Answer

1. • 1. 1. ANSWER

           LESSON PLAN

           Name:	[Type your name here]
           Date:	23th October, 2020
           Lesson Focus:	listening and writing
           Level:	B1 Intermediate
           Age group:	Adults – General English
           No of students	15 adults
           Length:	75 minutes
           Lesson Objective:	Students will learn how to describe their previous grocery shopping experiences
           Materials:	Materials Whiteboard; Marker pen, PowerPoint Slides, Two videos: Past Perfect tense (https://www.youtube.com/watch?v=-TrE6VdtgLE)                                     Past perfect simple (https://www.youtube.com/watch?v=A3HRUtZCAa4) Conversation Script ESL Flow 15 handouts to issue to students at the end of the lesson for reference, English Grammar Guide Crossword puzzles Flashcards and Grammar Quizzes Perfect English Grammar

            

           Stage/Timing	Stage Objective	Teacher’s Actions	Students’ Actions	T/S Ratio & interaction
           warm up/ review 5 minutes	To review understanding of lessons taught in the previous lesson. Think of a previous activity or event using language taught previously	Have all the students get seated and ask them to get their ballpoint pens and notebooks ready for a small writing activity. Today, students will demonstrate their understanding of previous knowledge and concepts through writing and reading. Each student will write down two sentences about the interesting thing they or interesting place they went the previous day. Each sentence must begin with I or we, and end with the name of a place, or event. The first sentence must have regular verb, whose past tense is formed by adding the -ed suffix, and the second must have the irregular past tense form. The writing activity will span one minute after which students will close their notebooks and out down their pens to listen to their peers. Each student will have up to 10 seconds to stand up and read his/her two sentences to the rest of the class. The class has about 10 seconds to ask the student a question or correct him/her if the sentences are grammatically incorrect. The student receives 1 or 2 points depending on correctness of his/her sentence structure, and the next proceeds to read his/her sentences until all students read their sentences. During the presentation, student’s comprehension of the concepts taught in the previous class is noted.	Students will be preparing for the writing exercise by making sure they have the required material – notebook and ballpoint pen.   Students will be engaged in writing two short sentences about the interesting things they did or events they attended the previous day to test their understanding of past simple. Each student participates actively by reading his/her sentences to the rest of the class as well as listening to other class members read their sentences. Students will be working individually, correcting mistakes in their sentences and improving on areas they were inadequate.	10/90
           introduction 1 minutes	To introduce the topic and objective of today’s lesson. Clarify to students the learning outcomes of the session	Start the PowerPoint presentation, write today’s learning outcomes on the board, and draw the attention of students to the lesson objectives by reading: Students will learn how to describe their previous grocery shopping experience	Students will remain silent and listen to the teacher.	100/0
           presentation 25 minutes	To teach the lesson’s objective. The lesson will focus on teaching students the verb tense, past perfect, and enable them use the tense to describe two actions in the past, and show which action took place first and how many times. Teach students the structure and usage of the verb tense in real life. The lesson begins with helping remember concepts from the previous lesson     Seek responses from the student                     Move to PowerPoint slides with timelines and draw the timelines on the board for a better understanding                 Explain to students the circumstances under which past perfect is used and how it is used. Verb tense is used when describing an action that took place in the past with reference to another action that happened in the past. In other words, it is used to describe two finished, and we would wish to understand which of the actions happened first.   Write sample sentences on the board using both the affirmative, negative and questions         Continue to engage students in the learning process by asking questions that elicit responses on situations when the language is used                           Continue student responses, noting and correcting their mistakes               Underline the grammar points     Draw another timeline to illustrate the tenses’ usage                                           Look at the time lines drawn by students and help them correct any mistakes           Be attentive mistakes in the student’s answers, and correct them where necessary                                       Once all the students understand how and when to use the tense, tell them its name, and explain its grammar formular.	Step one: (Make reference to students’ understanding of previous grammar knowledge using past simple). Begin the presentation by asking students questions that elicit response of the simple past, for example: What did you do during the last summer holiday? What did you and your friend do the last weekend? What did your group discuss yesterday?   Students raise their hands and respond to the questions with such answers as;   I travelled to Arizona to tour the Grand Canyon National Park. We wrote the introduction to the second chapter of our book. We discussed how to use action verbs and other types of verbs.   Drop the whiteboard eraser and ask, what did I just do; Expected answer; “You dropped the eraser on the floor”. Start drawing a circle on the board and drop the eraser again in the process, and ask, “what did I do”. Expected response: “You dropped the eraser when you were drawing”.    Move to the next slide containing the following timeline, and draw it to the whiteboard for easier explanation. Illustrate to students when the actions took place.       Step Two: Draw another time line on the board to draw students’ attention on the new knowledge they will be learning in today’s lesson.     Provide the following scenario: The golf tournament started at 9:00 am We arrived at 10.00 am. Now combine the two sentences using past perfect: The golf tournament had started when we arrived.   Provide more examples of sentences depicting two actions and tell students the actions happened in the past at different points in time. Affirmative sentence: When they arrived, the meeting had already started (+) We had just prepared our shopping list when it started raining (+). Negative sentences: When I started teaching, two students had not arrived (-) I had not taught the last concept yesterday when the timekeeper rang the bell (-). My experience with the first job was not exactly as I had expected (-). Question Had you studied any English before you enrolled for this class? Had you graduated when you got your first job?   Seek more responses from students regarding the two actions they performed or completed in the past. Write the students on the board, noting and highlighting the structure.   Describe the structure of the tense verbally [had + past participle (the third form of the verb)], highlighting the parts of the sentences on the board. Move to the slide with the following content and write it on the board.     Provide more examples: They had worked before the supervisor came. We had gone home when the minister of education arrived.   Ask: How can we say the last sentence, and still mean the same thing. Note the ability of students to come up with different ways of structuring a sentence without distorting its meaning. Expect the following response: When the minister of education arrived, we had gone home. Step three: Say: there are three situations in which we can use the past perfect tense.   First usage/situation. Engage students by asking: “Describe an action that you or someone you know completed before another action in the past”. Expect responses such as: They left before the manager had spoken to them I had never seen such fresh vegetables before I shopped at the new grocery. Draw the following timeline.   Say: You can also use the tense to show that an action or event took place before a specific time in the past. Provide the following examples: Had you ever visited this school before your enrolled for course in May? Expect the response: Yes, I had been to this school once before. No, I had never been to this school before May.   Second situation/Usage Move to the next slide and say: You can also use the past perfect tense when you are describing a duration before an action in the past or time up to a point in the past. This involves the use of non-continuous verbs. Draw the following timeline to on the board illustrate this usage   Elicit student responses by asking:  “Who can give me an example of an action that started in the past and went on until another action happened in the past?”   Expect the following responses By the time I had finished my studies, I had been in the city for four years. She had not used the blender for one month before it got damaged. He had published his first seminal book by the time he was thirty. Had they supplied the fruits when you went to the grocery this morning?   Third situation/usage: Moving to the next slide, say: The other situation you can use is when describing important specific times. Example: He had visited his parents in Britain twice in 1990 before he moved in with them in 1992.   Tell the class that the class that the tense they have just used to describe the past actions or happenings is called the past perfect.    Further explain to the students that words such as when, already, after, never, can, yet and before suggest that past perfect could be used. Describe the form of the tense, highlighting and underlining the parts of the sentence with the tense: [I / WE / SHE / SHE / YOU/ THEY / IT] + [HAD] + [PAST PARTICIPLE (third form of the verb)] Describe another situation: [I / WE / SHE / SHE / YOU/ THEY / IT] + [HAD] + [ALREADY / JUST / NOT / NEVER] + [PAST PARTICIPLE]   Say: having learned how and when the past perfect is used, it’s now to practice listening and writing.	Students will remain attentive and listen to the teacher.   Students will be actively participating by raising hands and answering the questions.           Students will be using the knowledge from the previous lesson to respond to the presented questions.                     Students will draw the time line in their notebooks and jot down different uses of the past simple.                             On a new page of their notebooks, students will write today’s topic – past perfect – and draw the time line.   Students will be listening to the explanation on how to describe two past actions using past perfect. Students will write the two actions and the new sentence.           Students will continue listening, and subsequently taking notes.                                 Students will pay attention to the description.           Students will write down the tense’s structure                       Students will continue participating by responding to questions and taking notes           Students will continue writing, and have an opportunity to ask each other questions.   Students will draw the time line.                           Students will be active participants by asking and answering questions.       Students will listen to the description and draw the timeline in the notebooks                 Students will use the language presented to respond to questions and construct short sentences.                       Students will be listening, and thereafter write the description of the third situation and the sentence.     Students will remain attentive to the explanation.     Students will be taking notes	40/60
           practice 29 minutes	Take students through activities for both structured, semi-structured and unstructured practice to build their communicative and fluency skills       Engage students in active listening through a short video on the grammar topic taught.                                             Continue using the short video to improve students’ understanding of the situations when past perfect is used and how.                                                                           Ask students about contents of the video.   Show students the expected responses                       Enable students put the new grammar knowledge into practice through writing         Enable students to review their peers’ work	Pre-listening activity Ask students what they remember about their past shopping experience or the time they returned after shopping. Now, ask students to form groups of three and talk about the actions or happenings they found interesting in the past one week. Walk around the class to ascertain that every student is participating in the dialogue, and explain any areas they may be experiencing issues.   Practice activity 1: Listen and Practice   Play the following short video and ask student to listen attentively.   Click and open the link; https://youtu.be/A3HRUtZCAa4?t=34   Play the video; 0:34 – 0:42 “Yesterday, when I arrived home, she had      already cooked dinner”. 0:43 music 0:44 – 0:46 she hadn’t set the table 0:47 – 0:49 music 0:50 – 0:52 After you had done your homework 0:53 – 0:54 music 0:55 – 0:56 I set the table 0:57 – 0:59 music 1:00 – 1:02 when my father arrived home, 1:03 – 1:05 music 1:06 – 1:08 we had already eaten 1:09 – 1:10 music 1:11 – 1:13 we hadn’t waited for him 1:14 music 1:15 – 1:17 when is switched on the TV, 1:18 – 1:20 the news had just finished 1:21 – 1:22 music 1:23 – 1:24 the film hadn’t started yet 1:25 – 1:27 music 1:28 – 1:30 before the film ended, 1:31 music 1:32 – 1:34 they had fallen asleep 1:35 – 1:37 they hadn’t seen the end 1:38 music 1:39 – 1:42 when I went to bed, I hadn’t done my             homework 1:43 – 1:44 music 1:45 I had forgotten 1:46 – 1:59 music and some illustrations 2:00 – 2:03 when I arrived home, had she cooked       dinner? 2:04 – 2:05 music 2:06 – yes, she had. 2:07 music 2:08 – 2:09 had she set the table? 2:10 – 2:11 music 2:12 – 2:13 No, she hadn’t. 2:14 music 2:15 – 2:16 when my father arrived home, 2:17 – 2:19 had we already eaten dinner? 2:20 music 2:21 Yes, we had. 2:22 music 2:23 – 2:24 When I switched on the TV, 2:25 – 2:27 had the news just finished? 2:28 yes it had. 2:29 – 2:30 music 2:31 – 2:32 Before the film ended, 2:33 – 2:34 had they fallen asleep? 2:35 music 2:36 – 2:38 Yes, they had. 2:39 – 2:40 When I went to bed, 2:41 – 2:42 had I done my homework? 2:43 music 2:44 – 2:45 No, I hadn’t. 2:46 – 2:48 music   Pause the video Elicit from students the key words presented in the video Ask students some of the verbs used   Continue the video and play to the end, at 3:10, so students can see the expected responses.   Expected response on key word presented: after, before, when, just, already and yet   Expected response on verbs used: cooked, done, eaten, set, fallen, begun, forgotten, and finished.   Play the video two more times for students to better understand the tense usage.   Practice Activity 2 Writing activity: Describe a previous grocery shopping experience. Say to students: Using the key words and verbs presented in the video you just watched, as well as those you learned throughout the lesson, describe, in less than 200 words your previous grocery shopping experience. Take two minutes to think about the major actions and things or happenings you found interesting during and after shopping.   After a few minutes, ask students to put down their pens, and have each of them pass his/her narration to a neighbouring student for review.  Students read their peers’ narrations, underlining the tense (past perfect), and commenting on the appropriateness of its usage. After the reading and review, a student writes their names at the bottom of the peer’s narration, and hands the notebook to me.	Students will respond to the questions individually.     Students will be active participants           Students will remain quiet and listen to the short story in the video.                                                                                                                               Students will be stating the key words and verbs presented in the video.                                   Students will be working individually to write a short narration of their grocery shopping experience.       Students will be reading and reviewing their peers’ work.	75/25
           evaluation 10 minutes	Assess students’ understanding of today’s learning as well as retention of grammar topics taught in the previous lessons   Provide feedback	I will proceed to the back of the class with the notebooks, where I’ll get seated and read each student’s narration as well as the peer’s comments Meanwhile, students will be in groups of three discussing what they had written. On a scale of 1 to 10, I will give each a score depending on the number of past perfect tense key words and verbs used as well as on how appropriate the tense is used. Similarly, peers will get up to five points for their ability to identify the past perfect tense in the narrations they reviewed as well as on their ability to identify and comment on areas that need correction. Each student then gets up to 15 points for the exercise. However, the 15 points will not be part of the final grade. I will hand the notebooks back to the students by calling their names.	Students will be seated and discussing in groups of three	80/20
           APPLICATION 5 minutes	Assign students a homework assignment to reinforce learning	Give students a homework assignment Students will watch a 7 minute video by following the link, https://youtu.be/-TrE6VdtgLE, and write 15 complete sentences using the key words presented in the video in relation to the tense taught in today’s lesson. Hand in the assignment first thing when you come to class tomorrow.   Enjoy the rest of your day.	Students will maintain silence and take notes on the homework assignment, making sure they do not miss the due date.	1O/90

            

           MATERIALS

           Notes on the boards

           Usage and Time line

           1. Describe an action that was completed before another action in the past
           1. Show that an action or event took place before a specific time in the past
           1. When describing important specific times

           Visual aids