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Students will probably be familiar with meaning and form of both past continuous and past simple. Students will probably be familiar with the vocabulary in the text in exercise 1 and 3.
and solutions
Problem: Students will have a hard time to fill in the blanks with the appropriate verb tense. Solution: When telling a story to introduce the topic and generating interest, write key sentences such as My mom was visiting the zoo, when she met my father She was walking with a friend, when he came and talked to them. Ask concept checking questions and review form.
materials/resources
(what are you going to use? Remember to acknowledge the source of any published material here and on the handout i.e. put the title, author and publisher)
Handouts of page 17 Cutting Edge Intermediate, page 17, exercises 1 and 3. CD and CD Player Little cut outs of Questions and Answers, made by myself.
N.B. consider including a separate sheet with a board work plan
personal aims
I will be working on getting used to the methodology taught. I have to remember to cover meaning, pronunciation and form; getting concept questions right and reminding myself to do instruction checking questions as well.
Provide a transcription of your marker sentence. What problems do you anticipate with phonology?
procedure
(what is actually happening, what the teacher is doing, what the students are doing)
focus
(who is talking to who, T sts, sts sts etc etc)
time
(how long you think each stage might take)
tutor comments
Intro Topic
Show a picture of my parents. Ask T-S students have any idea of who those S-T people are. Tell them the story of how my parents met briefly. My mother was visiting the zoo with a friend when she met my father. My mother and her friend were walking when my father approached them. (2 more sentences using past continuous + simple past) Write 2 of the sentences on the board. Ask concept checking questions. Reinforce form. Ask students to make those sentences interrogative and negative. Tell students they will read Julias story of how she met her husband. Explain they are supposed to put the verbs in brackets in the past simple or continuous. As students finish the activity, ask them to compare their answers with the person sitting next to them. Play the CD and have them listen to the recording once, then play it again, pausing every time an answer is said. Ask students what the answer was and write it on the board. Divide the group in 2 large groups (left/right) Give them slips of papers.One group has questions: Were you reading T-S S
2 min
Explaining activity
5 min
Speaking Task
2 min
when the lights went out? The other has statements, such as I was reading when the lights went out. Instruct the ones with questions to go around the class, asking the questions on their slips of paper until they find someone who answers affirmatively. Yes, I was. The students with statements are instructed to answer only Yes, I was. No, I wasnt; according to the information they have. When they have found their pair, they will sit together to work together in the next activity. Speaking activity Ask them to tell each other about the first time they met someone special. Read the instructions on page 17, exercise 3. Ask instruction checking questions. Encourage students to ask questions about details while doing the activity.
N.B. please give a copy of your lesson plan and all handouts, preferably stapled together, to your tutor before you start teaching
Board Plan 1 2