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Lesson Plan Procedure - use a row for each stage and add additional rows as necessary
Stage Aims
Introducing
myself and
present
perfect
continuous
Making the
learners
familiar with
the rules
when to use
present
Interaction
Materials &
Time
Whiteboard,
pen and a
piece of
paper
10 minutes
Whiteboard
15 minutes
Procedure - What
will the teacher be
doing / saying?
Dictogloss activity:
Ill first introduce
myself a little bit.
First just telling the
information about
myself.
Dividing them into two
groups (for/since),
You are for, you are
since..
I will tell you my story
once again now. Can
you catch all the
sentences which
contain since or for?
Asking the students to
sit together in the two
groups and while they
are changing seats
writing down a centre
of a mind map saying
Procedure What
will the students
be saying?
First just listening to
the information
about the teacher.
Writing down the
sentences which
include since or for
on a piece of paper.
What could go
wrong? How
will I respond?
They might not
catch all the
sentences that
is why they work
in teams so they
can complete the
list together
afterwards.
Getting together in
the two groups and
checking if they have
all the sentences and
saying the sentences
aloud.
Tutors Comments
IH CYLT
perfect
continuous
Pair/team
Pictures with
present perfect
continuous on the
whiteboard. Asking
them to check if their
group got all the
sentences (I will give
them the exact
number)
Asking the learners to
say the examples aloud
and writing some of
them on the
whiteboard.
Can you see, what all
those sentences have
in common?
Underlining the
structure and adding it
to the mind map.
Can you tell WHEN do
we use present perfect
continues? Which time
expressions do we
use?
Adding those to the
mind map.
Telling the learners to
or more accurate
questions.
Discussing the
IH CYLT
work, finding
differences
in the use of
present
perfect
simple and
continuous,
speaking
different
activities and
a note about
their length
10 minutes
Encouraging
the children
to produce
language,
making the
15 minutes
pictures in
pairs/groups and
writing down the
sentences.
Saying the answers
aloud.
Than showing the
picture and saying
the sentence.
the sentences
wrong I would
ask the other
students to
correct them.
Thinking of a few
sentences, they may
write it down. Trying
to be funny, creative
and to trick their
IH CYLT
atmosphere
in the
classroom
relaxed
IH CYLT
Just quickly pointing
out some funny
examples.