ChancellorSteelOstrich30
Pre-planning Target language: Past continuous interrupted Level:…
Pre-planning
Target language: Past continuous interrupted
Level: Beginner
Length: 45 minutes
Number of students: 25
Lesson Plan
Lead-in
Put two sentences on the board: “I was eating my lunch when the phone rang” and “I ate my lunch when the phone rang”. Ask the students in pairs to discuss what the difference/similarities are between these two sentences in meaning and form.
S-S 5 mins
Presentation
Elicit the meaning of the past continuous interrupted from the students. Write the sentence structure on the board, drill this a few times to practise the pronunciation/intonation and elicit and highlight form: was/were + verb-ing + when + past simple. Ask students to mark where it goes on a timeline including other tenses students have learned so far. (12 mins) P/W & T-S
Concept check questions:
Are you eating your lunch now? (no)
Was he eating his lunch when the phone rang? (yes)
Were they eating when the phone stopped ringing? (no)
(3 mins) P/W & T-S
Practice (controlled)
Activity on the board changing past simple to past continuous interrupted tenses, using some examples from lead-in. (18 mins) P/W
Production (free)
Pairs one is interviewer and the other a famous person. The interviewer asks about the famous persons past experiences…then swap roles. (22 mins) P/W
Explanation:
This lesson plan is geared for first-timers who are gaining familiarity with the past continuous interrupted tense. This form of the past tense is used to tell about an activity that was taking place when it was stopped by another action that took place in the past. The target language is a form of the past tense. The instruction will last for forty-five minutes, and there will be twenty-five pupils in the class.
Lead-in
The first part of the class is called the lead-in, and its purpose is to familiarize the pupils with the language and start them talking about the earlier parts of their lives. In order to do this, the instructor will write two different statements on the board: “I was eating my lunch when the phone rang” and “I ate my lunch when the phone rang.” After that, the instructor is going to lead a discussion with the class on the meaning of these two different statements, as well as the similarities and differences between them. This task should be completed in teams of two, and the instructor should set aside around five minutes for it.
Presentation
During the presentation stage, the instructor will elicit from the students their interpretation of what the meaning of the past continuous interrupted is. After that, the instructor will put the structure of the sentence on the board, and they will drill this a few times to practice the pronunciation/intonation, as well as elicit and highlight form: was/were + verb-ing + when + past simple. The instructor need to have the students note where the tense belongs on a timeline that also includes previous tenses that the students have studied up to this point so that the teacher can verify that the students grasp the meaning of the tense. This stage should last around 12 minutes and contain both student-to-student and teacher-to-student contact. Pair work is required.
The instructor should ask the class a total of three concept check questions to determine whether or not the pupils have grasped the meaning of the language being taught. After the students have mastered the meaning, pronunciation, and form of the word, these questions should not be used to teach them its meaning, but rather to test their grasp of it. A query like “Were they eating when the phone stopped ringing?” is one example of a possible inquiry. If the pupils respond with a negative, the instructor will know that the class has grasped the concept of the tense being discussed. This part should take around three minutes to complete.
Practice (controlled) (controlled)
During the practice stage, the instructor will lead an exercise on the board that includes converting simple past phrases into continuous interrupted past sentences, utilizing some examples from the lead-in stage if such are available. The pupils may use this to assess how well they comprehend the form with the aid of this. This portion of the process should take around 18 minutes and should include working in pairs.
Production (free) (free)
During the production stage, the students will be given the opportunity to practice the target language in a more unstructured setting. In order to doooo thiiiis, the instructor will have the pupils work in groups of two. After that, the students will be given instructions to tell their partners two facts about themselves that are true and one information that is false while utilizing present perfect tense. After that, the partner will ask follow-up questions in an effort to determine which of the facts is a lie. The instructor should keep an eye on this action and then provide some kind of response. This portion of the process should take around ten minutes and should include working in pairs.
In general, the objective of this lesson plan is to educate novices in the use of the past continuous interrupted. The instructor will get the pupils talking about things that happened in the past during the lead-in stage. During the presenting stage, the instructor will first assess whether or not the students comprehend the idea by asking them concept check questions, and then they will elicit the meaning of the tense. During the stage of practice, there will be an exercise that is intended to assist the students assess how well they comprehend the form. The next step, which is the production stage, will provide the pupils a more open-ended opportunity to practice the language they are learning.
Tutor feedback
Many thanks for your hard work on this, but I’d like you to redo the following:
I need you to provide the sts/teacher interaction for each stage (we put this at the end of the stage): i.e. S-S (5 mins), T-S (15 mins), T-S (12 mins) P/W pair work & G/W group work. This is so that you can see at a glance if you have got the balance of student-centred and teacher-centred activities right.
Remember the timing for each stage too, thanks.
We don’t use the same TL we are testing when asking Concept questions.
When asking concept questions, there needs at least three, and they need to be easier tenses than the language we are teaching (we do not use the language we are testing when we ask concept questions). An example of one for this sentence (I was eating when the phone rang) could be: Are you eating now? (present continuous). The answer is no, and so if sts say no then you know they understand the tense more. These go at the end of the presentation stage, after you teach the meaning. They are to check the sts understand the meaning before you move on to the next controlled stage. Note: they need to be three different tenses.
Have a look at this: https://www.eslbase.com/tefl-a-z/concept-questions
Controlled: please provide a couple of sentence examples of the TL, thanks.
FREE: the TL is not the present perfect, it is the past cont interrupted, so please focus your activity on that, Thanks.
Also, a true/lie activity is controlled, not free. That’s because, you will need to ask the sts to use the TL, and so your situation/activity/instructions are not specific enough.
Your previous free was fine:
Production – 10 mins Have the students wrrrrite aaaa description of a memorable day in their life. Have them include the most significant events that occurred during that day in the past simple. Afterward, have the students write down the important events using the past simple, and make sure they include in detail what was happening at a few of the specific moments when those events occurred by providing details. Go over and correct errors for use of past simple. T-S 10 mins.
Also, it needs to be at least 20 mins and PW (pair work).
Nearly there…
Thomas
