LESSON PLAN 1 – Melissa
Class level
Classroom
Intermediate/Advanced Lesson date
Lesson duration
Classroom 1
Progress expectation
These students should be able to correctly form and use auxiliary verbs as
question tags for multiple purposes.
Auxiliary verbs, and appropriate times to use them as question tags.
Engaging conversation, and the auxiliary verb as a means of maintaining
pace and interesting in conversation
Give students a more natural flow to their speech and speaking patters.
Also, allow them to understand the meaning of the question when asked
with an auxiliary verb: “You didn’t forget your keys, did you?” “Yes, I did.”
Correct formation of auxiliary question tags, and the correct use of auxiliary
tags in both questions and answers, emphasizing appropriate points in the
sentence.
Basic grammar and vocabulary, an intermediate level of fluency and
accuracy, a working knowledge of the less complex verb tenses.
Worksheet hand out for gap fill
Verbal responses to questions, have students verbally “correct” sentences
on the board as a class.
 Did the lesson go to plan?
Generally, yes. No big shifts in the lesson plan.
 Did you need to modify, adapt or bin the plan?
I followed the plan well. The greeting may have been slightly
shorter and the grammar instruction a little longer, but overall, I
followed my original lesson plan fairly strictly.
 Was your plan at the right level for your students?
The subject may have been on the easier side. The activities
worked quite well, and the worksheet was at an appropriate level.
 How did your students react?
They tended to be eager to learn. Many of the students were also
quite eager to participate. The first student whom I asked a warm
up question responded with an auxiliary verb tag!
 Was the material understandable, did your students learn what you
presented?
The students gained a good working knowledge of the auxiliary
verbs. They completed the worksheets successfully between
them, and they were able to understand the formation and reasons
behind the auxiliary tags.
 Who did not understand what was being taught and why didn’t they
understand?
They mostly understood well. There was a bit confusion on the
negative versus positive construction, as I did not initially present it
clearly, but the students were able to provide clarification to the
other students.
 Did any of the students behave negatively? If they did, how did you
deal with it?
The class was quite positive and quite receptive to the class.
 How was the general level of attention?
The class seemed attentive to the class and to each other.
 Do you think the students were interested?
I believe the students were interested in the topic and in continuing
to learn English.
 Did you keep your level of talking to a minimum? If not what, were
Subject
Topic
Aim
Objective
Knowledge assumed
Material & equipment
Learning assessment
Post lesson notes
7/1/14
20 min.







your reasons to do most of the talking in class?
I tried to keep my talking down, but found it difficult when
presenting grammar concepts. I should work on eliciting
information more.
Were your explanations and instructions understood? If not, why?
They were, but I had to present them several times, as I was
speaking much more rapidly than I should have been. I will work
on easing my pace of speech.
Did you have to explain anything in the students’ native language?
No, I didn’t. (Which is an exemplary use of an auxiliary verb in an
answer!)
What was the general atmosphere in class?
The students were interested, but also a little overwhelmed when I
spoke too quickly.
Were there shy/over confident students?
Not entirely, and the difference generally reflected skill level.
Adriana seemed a bit shy, but she was also on the lower end of the
represented skill spectrum which can be a highly intimidating
factor.
What will you recommend to future teachers with regards to this
class?
Gauge previous knowledge of the subject, and try to modify the
difficulty of the tasks accordingly. Make sure that Estela does not
dominate answering the questions.
What worked well and why?
Students were much more responsive than I thought they might be,
so any questions posed to them tended to go quite well.
What did not work and why? What would you do differently in the
future?
I would watch my pacing and slow my speech way down!
Tasks
Phase Duration
1
3 min
Topic
Greeting
2
5 min
Auxiliary verb
grammar
3
5 min
Auxiliary tags in
practice
4.
5 min
Gap fill
5
3 min
Read aloud
Teacher activity
Introduce self
Student activity
Resources
Introduce
themselves
Demonstrate how
Think up example
auxiliary verbs are
and intentions
formed, elicit reasons behind using
for using auxiliary
auxiliary verb tags
verbs, using
examples
Pair students
Work in partners to
ask each other
questions and
answer with auxiliary
tags
Present instructions Read through
Work sheet
and distribute gap fill dialogue with
partner, filling in
gaps with the
appropriate auxiliary
tag
Initiate reading.
Read dialogue aloud
with the group,
answering and
correcting the gap fill
as they go.
Students who attended
Name
Juan
Augustin
Estela
Adriana
Christine
Lumila
Age Level
24 Lower advanced
24 Upper
intermediate
48 Upper
Intermediate
45 Intermediate
52 Upper
intermediate
60 Upper
intermediate
Notes
Interested, but previously aware of the material
Quieter, but still participatory
Familiar with names of grammar, very participatory, very
engaged with the material
Quiet, timid to participate
Willing to express opinions
Will participate