Name of the Teacher Date Level of the class Length of lesson
Bella Jonker 26/05/2023 A2 – Pre-intermediate 60 minutes
Lesson Type:
Grammar Lesson
Lesson Topic:
A temporary situation
Lesson Aims: Lesson Outcomes:
By the end of the lesson, students will be better able to… By the end of the lesson, students will have…
Recognise and use the present continuous tense, in order to have a conversation Talked with a group about temporary situations and compare differences. Students
with their fellow learners about temporary situations. will also learn to have conversations more naturally using the present continuous
tense.
Example sentence: I am eating dinner.
Anticipated difficulties: Suggested solutions:
1. Students may find it difficult to grasp the concept of present continuous 1. I will use the timeline representation (fig.1) to demonstrate the present
tense, as it happens at a specific time but does not tell us when the action continuous tense, which should help them have a better understanding of
began or ended. the target structure.
2. Considering that I will be teaching young learners aged 11 to 12 and the 2. I will keep students engaged and motivated by doing lots of activities and
lesson being taught is on grammar, I anticipate that some students may get group work so that they are always participating and do not have a chance
bored and lose interest in the lesson. to lose focus.
3. For French learners there can be a problem forming questions in English. In 3. When teaching form, I will pay special attention to contractions and
French it’s possible to form a question simply by adding a question mark at question forms, using many different examples and an activity to ensure
the end of a statement whereas in English we need to use an auxiliary verb. that students fully derive their own understanding of the grammar being
taught.
pg. 1 Lesson plan V260423
, Target language analysis:
1. What is the use or function of this The present continuous tense is used to say what is happening right now. I am eating my dinner (expressed in the
language? (include a timeline if Present Continuous) is happening as we speak, when the action of eating is ongoing. As you can see from the
appropriate) diagram, the sentence doesn't tell us when the extended action began or ended. What we do know, is that the
action is coinciding at this moment.
Figure 1.
2. In which context are you introducing Present times in the context of what you are doing at this moment.
the language? Examples: I am eating dinner. I am in the bath. I am playing with my dog.
3. Which concept checking questions will “I am eating dinner.”
you ask to ensure students understand 1. Do you know what time I started eating dinner? (No)
the meaning? 2. Do you know what time I finish eating dinner? (No)
3. Do you know what I am eating for dinner? (No)
4. Do you know what I am doing now? (Yes, eating dinner)
4. What is the form of the target Positive structure:
language? (include positive, negative subject + am/is/are + verb (ing) + …
and question forms if appropriate) Negative structure:
subject + am/is/are + not + verb (ing) wasn’t + …
Question form:
am/is/are + subject + verb (ing) + ?
Or
Wh_ questions + am/is/are + subject + verb (ing) + ?
pg. 2 Lesson plan V260423
Bella Jonker 26/05/2023 A2 – Pre-intermediate 60 minutes
Lesson Type:
Grammar Lesson
Lesson Topic:
A temporary situation
Lesson Aims: Lesson Outcomes:
By the end of the lesson, students will be better able to… By the end of the lesson, students will have…
Recognise and use the present continuous tense, in order to have a conversation Talked with a group about temporary situations and compare differences. Students
with their fellow learners about temporary situations. will also learn to have conversations more naturally using the present continuous
tense.
Example sentence: I am eating dinner.
Anticipated difficulties: Suggested solutions:
1. Students may find it difficult to grasp the concept of present continuous 1. I will use the timeline representation (fig.1) to demonstrate the present
tense, as it happens at a specific time but does not tell us when the action continuous tense, which should help them have a better understanding of
began or ended. the target structure.
2. Considering that I will be teaching young learners aged 11 to 12 and the 2. I will keep students engaged and motivated by doing lots of activities and
lesson being taught is on grammar, I anticipate that some students may get group work so that they are always participating and do not have a chance
bored and lose interest in the lesson. to lose focus.
3. For French learners there can be a problem forming questions in English. In 3. When teaching form, I will pay special attention to contractions and
French it’s possible to form a question simply by adding a question mark at question forms, using many different examples and an activity to ensure
the end of a statement whereas in English we need to use an auxiliary verb. that students fully derive their own understanding of the grammar being
taught.
pg. 1 Lesson plan V260423
, Target language analysis:
1. What is the use or function of this The present continuous tense is used to say what is happening right now. I am eating my dinner (expressed in the
language? (include a timeline if Present Continuous) is happening as we speak, when the action of eating is ongoing. As you can see from the
appropriate) diagram, the sentence doesn't tell us when the extended action began or ended. What we do know, is that the
action is coinciding at this moment.
Figure 1.
2. In which context are you introducing Present times in the context of what you are doing at this moment.
the language? Examples: I am eating dinner. I am in the bath. I am playing with my dog.
3. Which concept checking questions will “I am eating dinner.”
you ask to ensure students understand 1. Do you know what time I started eating dinner? (No)
the meaning? 2. Do you know what time I finish eating dinner? (No)
3. Do you know what I am eating for dinner? (No)
4. Do you know what I am doing now? (Yes, eating dinner)
4. What is the form of the target Positive structure:
language? (include positive, negative subject + am/is/are + verb (ing) + …
and question forms if appropriate) Negative structure:
subject + am/is/are + not + verb (ing) wasn’t + …
Question form:
am/is/are + subject + verb (ing) + ?
Or
Wh_ questions + am/is/are + subject + verb (ing) + ?
pg. 2 Lesson plan V260423
