Name of the Teacher Date Level of the class Length of lesson

Savannah Agar 6 May 2021 A2 – Pre-Intermediate 60 minutes

Lesson Type:
Grammar Lesson

Lesson Topic:
Bedtime Routine

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…
Use and identify the Present perfect tense to discuss their bedtime Spoken with their partner about what their bedtime routine
routine and what it consists of using the target language ‘just, consists of by using their target language, ‘just, already and yet’ as
already and yet’, whilst incorporating previously acquired grammar well as incorporating previously learnt grammar structures and
and word structures. vocabulary words.

Example sentence:
I have just eaten my supper.

I have already put my pajamas on.

I haven’t brushed my teeth yet.

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Anticipated difficulties: Suggested solutions:

1. The present perfect tense is likely to absent from many L1’s, 1. I will present a well-constructed timeline with accurate and
especially Russian which may make it more challenging for simple labels to give the students a visual demonstration of
the Russian students. Grasping the concept of the perfect the present perfect tense which will give them a better
present tense, which is an event that has either previously understanding of the target language words. The words
occurred, has just occurred, or has not yet occurred can be ‘already’ and ‘just’ will be written under the heading ‘PAST’
challenging for students to understand. and ‘yet’ under the heading ‘FUTURE’.

2. There are a few English sounds the Russian students may 2. I will use chorusing to assist the students in getting used to
struggle with one of them being the /ɜ:/ sound, which would this new sound as well as getting the pronunciation correct.
make it challenging for them to pronounce certain words due I will also show them how my mouth moves when I say the
to them not being familiar with these sounds. word to assist them.

3. Motivation may be lacking amongst the students due to it 3. I will focus on keeping the energy of the lesson high and
being Summer School classes which could mean they do not maintaining a lot of enthusiasm while I teach, I will also
want to be in class but rather on holiday as they are young incorporate lots of group activities to give the students and
children. opportunity to socialise with their peers. I will prepare
multiple activities to keep the class fun and exciting.

4. Due to some past participles of verbs following either a 4. Using the board, I will write up commonly used verbs in their
‘regular’ or ‘irregular’ pattern it may be confusing for four principle parts which are present participle, present,
students to remember which verbs follow which pattern. past participle and past. I will also incorporate the use of
dictionaries into the lesson if students need to refer to any
verbs in the past participle.
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Target language analysis:

1. What is the use or function of this The present perfect is used to talk about an event that has occurred at some point in people’s lives when
language? (include a timeline if it has occurred is not specified.
appropriate)
Past Future
NOW
Event/Action

I have already brushed my teeth.

2. In which context are you introducing The student’s bedtime routine in the context of whether they have already or not yet completed tasks that
the language? make up their routine.
e.g., read my book, brushed my teeth, put on pajamas, eaten my supper.

3. Which concept checking questions will “I have just eaten my supper” will be written on the board and then I will prompt my student to answer
you ask to ensure students understand the following questions to determine whether they understand the grammar point.
the meaning? 1. Have you already brushed your teeth? (No)
2. Do you brush your teeth before bed? (Yes)
3. Do you know what time you brush your teeth? (No)
4. What is the form of the target Positive structure:
language? (include positive, negative I have just brushed my teeth.
and question forms if appropriate) ‘Pronoun’ + have + just + ‘Past Participle’.

I have already brushed my teeth.

‘Pronoun’ + have + already + ‘Past Participle’.

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 Negative structure:
I haven’t brushed my teeth yet.
‘Pronoun’ + have + not + ‘Past Participle’ + yet.

5. How will your students work out the Using guided discovery, I will introduce the language by writing Present perfect sentences on the board
rules for the structure? using the target language ‘just, already and yet’ as well as giving students a copy of these sentences so they
can revise (Figure 2).

I eat my supper.
I have just eaten my supper.
I have already eaten my supper.
I haven’t eaten my supper yet.

The students will be given the opportunity to analyse the sentences the T has written on the board and can
establish the form of the new language. Once students have completed their analysis, they will each receive
a worksheet with different sentences with missing words and they will have to choose which one of these
words ‘just, already or yet’ fit the sentence better (Figure 3).
6. What will you teach about the The T will direct their focus mainly on how students pronounce the target language words ‘just, already
pronunciation of the structure? and yet’ as well as addressing any contractions that may arise in the Present Perfect tense such as ‘Have +
not’ becomes ‘Haven’t’ (/ˈhæv.ənt/) or ‘Can + not’ becomes ‘Cannot’ or ‘Can’t’ in spoken English. The T
will make use of the Cambridge Online Dictionary where there is an audio available to play the correct
sound of words which will be used to teach the students pronunciation and contractions.
https://dictionary.cambridge.org/dictionary/english/pronunciation

For the Russian students, the T will focus more on certain phonemes and vowel sounds that are absent in
the Russian language to help with their pronunciation. The sound the Russians struggle with the most is,
/3:/ therefore I will pay more attention to this sound when working on it.

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Stage Name Stage Aim Time Interaction Teacher’s procedure Students will…
Pattern
Warmer To give the 5 minutes T-S Show example pictures and sentences of a Identify the topic of the lesson and
students the bedtime routine. Students will work in pairs to refresh their vocabulary based on the
opportunity to discuss what their bedtime routine everyday topic.
transition from S-S consists of. (Figure 1) Analysed the pictures of an example
their L1 to bedtime routine and participated in a
English and give group discussion on their individual
them an idea of routines.
the lesson’s
topic.
Presentation: To give the 15 minutes T-S 1. The T will begin by introducing the target Must think about the new grammar
Meaning students an language (just, already, and yet) through structure and begin to develop a
opportunity to guided discovery by writing Present perfect deeper understanding of the target
utilize their tense sentences on the board. The language of the Present Perfect tense
analysing skills to sentences will have a grammar structure words (just, already, and yet).
determine the that the students are familiar with so that it
meaning of the isn’t as challenging for the students to The visual representations of the
Perfect Present understand. sentences will assist in their
tense and the 2. The T will start by writing a sentence such as understanding of the new grammar.
grammar. ‘I brush my teeth’, beneath this sentence
the T will write three additional sentences. Be able to answer CCQ’s to display
These sentences will be based on the first their understanding to the T.
sentence, using the target language; ‘I have
just brushed my teeth.’; ‘I have already
brushed my teeth.’; and ‘I haven’t brushed
my teeth yet.’ (See figure 2). The T will

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 underline each of the target language
vocabulary.
3. After the T has written out each of the
sentences, the T will read the sentence out
and the students must chorus the sentence.
4. The students will now work on their own to
analyse these sentences and aim to develop
a better understanding on the target
language words and establish the form of
the language.
5. Next up the students will receive a
worksheet which is made up of sentences
with missing words where they will be
required to fill in the correct target form as
well as underline the target language words
(Figure 3). The sentences will be different to
the ones displayed on the board to get the
students to think on their own.
I read my bedtime story.
I have just read my bedtime story.
I have already read my bedtime story.
I haven’t read my bedtime story yet.
6. Once the students have completed the
worksheet, the T will write the correct
sentences on the board so that the students
could check to see if they got them correct.
7. Following this the T will write these
sentences on the board:
‘I haven’t brushed my teeth yet.’

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 ‘I have just brushed my teeth.’
‘I have already brushed my teeth.’
Each sentence will be depicted with a
timeline (See figure 4a, 4b, and 4c). Each
timeline will include a picture to help the
students understand the meaning of the
target language better and determine
whether the event has just happened,
already happened or yet to happen.
8. Next up the T will read out the example
sentence ‘I have already brushed my teeth’
and then begin asking the students CCQ’s
based on this example as well as the other
examples just covered to see if the students
have understood the target language and
Present Perfect tense.
Presentation: To give the 5 minutes T-S Using the board, the T will write up the target Be able to examine the target
Form students the structure in this form: language words (just, already, and yet)
opportunity to and the correct target structure
establish the Positive structure: displayed on the board and then apply
correct written I have just brushed my teeth. this knowledge to the activity.
structure of the ‘Pronoun’ + have + just + ‘Past Participle’.
new grammar
and where the I have already brushed my teeth.
correct ‘Pronoun’ + have + already + ‘Past Participle’.
placement of the
target language
words (just, Negative structure:
I haven’t/have + not brushed my teeth yet.

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 already, and yet) ‘Pronoun’ + have + not + ‘Past Participle’ + yet.
are.
Once this is complete the T will hand out
worksheets where sentences will be scrambled,
and the students will be required to unscramble
them as well as underline the target language
words (Figure 5).
Presentation: To enable the 5 minutes T-S The T will chorus example sentences displayed Be able to sound more natural through
Pronunciation students to on the board whilst focusing on the contraction drilling contractions during CIC’s and
identify target ‘have + not = haven’t’ and the Present Perfect the online dictionary.
language and target language in the sentences. Making use of
contractions the Cambridge Dictionary: Click here, where the
used in the T can play the words and the students will be
target structure able to hear the correct pronunciation. The T
and can use will write the phonetic form of the target
them correctly. language so that the students develop a more
profound understanding of the pronunciation.

To assist the Russian students, the T must focus

on certain phonemes and vowel sounds that
are not included in the Russian language. The
sound Russian students struggle with the most
is /ɜ:/, which the T will focus on.

CIC will be used, after the T has completed

chorusing with the students, to isolate the
sounds and contraction words to ensure a more
natural pronunciation from the students.

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Practice: To give the 10 minutes Ss - Ss 1. The T will divide the class into three groups Be able to practice their listening and
Controlled students the of four, they will sit in their groups around their ability to produce the Perfect
Practice opportunity to the classroom, nicely spread out. Present tense sentences with the
practice the 2. The T will place word cards in each group. given target language.
target language Each set of word cards, if assembled
words and correctly create sentences in the Present Work in groups to help each other
structure, Perfect based on their bedtime routine. build the correct sentence structure.
building it for 3. The T will pick one of the examples Every group member must be given a
visual purposes sentences to say aloud to the class and they turn to help build the sentence.
as well as need to listen carefully.
listening to it. 4. The T will then give a count down (3, 2, 1…)
and the students must work in their groups
with the word cards to recreate the
sentence the T said.
5. Once they have completed the sentence,
the T will repeat the activity with a different
example sentence.
6. At the end of the activity, the T will go
around to each group and check whether
they assembled their sentences correctly.
(Figure 6)
7. The team with the most correct sentences,
wins.
8. If the students failed to hear the sentence
the first time, the T may repeat it once
more. The students are young and may get
distracted therefore they need to practice
their listening skills with this activity.

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Production: To give the 15 minutes Ss - Ss 1. The T will select one of the stronger Be able to communicate freely in pairs
Freer Practice students the students in the class to model a using their pre-existing vocabulary and
opportunity to conversation with to demonstrate the grammar whilst incorporating their
develop the student’s task and what they are required new target language.
confidence to to do.
use the target 2. The T will then separate the class into pairs. Gain confidence by using the new
language and Two model scenarios (Figure 7) on the target language and structures which
structures with board so any students who struggle to think will encourage them to begin using
minimal up their own scenarios may refer to. them in the real world.
assistance. Stronger, more confident students can
make up their own scenarios, but they must
be in the correct grammatical form and
include the Present Perfect target language
words ‘just, already and yet’. The topic of
their scenario needs to be based on
bedtime routines.
3. The T must monitor students and identify
any mistakes students make and address
them once the activity has concluded,
privately with each individual.
4. The T will monitor weaker students and will
elicit and prompt their vocab, target
structure and pronunciation if they require
it.
5. The T will encourage students to
communicate freely in their pairs using
existing vocabulary and grammar as well as
incorporating the new target language to
build their confidence.

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 6. The students are young; therefore, the T
will offer praise and motivate students to
keep trying to help develop their
confidence.
Cooler To give the 5 minutes T-S The T will divide the class into the groups they Be able to use their newly learnt
students the were in during the production stage. knowledge of the past participle which
opportunity to is important when learning grammar
reflect on the The T will read out a verb and the students must structures.
progress they work in their groups to determine its
made in the corresponding past participle form. Once they Get excited about the challenge of the
lesson and leave have found their answer the first group to put game and end the lesson on a positive,
the lesson on a their hand up can give their answer. If they are high note.
positive note. incorrect the next group that put their hand up
first will get a chance to answer.

The group who puts their hand up first and

gives the correct answer, wins the round.
Lesson Rationale (700-1000 words):
Method
I have chosen to structure my lesson using mainly the PPP format due to its organised and systematic approach towards gathering new information. I believe
that it gives the students and opportunity to become more aware of aspects of the new language which will result in them being more likely to notice the
language in the real world, as well as giving students lots of time to apply themselves. The PPP method does have its downsides which are that it is of a
regimental structure which can be restrictive regarding student’s exploration of the language. Due to this, I have chosen to incorporate guided discovery into
the ‘Presentation: Meaning’ stage of the lesson to give the students a chance to firstly discover the rules, the meaning and use the new grammar structures.
I feel this will promote a stronger level of understanding of the structure and target language words due to the students being provided with the opportunity
to discover it on their own. Furthermore, this method is also recommended for students who have a basic understanding/knowledge of a language and
encourages them to use existing knowledge which I felt would be beneficial for A2 level students.

Structure
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The warmer not only aims to get the students into the correct mind frame for their English lesson but also to encourage exploration as it motivates students
to engage in a class discussion and get to know their fellow classmates.

Following on from the warmer stage, we move onto one of the most crucial phases of the lesson, which is the guided discovery Presentation stage. This lesson
is very different to the vocabulary lesson as it is filled with rigid rules, due to this I will ensure that I assist my students in remaining fully engaged and abiding
by these rules. Grammar and all its rules can be uninteresting for anyone, especially young students, around 12 years of age as they will lack intrinsic
motivation to understand and engage. Thus, giving students the opportunity to inductively discover the rules of grammar on their own will provide them with
the tools to fit them in with their pre-existing grammar structures.

Presentation: Meaning gives the students an opportunity to view the Present Perfect tense and understand its meaning and the correct use for the target
language words through their guided discovery. During this stage, CCQ’s will be asked which will help me assess the students understanding of what they
have just learnt.

Presentation: Form gives the students the opportunity to form the correct understanding of the Present Perfect target language words, the sentence
structure, and the grammatical contraction for ‘haven’t’. This stage highlights any challenges the students may face due to the different forms of positive and
negative. The students will fill in a worksheet which will help them further develop their understanding of differences in form as well as further familiarise
themselves with the Present Perfect target words and tenses.

The pronunciation stages’ focus is on the pronunciation of the target language words and contractions in the target sentences. I feel as the students are only
A2 level that their existing pronunciation will prevent any serious problems in vocabulary. The sentences and contractions fluency will come from CICing,
drilling and displaying the target language in their phonemic form on the board.

As mentioned in my anticipated difficulties, the age of the students and that they are attending summer school which may not be something they would like
to be attending can cause them to get easily distracted and become disinterested. Due to this, I must keep the lesson fun, engaging and game focused to
keep them involved and entertained. During the Practice stage I have implemented a game that will keep the students engaged, having fun, and listening in
the class. The true benefit of this game is that it focuses on a variety of different parts of language which are speaking, listening, form and pronunciation. The
students are working together in groups to try and win the game which will not only keep them motivated but also develop the previously mentioned skill
sets and improves their teamwork.

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The Production stage is the stage where the students achieve the aim of the lesson which is to identify and be able to use the Present Perfect tense to discuss
what their bedtime routine entails using the target language words ‘just, already and yet’ and incorporating any previously learnt grammar structures and
vocabulary. Although the students are only A2 level, their vocabulary will be extensive enough to have a smooth and flowing conversation, regardless I will
model a conversation for the students at the beginning of the class with one of the stronger students. Alongside the model conversation, I will write up two
scenarios to give the students examples or for them to use the scenarios if they aren’t comfortable creating their own. Throughout this exercise, I will monitor
the students and give them guidance in their pairs if they require it to avoid disturbing the whole class.

The cooler stage of the lesson consists of another fun game due to the content of the class was challenging for the young students therefore it is good to end
the lesson on a positive, light note. During this game the main focus is on the past participles of the verbs as these can be more challenging for the students
due to some following a ‘regular’ pattern and others an ‘irregular’ pattern. The aim of this game is for the students to not only enjoy themselves but also to
reflect on the amount of new information they have been exposed to in the lesson. The purpose of this cooler stage is to leave the students feeling happy.

One element I would have liked to include in the Grammar lesson is a worksheet that focused more on the specifics of the past participle form of the verbs
as they can be challenging. Due to the lesson only being 60 minutes, there isn’t sufficient time to add in anymore worksheets, as well as the students being
young of age, hence why it is included in the cooler in a game structure to keep this short and fun. The past participle form of verbs can be challenging for
English students, so to avoid issues, the students will be allowed to use dictionaries in every stage except the cooler stage as this is testing the students’
knowledge. To assist the students further, I will write a list of the most common verbs in the four principle parts being present participle, present, past
participle and past. Once the lesson is completed, I will reflect back and determine where problems arouse (if any did) and determine a solution on how to
prevent it from reoccurring in future lessons.

Bibliography (if needed):

All images taken from Google.

All worksheets made by myself.

Cambridge dictionary. 2021. [Online]. Available at: https://dictionary.cambridge.org/dictionary/english/pronunciation

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Materials (include all physical copies of the materials you plan to use in your lesson, referenced):

Figure 1

I brush my teeth. I have a bath. I eat my supper. I read my bedtime story.

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Figure 2 Figure 3

I eat my supper. Fill in the form and underline the target language words.

I have just eaten my supper.

I read my bedtime story.
I have already eaten my supper.
I haven’t eaten my supper yet. 1. I _______ just _______ my bedtime story. (have, past participle)

2. I _______ already _______ my bedtime story. (have, past participle)

3. I _______ _______ my bedtime story yet. (have, past participle)

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Figure 4a

Past Future
NOW Event/Action

I haven’t brushed my teeth yet.

Figure 4b

Past Future
NOW
Event/Action

I have just brushed my teeth.

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Figure 4c

Past Future
NOW
Event/Action

I have already brushed my teeth.

Figure 5

Unscramble the following sentences and underline the target language words (just, yet, and already).

1. (bedtime) (I) (read) (story) (my) (yet) (haven’t)

____________________________________________________________________

2. (eaten) (already) (I) (my) (have) (supper)

____________________________________________________________________
3. (just) (I) (brushed) (teeth) (my)

____________________________________________________________________

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Figure 6

I have just eaten my supper.

I have just eaten my supper

I have already had a bath.

I have already had a bath

I haven’t brushed my teeth yet.

I haven’t brushed my teeth yet

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Figure 7

Scenario 1: Scenario 2:
A: Have you had your supper yet? A: Have you had a bath yet?

B: No, I haven’t had my supper yet. B: Yes, I have just had a bath.

A: Would you like me to make you pasta for supper? A: Have you already read a bedtime story?

B: No thank you. I have already made myself a toasted B: No not yet, I have to brush my teeth first.
sandwich.

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