i to i TEFL assignment 2 - NEW TOPIC (2024) grammar- Passed with great feedback, Assignments of English Language

Download i to i TEFL assignment 2 - NEW TOPIC (2024) grammar- Passed with great feedback and more Assignments English Language in PDF only on Docsity! Name of the Teacher Date Level of the class Length of lesson Amy 06 September 2023 Intermediate (B1) 60 Minutes Lesson Type: Grammar lesson Lesson Topic: Present perfect continuous with ‘for’ and ‘since’ Lesson Aims: By the end of the lesson, students will be better able to… identify when they should use ‘for’ and ‘since’ when they use the Present Perfect Continuous Tense. Example sentence:  What have you been doing since yesterday?  She has been living here for the last seven years. Lesson Outcomes: By the end of the lesson, students will have… understood when and how to use the present perfect continuous tense and be able to apply it correctly in both written and spoken language. Successfully had a conversation between themselves and their peers where they will implement the knowledge attained, within 3 groups consisting of 4 people, as there are 12 students. The learners will have been involved in different activities to educate them about the topic of the lesson. The students would know how to distinguish when to use the specific preposition. For example; When it is that the information in the sentence gives them an indication of the duration of an activity, they would that they should use the preposition FOR. When it is that the information in the sentence gives them an indication of when the 1 Lesson Plan 150823 activity has started they would know that they need to use the preposition SINCE. Anticipated difficulties: Include one relating to L1/age/level of the students and one for the target grammar (meaning, form, or pronunciation). 1. The present perfect continuous tense might be a bit difficult to grasp because there is no equivalent in French and in Italian they use present perfect simple in the same context as present perfect continuous. 2. Students might have the perception that because they are aware of how to use present perfect continuous tense they would know which word to use when. 3. Working with students between the age of 15 and 16 they might think they don’t need much help because at that age students tend to think they already have a full and clear understanding about grammar, especially if it is that they are aware of how to use the present perfect continuous tense. 4. The time periods and time references can cause problems and confuse student as to when they should you use the two prepositions that we are covering in the lesson (target language ‘for and since’) Suggested solutions: 1. Before the lesson start, I will use a few sentences as examples and briefly explain when you need to make use of the word ‘for’ and ‘since’ and highlight what the differences are when applying present perfect continuous tense in their L1. 2. I will present a well-constructed timeline with accurate and simple labels to give the students a visual demonstration of the present perfect continuous tense which will give them a better understanding of the target language words. 3. Before we start discussing the present perfect continuous tense in depth, I will first ask questions to get a understanding on what level their understanding is about grammar and tenses. 4. Incorporate guided discovery tasks so students have the time to examine the language and to refer back to examples. These can be particularly helpful when students get confused between two grammatical forms. Target language analysis: Review Unit 7: Analysing Grammar if you need guidance with this section. 2 Lesson Plan 150823 Positive Structure – ( preposition – for ) Subject + have/has + been + present participle + the rest of the sentence He has been a teacher at the school for two years Negative structure Subject + have/has + not + been + present participle + the rest of the sentence He has not been teaching at the school for two years. Question form Have/has + subject + been + present participle + rest of the sentence Has he been teaching at the school for two years? 5. How will your students work out the rules for the structure? I will focus on day to day conversations and activities to keep the group activities simple and easy to make sure that the students understand the difference between when to use 'from' and 'since'. I will introduce the language by writing the present perfect continuous sentences on the board using the target language ‘since and from’ The students will be given the opportunity to analyse the sentences that I have written on the board and can establish the form of the new language. Once the students have completed their analyses, they will each receive a worksheet with different sentences with missing words and they will have to choose which one of these words ‘since or from’ fit the sentence better. 6. Which features of pronunciation will you focus on? For example: Connected Speech. Review Unit 6 for more I will direct their focus mainly on how they need to pronounce the target language words ‘since and from ’as well as addressing any contractions that may arise in the present perfect continuous tense. I will concentrate on pronunciation when it comes to connected speech and explain to the student how connected speech can cause any sequence of words spoken at a natural speed can make it sound as if the is a different letter in the word but not. 5 Lesson Plan 150823 ideas. I will give them an example on the board. I have been busy with my chores since early this morning. (if this is said at a natural speed the students will notice that it sounds like there’s a (z) somewhere in the word when actually there is not. So I will focus on the pronunciation and allow them to practice at a slow pace at first with a pause and then try it at a natural speed. Stage Name Stage Aim Time Interaction Pattern Teacher’s procedure Students will… Example: Warmer Example: To get students thinking in English, raise energy levels, and to activate prior knowledge. Example: 10 minutes Example: T-S S-Ss Ss-S Example: T provides a set of cards with words from the previous lesson. T divides Ss into groups. T instructs Ss to pick a card one at a time and describe their word for the group to guess. Example: Ss take it in turns to pick a card and then draw or describe the word to the rest of their group. The other Ss need to guess what the word is. Warmer To allow the students to transition into English and prepare them for the topic of the lesson. 5 Minutes T-S S-S Put students into pairs or small groups. Tell them that they must draw a picture of a person doing something and write how long they have been doing the action using a present perfect continuous tense sentence. Once students have finished, have them share their pictures and sentences with the class and give a brief explanation of what they drew applying the target language. Presentation: Meaning To expose students to the visual representation and 15 Minutes T-S 1. I will begin by introducing the target language (from and since) through guided The students must think about the new grammar structure and begin to develop 6 Lesson Plan 150823 association regarding the meaning of the target vocabulary thus allowing students to comprehend better by seeing where the present continues words can be implemented thereby remembering the conclusion easier. To make the students understand the prepositions “for and since”, which indicate that something has begun but has not finished or is in the process of being completed. What is important is that the event or action is occurring for a limited period of time, which includes the moment of speaking. To explain to the students that the two prepositions should be used as follow and this will also give them an indication when to use which preposition. FOR - is used to express the discovery by writing the present perfect continuous tense sentences on the board. The sentences will have grammar structure that the students are familiar with so that it isn’t as challenging for the students to understand. 2. I will write sentences on the board such as ‘What have you been doing yesterday?’ and below this sentence I will write two additional sentences. These sentences will be based on the first sentence, using the target language;’ What have you been doing since yesterday? ; ‘What did you do from yesterday up until now?’ I will underline each of the target language vocabulary. 3. After I have written each sentence, I will read the sentence out loud and the students must chorus the sentences. 4.The students will now work on their own to analyse these sentences and aim to develop a better understanding on the target a deeper understanding of the target language of the Present perfect continuous tense words (for and since) The visual representations of the sentences will assist in their understanding of the new grammar Be able to answer the CCQ’s to display their understanding to me as the teacher. 7 Lesson Plan 150823 Negative structure; She has not been jogging in the park since early this morning. Subject + have/has + not + been + present participle + the rest of the sentence Question form; Has she been jogging since early this morning? Have/has + subject + been + present participle + rest of the sentence Once this is completed, I will hand out worksheets where sentences will be scrambled, and the students will be required to unscramble them as well as underline the target language. (figure 2) Presentation Pronunciation To illustrate the words for the students forming the correct sounds and 5 Minutes T-S S-S 1) i will create sentences on the board with the flashcards and use Choral Drilling to repeat the present continuous tense with the nouns, verbs and pronouns focusing on which syllable should be stressed, has/have The students should be able to incorporate the precise sounds and shape of how the mouth should accurately be used to correctly to 10 Lesson Plan 150823 pronunciation. been + present participle (root form of verb + -ing) 2) I will be using facial expressions and mouth movement to illustrate how sounds should be presented thus also assisting students who are not comfortable speaking yet to witness the sound representation derived by the teacher. 3) I will allow the students to practice saying the sentences to one another in their groups after the teacher has elaborated on each one putting emphases on the target vocabulary. 4) I will than use CIC (Chorus, Isolate, Confirm) for the sentences displayed incorporating the present continuous suffix “–ing” presented. pronounce the vocabulary. The learners will reinact the vocal sounds made by me. Practice: Controlled Practice To give the students the opportunity to practice the target language words and structure, building it for 10 Minutes Ss - Ss 1. I will divide the class into three groups of four, they will sit in their groups around the classroom, nicely spread out. Be able to practice their listening and their ability to produce the present perfect continuous tense sentences with the given target language. 11 Lesson Plan 150823 visual purposes as well as listening to it. 2. I will place the word cards in each group. Each set of cards, if assembled correctly create sentences in the present perfect continuous tense based on the activities that’s done on a daily basis, sports and exercise. 3. I will pick one of the example sentences to say aloud to the class and they need to listen carefully. 4. I will then give a countdown (3,2,1…) and the students must work in their groups with the word cards to recreate the sentences I gave/said. 5. Once they have completed the sentence, I will repeat the activity with a different example sentence. 6. At the end of the activity, I will go around to each group and check whether they assembled their sentence correctly. 7. The team with the most correct sentences wins Work in groups to help each other build the correct sentences structure. Every group member must be given a turn to help build the sentence. Production: Free Practice To give the students the opportunity to develop the confidence to use the target language and structures 15 Minutes Ss - Ss 1. I will select one of the stronger students in the class to model a conversation with, to demonstrate the student’s task and what they are required to do. Students should be able to communicate freely in pairs using their pre-existing vocabulary and grammar whilst incorporating their new target language. 12 Lesson Plan 150823 language words due to the students being provided with the opportunity to discover it on their own. Furthermore, this method is also recommended for students who have a basic understand//knowledge of a language and encourages them to use existing knowledge which I felt would be beneficial for Intermediate (B1) level. Structure The warmer not only aims to get the students into the correct mind frame for their English lesson but also to encourage exploration as it motivates the students to engage in a class discussion and get to know their fellow classmates. Following on from the warmer stage, we move onto one f the most important phases of the lesson, which is the guided discovery Presentation stage. This lesson is very different to the vocabulary lesson as it is filled with strict rules, due to his I will ensure that I assist my students in remaining fully engaged and abiding by these rules. Grammar and all its rules can be uninteresting for anyone, especially students between 15 and 16 years of age that is aware of how to use the target vocabulary and this might cause them to lack motivation and to understand and engage. Thus, giving the students the opportunity to inductively discover the rules of grammar on their own will provide them with tools to fit them in with their pre-existing grammar structure. Presentation: Meaning gives the students opportunity to view the present perfect continuous tense and understand its meaning and the correct use for the target language words through their guided discovery. During this stage, CCQ’s will be asked which will help me assess the students understanding of what they have learnt. Presentation: Form gives the students the opportunity to form the correct understanding of the present perfect continuous target language words, the sentences structure, and the grammatical contractions. This stage highlights any challenges the students may face due to the different forms of positive and negative. The students will fill in worksheet which will help them further develop their understanding of differences in form as well as further familiarize themselves with the Present Perfect Continuous target words and tenses. In the presentation: pronunciation stage the teacher will create sentences on the board with the flashcards and use Choral Drilling to repeat the present perfect continuous tense with the nouns, verbs and pronouns focusing on which syllable should be stressed (-ing). I will allow the learners to repeat these sentences to one another and assist with grammar/ vocabulary/ pronunciation correction where needed at the end of the lesson not to bother the learners too much while practicing. In the practice: controlled practice stage you will have the learners do another worksheet and allow them to work together to complete the worksheet. The Production stage is the stage where the students achieve the aim of the lesson which is to identify and be able to use the Present Perfect Continuous tense to discuss daily activities, sports and exercise routines entails using the target language words 'just, already and yet' and incorporating any previously learnt grammar structures and vocabulary. Although the students are B1 level, their vocabulary will be extensive enough to have a smooth and flowing conversation, regardless I will model a conversation for the students at the beginning of the class with one of the stronger students. Alongside the model conversation, I will write up two scenarios 15 Lesson Plan 150823 to give the students examples or for them to use the scenarios if they aren't comfortable creating their own. Throughout this exercise, I will monitor the students and give them guidance in their pairs if they require it to avoid disturbing the whole class. The cooler stage of the lesson consists of another fun game due to the content of the class was challenging for the young students therefore it is good to end the lesson on a positive, light note. During this game the main focus is on the past participles of the verbs as these can be more challenging for the students due to some following a 'regular' pattern and others an 'irregular pattern. The aim of this game is for the students to not only enjoy themselves but also to reflect on the amount of new information they have been exposed to in the lesson. The purpose of this cooler stage is to leave the students feeling happy. One element I would have liked to include in the Grammar lesson is a worksheet that focused more on the specifics of the past participle form of the verbs as they can be challenging. Due to the lesson only being 60 minutes, there isn't sufficient time to add in anymore worksheets, as well as the students being young of age, hence why it is included in the cooler in a game structure to keep this short and fun. The past participle form of verbs can be challenging for English students, so to avoid issues, the students will be allowed to use dictionaries in every stage except the cooler stage as this is testing the students' knowledge. To assist the students further, I will write a list of the most common verbs in the four principle parts being present participle, present, past participle and past. Once the lesson is completed, I will reflect back and determine where problems arouse (if any did) and determine a solution on how to prevent it from reoccurring in future lessons. Bibliography (if needed): Materials (include all physical copies of the materials you plan to use in your lesson, referenced): Figure 1 16 Lesson Plan 150823 Please fill in the missing word with the correct target form?  What have you been doing ________ yesterday?  She has been living here ________ the last seven years.  I have been teaching in the school ________ 1990.  There hasn't been a famine in this country gossip_____ centuries. Figure 2 Unscramble the following sentences and underline the target language words ( for and since) 1. (have) (project) (been) (I) (on) (working) (week) (a) (for) (this) 2. (6 o’clock) (been) (morning) (I) (this) (running) (have) (since) 17 Lesson Plan 150823