This sample lesson demonstrates the structured, professional approach I bring to every class.
Model Lesson Plan
Class: Example: A2 pre-intermediate 10-12 years old
Date: xxx
Topic: Example (My weekend)
Number of students: 12
Length of lesson: 60 minutes
Lesson type: Grammar (face-to-face with online adjustments included)
Lesson aim: To introduce the students to the past continuous for interrupted actions by using their experiences over the weekend to illustrate the form.
Lesson objectives:
Example:
● The students will be presented with the function and form that illustrates how two different actions in the past can be combined logically in time to highlight that one action interrupted the other (Present phase)
● The students will practice the form on a worksheet (Practice)
● The students will produce the form by discussing what they did over the weekend to illustrate the form with one another in break-out groups (Produce)
Materials and equipment (Example):
Worksheet for the controlled practice in PDF form, link for the same
quiz on wayground to be shared on screen for online students,
printed PDF with action photos for the production phase while virtual
copy can be dropped into chat for online students to download and
explore; pens; white board; pen and eraser.
Assumed knowledge:
1) Students already know the past simple and past continuous tenses
separately, but not how to use them together in one sentence.
2) Students are already familiar with relevant grammatical terminology
(subject, verb, etc.).
Anticipated problems:
1) Students may confuse when to use was/were.
2) The students all speak the same L1 and so may be reluctant to speak
English.
3) Running out of time for the plenary.
Solutions:
1) Highlight the difference in the presentation and practice in the
controlled practice task.
2) Remind students to only speak English in class as needed.
3) Watch the time throughout the lesson and make minor adjustments as
required.
Stage: Warmer
| Stage Aim: | Timing: | Interaction: |
| To set the context of the lesson and introduce the topic | 10m | T-C |
Teacher Activity
(What the teacher would do to deliver the stage)
The teacher greets the class and as part of the greeting introduces the topic of My Weekend by saying something like:
“The topic for our lesson is: “My weekend”.
Let’s all discuss what we did the weekend, shall we?”
“I’ll go first.”
“My weekend was very relaxing and interesting.
“I went to the market. At the market I bought vegetables. I saw my friend Jan. We went for coffee and spoke about living in Thailand.”
Teacher will offer to show a range of photos on his phone to illustrate the sentences.
The teacher will then ask the question: “What did you do yesterday? Can you tell me what you did yesterday? You can show us pictures on your phone if you have any, who wants to go first?”
This will elicit the simple past and students will answer individually, with the help of the teacher should the student struggle with vocabulary or pronunciation.
The teacher will write these sentences in the simple past on the board.
The teacher will then ask the class:” Can you point at the verb in this sentence? Where is the verb? Raise your hand, who can help me find the verb?” Teacher will choose a student for every sentence and ask them to come to the white board and underline the verb. The teacher will praise the students for their effort.
Once that is done, the teacher will ask a follow-up question to elicit the past continuous from the students from the response to the first question:
“So, what were you doing, at the market
yesterday.”
This will elicit a response that will prove that the students understand and know the structure of the past continuous by using was/were and –ing in his/her response.
The teacher will write down all the sentences in the past continuous on the board and proceed with repeating the action of calling volunteers to come forward and underline the form of the verb.
Once the teacher has established that the
students know and are comfortable using the form of both tenses and are confident using it in practice the warmer phase is over, and the teacher is ready to move on to the next phase of the lesson.
Student Activity
(What the students would do in response to the teacher’s actions)
The students will greet the teacher and then proceed to answer the following warmer questions.
The student will respond by stating in the simple past what they were up to.
Examples I expect:
“We went to the market, yesterday.”
“ I stayed at home, yesterday.”
The students will respond in in the past continuous and using the correct framework for the tense.
Examples of responses I expect:
“ We were buying food for lunch.”
“ I was watching tv all day.”
The class will respond by raising the hands and the one chosen to come forward will underline the verb on the board.
Stage: Presentation
| Stage Aim | Timing | Interaction |
| To introduce the meaning, form, and pronunciation of the past continuous for interrupted actions. | 15m | T-C |
Teacher Activity
(What the teacher would do to deliver the stage)
Can include:
● 2 questions asked to elicit a model sentence
● 2 questions asked to elicit form
● 2 concept checking questions asked to check meaning
Teacher will use the sentences in the warmer to introduce the meaning and form of the past continuous for interrupted actions, by asking questions to elicit a model sentence like:
“Let’s have a look at these sentences?”
“Do you think there’s a way we can connect these actions in these sentences? What do you think?”
“Yes?”
“Ok, but, if we do, we will need a “connecting word”. Which connecting word do you think we can we use to make this work?”
“Let’s see if we can find this word that will connect our sentences.”
“Imagine you’re doing something and suddenly something interrupted what you were doing…. how would you say that in English? Which action
happened first?” Start your sentence with:
“I was studying…. the phone rang”
The teacher will choose “when” from the
responses of the class and especially look out for the L1 Thai response “เมื ่อ” (meua) which is the word “when” in Thai” and then follow up with:
“Yes, that’s correct, but what is the English for “meua”?
The teacher will choose the correct response “when” and then proceed. (This step may not be needed if one student had supplied the correct word in English):
“Now if you connect these sentences with “when” what will it look and sound like? Anyone want to try?”. Teacher will choose a volunteer to answer.
“I was studying… (when)… my phone rang.”
“That’s correct.”
“Which action happened first in time?”
“Yes, that’s correct… I was busy studying
(emphasize)… “when”… “my phone rang, that’s correct”.
Teacher will then use the examples given by the students in the warmer and compile the target form of language on the white board from examples provided by the students, repeating the concept checking question: “which action
happened first?”
The teacher will then introduce a word order change, by suggesting that the connector could be used at the beginning of the sentence too without changing the meaning of the form, by saying: “What if we moved the word “when” to the beginning of the sentence, what do you think will happen?
“ Who wants to try?”
“When …” I was shopping (correct) yesterday, I saw my friend from school”
“Good!”
Let’s try that with the sentences on the white board”.
The teacher will then ask volunteers to read the sentence in the new order and then proceed to write those on the white board, again concept checking all the way to emphasize meaning and form.
“Can you see that we can use the connector word “when at the beginning of the sentence too, and keep the actions in the correct order?”
Ok, now that we’ve learned a new way of
expressing ourselves in English let’s try practicing this on our work sheet.
Student Activity
(What the students would do in response to the teacher’s actions)
Students will respond to the questions the teacher is asking when eliciting the form either individually or as a group.
Students will respond either together or
individually when the teacher uses their provided sentences.
Students will discuss and provide the information requested.
Students will participate by providing examples as requested.
Stage: Controlled
Practice
(e.g. a gap-fill worksheet)
| Stage Aim | Timing | Interaction |
| To practice accuracy of meaning and form | 10m | Class |
Teacher Activity
(What the teacher would do to deliver the stage)
Teacher will provide the printed form of a worksheet (or the link if teaching online) that contains a gap-fill questionnaire that will test the student’s ability to spot which action occurred in time by entering the correct form of the tense to complete the form.
(See attached worksheet).
Teacher will walk among the students and assist where necessary.
Student Activity
Students will complete the gap-fill exercise of the worksheet in their own time with help from the teacher.
Teacher will move among the students and assist when called upon, or to clarify meaning or content.
Stage: Freer Practice
(a speaking task in which ss can use the past continuous for interrupted actions as they see fit, e.g. roleplay or discussion)
| Stage Aim | Timing | Interaction |
| To develop fluency | 20m | Class (S-S) |
Teacher Activity
(What the teacher would do to deliver the stage)
Teacher will now divide the class into groups of 4-5 with the instruction to come up with sentences that will produce the form by discussing what they did the weekend with one another in the form of a short story with one another by using pictures on their phones to help lubricate the conversation and help practice speaking skills.
One student can be the designated compiler (writing down the newly formed sentences) from the discussion that will ensue among the students.
Teacher will monitor the discussions by moving between groups and assisting as needed and making mental notes on pronunciation, use of form, syntax and other issues that may arise.
Student Activity
Students will engage in forming the past continuous with interrupted actions by using examples from their weekend in the form of short story telling by using pictures on their phones if they want to and will call on the teacher for assistance as needed.
The designated compiler will write down the sentences for discussion in the plenary.
Stage: Plenary
(a recap of what has been learned)
| Stage Aim | Timing | Interaction |
| To consolidate learning | 5m | T-C |
Teacher Activity
(What the teacher would do to deliver the stage)
Teacher will briefly discuss the generated sentences in the previous section and how it achieved the form of the past continuous for interrupted actions
by praising the students’ skill and creativity.
The teacher will also discuss problems encountered and how to solve them in order to achieve the correct form, function or pronunciation.
Teacher will provide homework if any, make sure to confirm the date and time of the next class, and then dismiss the class.
Student Activity
Students will listen and take mental notes of how well they’ve achieved the exercise.
They will then copy the homework assignment and confirm the date and time of the next class.
Bibliography:
Content used like worksheet (link), audio (link), video(link)
Teacher’s reflection on the lesson:
- Description
Ideas:
What factors did you consider when planning the lesson? For example, learner level, target language, context, etc.
- Feelings
Ideas:
How did you feel during the lesson planning process and why? For example, stressed, creative, enthusiastic, etc.
- Evaluation
Ideas:
What went well and what didn’t go so well in the lesson planning process?
- Conclusions
What did you learn about yourself as a result of the lesson planning process?
- Ideas
What will you do differently the next time you plan a lesson?
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