You are on page 1of 7

Case 1

Trinette Lopez, Fallon Rodarmel, Mady Faultless

Teaching English as a Foreign Language

Verb Tenses

Setting

This lesson is designed for a class of


approximately 25 Colombian students
in grades 6 and 7 who are learning
English as a foreign language.
Students have 2-3 years past
experience of classwork but their
speaking and understanding abilities
are low.

Overview

This lesson will introduce students to


past, present, and future tenses
through a video and group
analysis.Students will practice the use
of the tenses with provided worksheet
and by creating a group role play.
Students should learn when each
tense is used, why they are used in
their respective situations, and how to
apply the tenses to verbs.

Objectives

Given a sentence, students will be


able to conjugate verbs into past,

present, and future tense without


errors.
Materials

Procedures

1. Begin class by showing the provided


video so that students will be
introduced to the concept of past,
present, and future tenses.
http://www.youtube.com/watch?v=e3
GLFPcAPio
2. Separate students into groups of five
and have them analyze when to use
the different tenses and why. Use
prompts such as the following to help
them discuss.
a. When should past tense be
used? What are some
examples of a scenario when
you would use past tense?
b. Why would you use future
tense? What kinds of things
would you use future tense to
talk about?
c. In what situations do you use
present tense? Why?
3. Pass out student worksheet and have
students complete it individually.
4. Have the students trade papers with
another student.
5. Assign each group one problem from
the worksheet to write on the board
and, as a class, review each problem
and make any corrections needed to
eliminate errors. Students should
grade their peers papers based on
the class evaluation of the problems.
6. Return papers to their owners.
7. Instruct each group to write a role play
about meeting up with friends over the
summer using past, present, and
future tenses.
8. Have the groups present their role
plays for the class.

Projector
Video
Student Worksheet
Pencils
White board
Dry erase markers

Evaluation

Use the following three-point rubric to


evaluate students work.
Three points: Student conjugated all verbs
without error; little to no teacher guidance
needed. Was able to actively participate in
group collaboration to help create a story.
Two points: Student conjugated most
verbs without difficulty but had some errors;
some teacher guidance needed. Minimally
participated in group collaboration to help
create a story.
One point: Student had difficulty
conjugating verbs in each tense and had
many errors; student needed a lot of
guidance from teacher. Did not participate in
group collaboration to help create a story.

Standards

http://www.p12.nysed.gov/biling/resource/ES
L/04Inter.pdf
1.4: Compare, contrast, categorize,
and synthesize to gain a deeper
understanding of information and
objects
1.7: Present information clearly in a
variety of oral and written forms for
different audiences and purposes
related to all academic content areas
1.11 Use the process of prewriting,
drafting, revising, peer editing, and
proofreading to produce wellconstructed informational texts.
1.12 Convey information and ideas
through spoken and written language,
using conventions and features of
American English appropriate to
audience and purpose
1.13 Engage in collaborative activities
through a variety of student groupings
to read, gather, share, discuss,
interpret, organize, analyze, and
present information
4.4: Listen attentively, take turns
speaking, and build on others ideas
when engaged in pair, group, or fullclass discussions on personal, social,
community, and academic topics

Technology

References

Gholami, V., Moghaddam, M. M., Attaran,


A. (2014). Towards an interactive EFL
class: using active learning strategies.
Modern Journal of Language
Teaching Methods, 4(2), 124-136.
College Composition and
Communication. Teaching English as
a Second Language. National Council
of Teachers of English, n.d. Web. 19
Oct. 2014.
http://www.jstor.org.ezproxy.lib.purdue
.edu/stable/10.2307/354471?origin=cr
ossref&
Burris, T.Geography of Mexico & Central
America. Retrieved from
http://www.discoveryeducation.com/te
achers/free-lesson-plans/geographyof-mexico-and-central-america.cfm

STUDENT WORKSHEET

Low level of technology


Internet access
White board
Projector for video

Name____________________________________
Para aprender usar las formas diferentes de los verbos en frases completas.
(To learn to use different verb tenses in complete sentences.)
Mirar al ejemplo y completar las frases despus.
(Look at the example and complete the sentences afterwards.)

Ejemplo: Use the verb to eat.


Pasado: He ate a piece of cake.
Presente: He is eating a piece of cake.
Futuro: He will eat a piece of cake.
Write the present tense form sentence in Spanish:
l est comiendo un pedazo de
pastel.______________________________________________
____________________________________________________________________________
__
1. Use the verb to practice.
Pasado: The girl ______________ volleyball yesterday.
Presente: The girl _____________ volleyball right now.
Futuro: The girl ______________ volleyball tomorrow.
Write the present tense form sentence in Spanish:
____________________________________________________________________________
____________________________________________________________________________
____
2. Use the verb to read.
Pasado: Last weekend, Carlos __________ three books.
Presente: Today, Carlos ____________ one book.
Futuro: Next weekend, Carlos ______________ five books.
Write the past tense form sentence in Spanish:
____________________________________________________________________________

____________________________________________________________________________
____
3.Use the verb to walk.
Pasado: Veronica ________________to the store yesterday.
Presente: Veronica _______________ to the store right now.
Futuro: Veronica _______________ to the store tomorrow after school.
Write the future tense form sentence in Spanish:
____________________________________________________________________________
____________________________________________________________________________
____
4.Use the verb to jump.
Pasado: After the big storm yesterday, Jacob _____________ over the puddle as he walked
home.
Presente: As Jacob walks home, he ____________ over the puddles.
Futuro: To not get his shoes wet, Jacob _______________ over the puddles as he walks home
later.
Write the present tense form sentence in Spanish:
____________________________________________________________________________
____________________________________________________________________________
____
5.Use the verb to sleep.
Pasado: Emily _____________at 11:30 PM last night.
Presente: Emily ______________ during class right now.
Futuro: Emily _______________ early tonight because she has to wake up early tomorrow.
Write the past tense form sentence in Spanish:
____________________________________________________________________________
____________________________________________________________________________
____

Reference Summaries
TOWARDS AN INTERACTIVE EFL CLASS:
USING ACTIVE LEARNING STRATEGIES
This journal article argues that using active learning strategies when learning a foreign
language is many times more effective than traditional learning such as lectures. When students
are more engaged they are better able to learn and apply the material because they are pushed
to analyze the information they learn and not just memorize it. The article provides a large table
with a variety of active learning strategies that teachers can use in the classroom to better
instruct students. From this we pulled some ideas for our lesson plan. Listed in the table as a
strategy is debate in which students explain their thoughts on a topic and compare them to the
thoughts of others. When using this strategy students must analyze the topic and provide
evidence to support their thoughts. When we ask the students to analyze the use of verb tenses
in small groups we hope to facilitate critical thinking as they explain their thoughts. This article
explained the importance of active learning and gave helpful examples and strategies to be
used to promote active learning in an English as a Foreign Language class.

COLLEGE COMPOSITION AND COMMUNICATION


TEACHING ENGLISH AS A SECOND LANGUAGE
This journal article compares some differences in teaching English as a second
language rather than learning a different language after already knowing English. The main
points that were highlighted in this article was the importance of the order in the lesson plan.
There can be a very meaningful sequence when teaching English as a second language. There
was also information summarized in this article about evaluation and how it is important to
understand that this is a whole new process when learning to speak a new language. This
article helped us develop this lesson plan because we tried to be considerate of ordering our
lesson plan in a logical and effective way.
LESSON PLAN LIBRARY
This reference was used primarily to help us create a method for evaluation. We did not
want to simply make a quiz or test, but instead we wanted to create an activity that would help
us determine their knowledge in terms of meeting the objective, as well as use terms that would
make it practical for them to use in the future. The idea of using the three-point rubric came from
this reference and I think is a very usable method of evaluation. This also helped us because it
is referencing teaching about things in Mexico and Central America which gives a different
perspective because it gives us some insight into the Hispanic culture and how the environment
will be while teaching in Colombia.

You might also like