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Untitled TEFL Training Name: ______________ Learning Objective: Students will learn how to talk about their future travel plans. Lesson Plan: Future Continuous (Progressive) Level: Intermediate Level (Teens or adults) Stage Teacher Objective Procedure – Teacher Procedure - Students T/S Ratio Warm up/Review 10 minutes To review previous knowledge. To build student´s confidence. You need to think of a game or an activity using language previously presented. ACTION: Relay Race: Divide the white board in half and write the words “WORK” and LEISURE” on the left/right side of the board. Divide the class into two teams. Each team elects a “captain” of the team. Assign team 1 “work” and team 2 “leisure”. Today, each sentence must have at least one noun, verb, adjective and adverb. At “GO”, one student from each team gets up and writes a sentence on the board. He/she has 1 minute to do so, then as soon as that student is seated, the next person then gets up and does the same. All students MUST write something on the board. After time is called, the team representative reads all of the sentences his/her team wrote aloud and has 1 minute to make any corrections. The team receives 1 point for each correct sentence, if errors still exist after the corrections, the other team may “steal” points by correcting the other team‟s work. Students will be working in groups. Each group will have a captain. Students will be active participants. Students will reinforce information presented before. Small groups of 3 or 4 students. 10/90 Introduction 1 minute To introduce topic of today‟s class. (Tell students the learning objective for that session) Draw students‟ attention to the objective on the boards and read: Student will be able to talk about their future travel plans.(Future continuous) Students will be listening to the teacher. 100/0 Presentation 25 minutes To teach the learning objective. In this case you will be teaching the verb tense Future Continuous. You need to teach „when and how‟ this grammar topic is used in a real life context. Remember that we begin with previous knowledge. Elicit from students. Draw the time line on the board. Tell students when and how this language is used. On the board write sample sentences using affirmative, negative and questions. Continue to involve students in the process. Ask questions. Students can ask each other Step One: (Draw from students knowledge of previous knowledge using present continuous) Open the presentation by eliciting responses of the present continuous, such as: What are you doing now? What am I doing right now? What is she/he doing now? Expect responses such as “We are learning”, “You are teaching – standing – writing on the board, etc.” “She is sitting on the chair.” Walk around, “What am I doing now?” Expected response “You are walking”. Draw the following timeline on the board. Show students when this action takes place in time: Past Present Future Step Two: Provide students with sample sentences. Tell them that this is happening in the future. Affirmative sentence: I will be teaching class tomorrow (+) I will be sitting in class tomorrow (+) Negative sentence: I will not be teaching class tomorrow. (-) Question: Will you be teaching tomorrow? (?) Elicit more responses of actions that you will be doing in the future, write the input from the students on the board. Underline the structure. Verbally describe the structure [WILL BE] + [VERB + ing] , pointing out the parts of the sentences I have written on the board without Students will be listening to the teacher and will be working individually. Students will be responding to the questions presented. Students will be using the language presented. They will be active participants. Students will take notes and write the time line in their notebooks. Students will be paying attention to the teacher and will also provide examples using the language presented. 40/60 questions. Teach students the different situations or domains in which this new language topic can be used. Elicit and keep students involved. Continue to correct student´s mistakes. You can underline or use colour markers to highlight the grammar point without focusing on grammar formulas. You will be listening closely for mistakes. There needs to be lots of on- the-spot error correction. emphasizing too much on the structure. Here is another example: When your plane arrives tonight, I will be waiting for you. Ask: What is another way to say this and mean the same thing? Elicit and see if the students can come up with other ways to say the same thing. Listen for this possible answers: When your plane arrives tonight, I am going to be waiting for you. Step Three: Say: There are three functions or situations in which you can use this tense. Elicit from the students by asking: “Describe something that will be happening in the future that will be interrupted by another action.” I will be watching TV when she arrives tonight. Say: You can also use a specific time as an interruption. Example: Tonight at 6 p.m., I am going to be eating dinner. At midnight tonight, we will still be driving through the desert. Say: Here is another situation: two actions will be happening at the same time. These are called Parallel Actions. Elicit by asking: “Can anyone give me an example of two actions that will be going on at the same time? Say: I am going to be studying while he is making dinner. While Ellen is reading, Tim will be watching television. Students will be sitting and participating by responding to the questions presented. Students will be writing and asking each other questions. Students will respond and participate using the language presented. Once you are certain that students have learned this grammar topic and know when and how it can be used, you will now be able to tell them the name of the tense and the grammar formula. Tonight, they will be eating dinner, discussing their plans, and having a good time. The tense you just used to describe these actions that are ongoing in the future is called the Future Continuous or Future Progressive. Those two terms are the same, just two different names for the same thing. Verbally describe the following form, pointing out the parts of the sentence, underlining as you go: [AM / IS / ARE] + [GOING TO] + [VERB + ing] You see here it is possible to use either "will" or "going to" to create the Future Continuous with little or no difference in meaning. Say: Now that we have learned how the future Continuous is used, let‟s practice listening and speaking. Students will be taking notes. Practice 35 minutes To provide activities for structured, semi- structured and Pre Listening: Brainstorm around the topic. Students will respond to the questions individually or class- 80/20 unstructured practice, building fluency and communicativ e skills. Before your students listen to the recording or live listening, set the scene and prepare students for it. Students will be listening to a short dialogue that will be based on the grammar topic presented. Make sure that the dialogue is short and based on a real life situation or context. This is a conversation based on future travel plans. The objective of the lesson. Give feedback to student´s performance after each listening. Elicit from students what they know about flying. Ask them about the last