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Lesson Plan Procedure

The document outlines a lesson plan with different stages: lead-in, grammar discussion, discovery, and controlled and freer practice. The goal is for students to discuss and learn the rules for present perfect simple (PPS) and present perfect continuous (PPC) tenses through true/false statements, exercises, and personal sentence writing.

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Zeynep Sulaimankulova
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© © All Rights Reserved
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11 views

Lesson Plan Procedure

The document outlines a lesson plan with different stages: lead-in, grammar discussion, discovery, and controlled and freer practice. The goal is for students to discuss and learn the rules for present perfect simple (PPS) and present perfect continuous (PPC) tenses through true/false statements, exercises, and personal sentence writing.

Uploaded by

Zeynep Sulaimankulova
Copyright
© © All Rights Reserved
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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Stage Stage Aims Timing Procedure Interaction Tutor’s comments on the Lesson

Pattern Procedure
1) Lead-In To expose 5’ True or False?
students to the 1. T asks SS to look at the board – there are 6 facts T-Cl
topic and written:
generate 1. I’ve been studying English for 20 years.
interest [PPC, T]
2. I’ve been to Cambodia. [PPS, F]
3. I’ve dropped my phone into the toilet once.
[PPS, T]
4. I’ve been collecting postage stamps since I
was a child. [PPC, F]
5. I’ve been living in Japan for 3 years now.
[PPC, F]
6. I’ve eaten a sea cucumber (and I liked it!).
[PPS, T]
SS have to discuss the facts and decide which are S-S
true and which are false, and explain why. [PW]
3’ 3. Feedback. Cl-T
1’ 4. T announces the correct answers. T-Cl

2) To make SS 3’ (1 + 1. T gives HO#1 ‘True or False’ and asks SS to S-S


Grammar discuss the to- divide the sentences into 2 groups. [PW]
Discussion pic 1+ 2. Feedback. [PPS and PPC used] Cl-T
Highlighting 1) 3. T highlights: Exactly, that’s what we’re going to T-Cl
talk about.
Discovery To let SS 6’ (3 + 4. SS get HO#2 ‘Guided Discovery’ and work on it S
figure out the individually.
rules 1+ 5. Pair check. [PW] S-S
To check and 2) 6. Feedback. Cl-T
summarize 5’ 7. T asks SS to turn the sheets over and asks the T-Cl, Cl-T
CCQs:
1. PPS: How is it formed?
Is the action finished? [Yes]
Is it important when it was finished?
Stage Stage Aims Timing Procedure Interaction Tutor’s comments on the Lesson
Pattern Procedure
[No]
Do we talk about result? (I liked it!)
[Yes]
2. PPC: How is it formed?
Is the action finished? [No]
Do we talk about duration? [Yes]
Will this action continue in the
future? [Most likely]
To drill the 3’ 7. T models the sentences (recording! #1 and #6): T-Cl, Cl-T
pronunciation I’ve been studying English for 20 years now.
I’ve eaten a sea cucumber.
Drag SS attention to the fact that main verbs are
stressed, not auxiliary ones.
Drill chorally, as groups, individually.

3) Practice To provide 20’ 1. T gives HO# ‘Exercises’. (Bend it before handing T-Cl
Controlled practice of the out! There’s a line.)
Practice TL in a (3 + 2. SS do Exercise 1. S
controlled way 2+ 3. SS compare their answers and discuss them. [PW] S-S
2 4. Quick answer check. Cl-T-Cl
6 5. SS do Exercise 2. S
2 6. SS compare their answers and discuss them. [PW] S-S
5) 7. Feedback (SS explain their choice). Cl-T-Cl

Freer To provide 17’ (6+ 1. T asks SS to write 4 sentences about themselves S


Practice some freer using PPS and PPC, 2 true and 2 false.
practice of the 4 + 2. SS read the sentences to each other and try to S-S
TL; to guess which are true and which are false. [PW]
personalize the 4 + 3. Feedback (SS tell one interesting fact about each Cl-T
topic other).
1+ 4. T’s feedback on content. T-Cl
2) 5. T’s feedback on accuracy. T-Cl
[Total: 63’]

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