structures (Thornbury, 1999), rather than me attempting to forcibly make them learn them. Presentation: Meaning 2 simply gives the students an opportunity to visualise the concept of the PAST continuous once they have discovered the meaning for themselves. This, along with the CCQ’s, provides the teacher reassurance that the students comprehension of the grammar is full proof. Form gives the students an opportunity to establish the correct written sentence structure along with the potential grammatical contractions (e.g., won’t). This stage highlights the potential difficulties which may arise due to the varying forms (positive, negative and question). Having the students fill out a worksheet will give them a good understanding of the differences in form. Pronunciation focuses mainly on the contractions in the target structure. I feel as the students are B2 level their existing pronunciation ability will prevent major issues with the vocabulary.Contractions and sentence fluency will come from drilling, CICing and presenting the target words in their phonemic form on the board. As referred to in my anticipated difficulties the age of the students requires that I keep this lesson fun, engaging and game focused. For this reason, I have chosen to play a, tried-and-tested, popular game for the practice stage. The game itself gets the students standing up and moving around which is paramount for young learners. But the real beauty of the game is that it targets various aspects of the language including pronunciation, listening, speaking and form! The students are motivated by a point system to reproduce the sentence as accurately as possible in order for the lead student build the sentence from a disorganised pile of word cards.Production finally witnesses our students achieving the aim – identifying and using the PAST continuous to discuss. Due to the high level of the students, I would expect their existing vocabulary to be large enough to allow a fluid conversation, but I will model a conversation at the beginning with a strong student and also write three example conversations to help struggling students. I understand that with freer practices such as this one, some students actually struggle with the creative aspect of it, hence the provision of three example scenarios to follow. During this activity I will take a back seat and monitor the paired conversations, giving help quietly as not to disturb the rest of the class. The cooler is another game as this lesson’s content will have been quite taxing on our young learners. This allows the students to continue their original score tally in the same teams.Here I want to focus on the past participles of the verbs as these can be incredibly tricky for English learners as some follow a ‘regular’ pattern and others an ‘irregular’ pattern. I want the students to enjoy themselves here but also reflect on how much new information they have taken on board over the past hour. They should leave the lesson feeling like the class was very fun! I would have liked to have included a work sheet focusing on the specifics of the past participle form of the verbs as I am very aware of how challenging these verbs can be, particularly the irregular verbs. However, Due to the ages and time restrictions I thought it more suitable to include it at the end in game form. To combat any issues, I will allow the students to use their dictionaries when checking past participles (except for in the cooler) and I will clearly write number of commonly used verbs on the board in their four principle parts (present, present participle, past and past participle).Arts & HumanitiesEnglishMICT BScIT_SD
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