LESSON PLAN 7 – STEPHANIE SIMPSON
Class level
Classroom
Beginner
Join Us! School
Progress
expectation
I expect the students to be very comfortable making sentences
with present continuous, using the subject, infinitive, and an
adverb. They should be able to recognize what the adjective is
and be able to create the adverb from it.
Present continuous, adverbs to describe how someone does
something
Using the present continuous to make sentences describing
what someone is doing and how they are doing it, using the
adverbs.
The purpose of the lesson is to increase written and verbal
fluency with the present continuous and adverbs, and to
increase overall English usage in the classroom (which is
usually bilingual).
Students should be able to use adverbs without hesitation or
inaccuracy, and making sentence using “-ing” in the present
continuous, with several verbs such as dancing, walking,
running, playing, etc.
Students have already learned adverbs and present
continuous, and this lesson serves to cement it further. They
can understand basic English including present tense,
salutations, date and time, basic conversation, etc.
If you are intending to use material and equipment other than
a flip chart or white board, write what you plan to use in here
and a brief description of how you will use it and what
learning purpose it serves.
I will have them work on a worksheet that has a lot of
exercises on it and I will test if they’ve grasped the concept by
playing a game of charades using the form he/play/good and
the students should be able to come up with “He is playing
well” because the worksheet contains this exercises. I will
know they have grasped the concept when they can do this
and not ask for a translation.
Use this section to write up coherent comments about how
your lesson went.
Subject
Topic
Aim
Objective
Knowledge
assumed
Material &
equipment
Learning
assessment
Post lesson notes
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Lesson date
Lesson duration
23 July 2015
90 minutes
The lesson went mostly to plan. I was expecting about
10 students, like the class I observed, but only three
showed up so I could not do the relay race. Instead, I
used those flashcards to play charades for 20 minutes.
The students reacted with confidence and the level was
right.
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The revision went very well and students grasped the
concept well.
I kept my TTT down and the attention level was mostly
high except the students are children so they were a bit
rambunctious
One of the students was shy but I tried to involve her
more by asking her to answer questions and not the
others as much as they were offering already.
I used the vocabulary cards to get the students to make
more sentences with the present continuous. This was
more interactive.
I needed to put the students together because the girl
was far away due to the class being nearly all absent. I
should have had them work together in a circle instead
of letting her sit far away.
I need to simplify my graded language and speak to
their level
I needed to concept check the worksheet activity
instructions before allowing them to do the worksheet.
Tasks
Phase Duration
Topic
1
Introduction
5
Teacher
activity
Say the
following:
My name is
Stephanie and
I am from
New
Hampshire,
United States
of America.
[write name
and origin on
board]
My name is
Stephanie and
I like singing.
My name
starts with S.
What’s my
name?
What do I
like?
Student
Resources
activity
Students listen Whiteboard
to my
and markers
introduction
and respond
to my concept
check
questions.
2
10
Name Game
3
2
Song
4
2
Calendar
5
2
Personal
Questions
6
2
Poem
7
20
8
15
Worksheet on
present
continuous
and adverbs:
how we do
things and
sports.
Relay race
My name is
Stephanie and
I like singing.
My name is
Ana and I like
apples. What’s
your name?
First kid says
their name.
What letter
does your
name start
with?
What do you
like to do?
Must start
with that
letter.
I let students
sing the song
they do every
class.
I prompt class
with questions
about the date.
Students will None.
repeat what
they like to do.
Students sing (Song that the
song.
students
already know)
Students
answer me
with the date
facts.
Prompt
Students ask
students to ask each other
each other
questions.
questions.
Ask students Students read
to read poem poem.
Hand out the
worksheet,
explain
directions.
Students fill
out the
worksheet.
I tell students Students use
to get in two cards to come
lines and I
up with
give them each sentence then
a card with a race to the
sentence
board to write
Wall calendar
Personal
questions on
the wall
Poem on wall
(students
already know
the poem)
Worksheet (12
copies)
Whiteboard,
sentence
prompt
flashcards.
prompt to
make into a
present
continuous
sentence.
9
15
Chinese
Chinese
whisper game whisper game
as follows. The
kids stand and
line up. I say
this sentences
which the kids
must repeat
together by
whispering
and try to
have the same
sentence at the
end of the line.
the sentence.
The next can
go once the
previous had
gotten back in
line.
Students line None.
up and
whisper down
the line and
try to maintain
the exactness
of the
sentence.
Sentence 1:
“The boy is
playing
football well.”
Sentence 2:
“She is singing
very loudly.”
Sentence 3:
“We are
dancing very
badly.”
Sentence 4:
“The teacher is
talking very
quietly.”
10
10
Vocabulary
(places)
I place
pictures and
vocabulary
works on the
desk and ask
Students
arrange the
cards.
Vocab cards
and pictures.
them to
arrange them
Students who attended
Name
Rodrigo
Mauricio
Frida
Ag
e
9
10
10
Level
Notes
Beginner
Beginner
Beginner
Frida is extremely shy and the boys are rather
rowdy so I had to ask Frida more questions to
get her talking more and I had to talk to
Mauricio and Rodrigo because they were
disruptive a few times.