Page  of

Background Information Sheet

Name	Class	Date	Lesson Type	Plan type	Length
Judy	TESOL	20/06/24	Grammar	PPP	25 min

Lesson
Topic	present progressive (around now) - Judy is drinking water.
Main Aim	Students will learn the 2nd conditional.
Secondary Aim	Students will practice their speaking fluency.

Materials and References

Board and coloured markers, worksheets.

Student Profile
Level		Lower Intermediate
Age		7 years old		Number of Students	6
Detail		Students are all native Korean. A few students have lived abroad and have the local accent. Everyone is motivated to learn English.
Assumptions about students’ knowledge as required for this lesson:
Students know the present progresive used in this lesson Students have learned about the subject and ‘be’ verb-ing relationship Students know how to make the negative form using ‘not’
What language difficulties to expect when presenting, and how to deal with it:
Meaning: “If I had a million dollars; I’d buy a new car.” Students may think it is talking about a real situation in the past because of the word ‘had’. Make a clear visual context and C.C.Q. Form: Students may confuse how to use the if-clause e.g. ‘If I buy a new car I had a million dollars.’ Identify the two separate clauses being the if-clause and the result/consequence clause. Highlight the variable sentence structure. E.g. I’d buy a new car if I had a million dollars. Pronunciation: Students may not know where to put natural sentence stress. Drill several times chorally, then individually. Ask, “Which words sound stressed?” Board the stress markers in red.
Anticipated Classroom Management Difficulties and their Solutions:
The quantity of new language points to be learned about the 2nd conditional is too much for students to handle in a short 30 minute lesson. This could lead to anxiety, rushing, and a lot of teacher talk. For this lesson I will manage this by selectively presenting only a few new concepts about the 2nd conditional. The remaining new language points can be presented in the next lesson.
My Personal Aim
What I hope most to demonstrate in this lesson is the ability to present the target language using a situational presentation to be an involver type teacher
Stage Name: Lead-in Purpose of this stage: To relax both the teacher and students. To focus attention on the lesson. Create a situation for students to experience or think about, and then to elicit the target language.
Materials: List all materials that will be needed in this stage.
Timings	Interactions		Procedure
3 min	T-S		Draw, mime, show a action etc. to create a clear and understandable situation related to your target language. Try elicit the model sentence (a sentence that contains the target language) by referring to the situation. Hello everyone. I'm Judy teacher. How are you tody? Today, I am going to have a grammar class with you guys. I'll show my action first. So find out what the sentence is. (I'm Judy, Drinkig water) What am I doing? Yes, That's right.
Stage Name: Presentation Purpose of this stage: Make the students think about the situation. To clarify the meaning, form, and pronunciation features of the target language.
Materials: List all materials that will be needed in this stage.
Timings	Interactions		Procedure
	T T-S T-S T-S		Board the model sentence (if students are unable to tell you, just board it). CCQ – ask questions, and use time lines or scales where appropriate. What is the gramma of the sentence? What's the name of grammar? (Yes, That's right) Form – This sentence is present. 1. You can make a timelines try making it! 2. Present progressive means what we're doing! Drill – Look at the board 'She (drinks) water' Is it right? (No) -She (is drinking) water Is it right? (Yes) Because->Be+Ving (It's a verb form) We have to use the present progressive like this. *ex) He is d
Stage Name: Controlled Practice Purpose of this stage: students practice working with the form (scrambled sentences, split sentences, select the correct form of the verb, correct incorrect sentences, and change one form into another form). Accuracy must be checked.
Materials: List all materials that will be needed in this stage.
Timings	Interactions		Procedure
	T S S – S T - S		Instructions. ICQ. Hand out. Students do a worksheet. (Worksheets should be properly designed. See examples in a course book. Also, don’t do too many questions; 5 is probably enough. Please vary the questions so students work with the complete form.) Pair check. Feedback to check accuracy. Board correct answers visually.
Stage Name: Less Controlled Practice Purpose of this stage: students practice working with the meaning (match a timelines to sentences, choose the sentence that matches a picture, gap-fill a paragraph). Accuracy must be checked.
Materials: List all materials that will be needed in this stage.
Timings	Interactions		Procedure
Stage Name: Production – Freer Practice Purpose of this stage: is to get students to practice the grammar communicatively.
Materials: List all materials that will be needed in this stage.
Timings	Interactions		Procedure
30 sec 5 min	T S-S		Instructions. (Visual.) Students do a productive task which requires natural communication. For example, if the grammar taught in this lesson was about the present simple to talk about general truths or facts, then getting students to talk about general truths and facts would be suitable. E.g. Talk to your partner about the weather in your country. [It rains in summer, and it’s hot. Winter is cold….etc.]
Stage Name: Wrap-up Purpose of this stage: is to end the lesson on a positive note so that students feel they have achieved progress.
Materials: List all materials that will be needed in this stage.
Timings	Interactions		Procedure
1 min 10 sec 5 sec	T – S T T		Offer delayed corrections to the previous stage. “Look at the board. Here are some sentences I heard. Tell me how to correct them.” Set homework. Inform students about the topic for the next lesson.

Instructor’s Comments and Assessment

Pros
Cons
Change
Overall Comments
Grade
Above Standard 85%-100%	Standard 70%-84%	Below Standard 69%-0%
Instructor	Student Signature	Date
Taute, David

worksheet: Be+v-ing

Exercise A

Change the sentence to the new form. Write your answers neatly.

Example

Positive: Judy is drinking water.

Negative: Judy isn't drinking water.

Question: Is judy drinking water?

1) Positive: Elsa is making a snowman.

Negative:

Question:

2) Positive:

Negative: We are not washing our hand.

Question:

3) Positive: He is going to kids cafe.

Negative:

Question:

4) Positive:

Negative: My friend and I are eating delicious food.

Question:

5) Positive:

Negative:

Question: Is she cleaning up her toys?

worksheet: Be+v-ing

Exercise B

Write 4 true sentences about picture.

Example

Baby is seating on the floor.

* What are people doing?

1)

2)

3)

4)