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While When Lesson Plan

This lesson plan outlines a 50-minute grammar lesson for adult ESL students focusing on using the past progressive tense in complex sentences. The objectives are for students to be able to produce and differentiate between simple past and past progressive sentences using time clauses with "when" and "while." The lesson includes a reading passage example, form explanations, mechanical and matching exercises, and a communicative activity to practice the target grammar.

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2K views4 pages

While When Lesson Plan

This lesson plan outlines a 50-minute grammar lesson for adult ESL students focusing on using the past progressive tense in complex sentences. The objectives are for students to be able to produce and differentiate between simple past and past progressive sentences using time clauses with "when" and "while." The lesson includes a reading passage example, form explanations, mechanical and matching exercises, and a communicative activity to practice the target grammar.

Uploaded by

api-361083998
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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TESOL Certificate Programs

Lesson Plan Format


Student Name: Nicholas Dotson Class: English Grammar Structure and Methods

Date: May 31st, 2017 Assignment: 50 Min. Grammar Lesson

Instructor Name: John Moran Quarter: Spring

CONTEXT
Level: 500
Teaching Context: ESL
Student Age: 18 35
Skill: Grammar
Topic: Using Past Progressive in Complex Sentences

OBJECTIVES
1. Students will be able to produce complex sentences using the past progressive tense in
both affirmative and negative statements.
2. Students will able to differentiate and choose between simple past sentences and complex
past progressive sentences that use while and when with repeated contextual activities.
3. Students will be able to create their own sentences using past progressive, when & while.
4. Practice will continue until all students can complete the tasks with 90% accuracy.

TARGET EXPRESSIONS OR MAIN TEACHING POINTS


1. Past Progressive 4. When
2. Simple Past 5. While
3. Time Clause

SOURCES
1. Basic English Grammar. Hagen & Azar. Pearson Education, 2006. P. 281-282.
2. Understanding and Using English Grammar. Hagen & Azar. Pearson Education, 2009.
3. Grammar Dimensions. Sadlier, Riggenbach & Samuda. Helne and Helne, 2000. p. 90-91.
4. Nittty Gritty Grammar. Young & Strauch. Cambridge, 2006. p. 114-116.
TESOL Certificate Programs
Lesson Plan Format

MATERIALS
Whiteboard
Markers
Handouts

Lesson Plan Phases:

Presentation

Present the Pattern in Context (4 mins.):

T passes out the attached reading passage, All the While, to the whole class.
T reads passage out loud to the class while the Ss follow along on their handout.

Comprehension Check (2mins.):

What time did the test begin?


Who talked to herself during the test?
What word did the teacher yell?

Identify the Pattern (5 mins.):

T writes the first two sentences of the passage on the board.


T asks the Ss what the class was doing when the teacher walked into the
classroom and underlines were talking and the time clause when.
T asks the Ss what the class did while the teacher was giving out the tests and
underlines while and we sat in silence.
T then instructs Ss to find other examples of this pattern and gives Ss 2 mins.
T calls on Ss for examples and writes a few of them on the board for Ss to see.

Formal Explanation (6 mins):

T asks Ss: How many of you have experienced an earthquake?

T writes on board: ________ , an earthquake occurred.

T asks a S what he/she was going at the time of the earthquake.

T writes on board: _______ was (verb+ing), an earthquake occurred.

T asks how to express that an action/event was in progress at the time of another action
(while).
TESOL Certificate Programs
Lesson Plan Format

T writes on board: (Ss) was (verb+ing) _______ the earthquake occurred.

T asks how to express that an action was in progress at the time of another action (when).

Practice:

Mechanical Exercise (5 mins.):

T hands out the attached When and While exercise. T does two when and two while
questions with the class which serve as examples and then asks the Ss to complete the
two exercises on their own. T monitors Ss and answers any questions they might have. T
calls on Ss to give answers when T feels that they have finished. T corrects any errors.

Functional Explanation (6 mins.):

T puts this example on the board (if not yet given by the Ss): I was smiling when I left
the classroom. T erases the word when and creates 2 sentences: I left the classroom. I
was smiling.

T asks what the tense of the former is called (simple past) as well as the latter (past
progressive). T asks Ss if the actions seem long or short.

T asks what the difference between the two tenses is.

T tells Ss to use when to express the relationship between a shorter past action and the
simple past: was smiling and left are both shorter past actions.

T puts example on the board (if not yet given by the Ss): While she was giving out the
tests, we sat in silence. T asks which part of the sentence is past progressive: She was
giving out the tests. T then asks Ss which part constitutes the simple past: We sat in
silence. T asks Ss if sat sounds like a longer action or a shorter action.

T tells Ss to use while to express the relationship between a longer past action and the
simple past: sat feels long whereas was giving feels and sounds like a much shorter
past action. T asks Ss what when and while have in common.
TESOL Certificate Programs
Lesson Plan Format
Production

Meaningful Exercise (10 mins.):

T hands out the attached A and B matching exercise. T does one with the class, in
addition to the one that has already been done for them and asks the Ss to correctly match
each of the statements individually. T monitors S sans has them share their answers when
finished. T corrects any errors or wrong answers and provides feedback to the Ss.

Communicative Exercise (12 mins.):


T hands out attached activity Daily News then reads through it with the Ss without
adding any of the missing information. T then pairs Ss together and has them complete
the new story and when they have all completed the task, T asks Ss to share what they
think happened to Mr. Meyer.

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