Anda di halaman 1dari 3

LESSON TITLE: The 2014 Winter Olympic Games and the Past Perfect Progressive Lesson #: 1

TEACHER NAME: Grace Kelly-Pousson DATE: February 26, 2014


Attach any handouts or materials required for this lesson.
Preparation/Planning
ESL Course:
ESOL 30

Level

Beginning


Intermediate
X

Advanced


Multilevel
Topic/Theme:
The Olympics

Objectives
Content Students will learn to discuss and write about The Olympics. We will focus on
a few of the specific actions of the sports, stressing the past perfect progressive
form of the action verbs. The winter Olympics had just concluded several days
prior to the lesson.


Context


Language Grammar and Writing: The Students will learn the correct form and uses of the
past perfect progressive verb tense and will be able to apply it to their writing
assignments New and interesting terminology such as luge, bobsled, and
snowboarding will be learned to increase students vocabulary.







Listening
Speaking
Reading
Writing
This is a Grammar/Writing class of mid-level ESOL students. The students range
in age from 19 62 years of age. They are primarily from the Middle East and
South East Asia though a few are of Latino descent. Languages spoken by the
students include: Arabic, Farsi, Spanish, Hebrew, Russian, Thai, Pashtu, Korean,
Tagalog, and Vietnamese.
Students will hear authentic language by actual Olympic athletes as they describe
their sport on the video clip. The students will use this same language as they
discuss uses of the verbs in their group meetings. The students will be reading
the material and observing new vocabulary on their practice worksheets and they
will incorporate their understanding of the verb forms and usages in their
paragraph writing on the Olympics topic.
Bridging
What
background
knowledge do
the students
already have?
We have been studying the
Olympics for two weeks as a topic
for our writing process. The
Olympics is a multicultural event
that spans cultures and languages
and unites people across the
globe. It can serve as a platform
for respect and appreciation for
all.

The students have learned simple present,
simple past, present perfect present
progressive, past perfect and past
progressive. The students will apply that
knowledge as well as the information in
todays lesson about past perfect
progressive verbs in order to write a
paragraph entitled My Favorite Winter
Olympic Sport.
What will you do to activate
or link students prior
knowledge or experience to
upcoming content?
We will review the topics on the Olympics form the previous weeks and
grammar points that supported students to engage in and produce language
related to the topic. We will have viewed a short video clip about the Olympics
at the end of the class session previous to this lesson. The video featured
various athletes preparing for their individual sports. The students will pay
attention to the verb forms and how the athletes describe their activities. The
video increases student interest and interaction by visually demonstrating the
action verbs.
Engagement with New Material
What will you do to engage
students in the active learning
of the new material?
I will scaffold them moving from the form to meaning, then to use in authentic
contexts. In order to do this, I will follow the lesson format as designed by
Richards and Rodgers, 1986):
1. Presentation. Engagement with new material - The new structure is
introduced and presented by lecture. (Bridging)
2. Controlled practice. Learners are given intensive practice in the structure,
under the teachers guidance and control. (Practice on worksheet #1)
(Engagement with new material)
3. Free practice. The students practice using the structure without any control
by the teacher.(Free Journal writing) ( Application and extension)
What will you do to ensure
that all students are engaged?
I will provide a group game activity where the students are working together to
construct their own sentences together and individually. Students will be
divided into groups of 4 and base form of action verbs that describe an Olympic
sport or activity; ski, ice skate, practice, etc. They will be instructed to take
turns within their group and write sentences in the white board using these
verbs correctly in the past perfect progressive tense. I will circulate among them
observing those who are engaged and those who need encouragement.
Application
What opportunities will you
provide students to practice
and apply their
knowledge/skill to meet the
objectives for this lesson? To
apply to other contexts?
Students will complete Practice worksheet 1 individually first, and
Then share their answers either with their partners or in front of the whole
class. Working in pairs requires contribution to the conversation. Sharing in
front of the class necessitates that they are prepared. If some students do not
volunteer to answer the questions, I will call their name to answer. (think-pair-
share) The Game provides verb cards indicating various Olympic terms. Each
group member will make a sentence using the verb in the past perfect
progressive tense and write it on the board. Each group will compete against
the other for speed and accuracy.
Assessment
How will you assess their
learning of the objectives?
I will circulate the room and informally assess, looking for questions or
explanations to assist in their understanding. I will administer a formal
assessment grammar quiz the following week to analyze the results of the
perfect progressive tenses. I will continue to monitor these grammar forms in
successive lessons to ensure that students are maintaining the language forms
they have learned as they are learning new forms.
Closing
How will you help students
recap the learning and link it
back to the original purpose of
the lesson?
I will give a brief summary of the lesson before the class is over and explain
their homework, writing a paragraph about the Olympics that requires the use
of the learned tenses.
Then I will quickly review the important components of paragraph writing;
brainstorming, organization, topic sentence, supporting details, and concluding
sentence to help them with their assignments.
Technology I will employ a computer to show the Olympics video. I will also use a
PowerPoint slide show to present the grammar points, an overhead projector to
review the worksheet, white board and markers for the game phase where the
students will write their own answers on the board.




Reflection
What went well? How do you
know?


What didnt go as planned?


What contingency plan did
you employ?


What would you do
differently next time?




Did your students meet the
purpose and objectives for this
lesson? How do you know?







What do your students need
next? How do you know?







What did you learn about your
glows and grows as a teacher?
What can you do to work on
your areas needing growth?


I feel that the overall lesson went well however, in retrospect, the Summer
Olympics may have been a more culturally relevant topic, however the timing
was not correct. I had not taken into consideration that many of my students
are from warm climates where winter sports are unknown. While they learned
about the winter Olympics it was not something to which they could personally
relate. They had no previous knowledge of many of the sporting events which
resulted in confusion and a great deal of explanation of the activities.

I did not have a solid back up plan and fell to on the spot explanations which
proved acceptable for these purposes but which I felt was inadequate for me
personally. I would have a contingency plan in place for the next lesson.
In the future I would have more descriptive info for the students and I would
use a subject more geared toward their experiences relating back to previously
learned material, allowing scaffolding on previous knowledge.
Additionally I feel that I should differentiate instruction, for students that
finish early. However, I observed a lot of laughing and interaction as the
students helped each other to understand the correct verb forms. I feel that the
difficulty of the lesson and the group project helped the sense of community
which our class is creating each week.


I have not yet formally assessed their understanding of the past perfect
progressive tense. It is not very commonly used and was taught mostly because
it is obligatory in the textbook required by the college. I had a lot of difficulty
accessing authentic text or dialogue featuring this verb tense. My informal in
class observation is that about half of the class is still having difficulty using the
tense correctly.

I feel that they need more practice with all the perfect progressive verb forms.
Per the course syllabus, the students will next be studying the future tense
forms. I will confer with my cooperating teacher to see if it may be possible to
incorporate looking forward to the next Summer Olympics as a subject that
they can more easily associate with.


I think that I need more confidence in explaining difficult verb tenses which in
my observation trip up even the most experienced teachers. I get stymied by
questions that I do not readily have the answers to. I also need to work on
pacing my lesson to allow for enough time to thoroughly cover the subject and
answer questions. I think I should write down a few extended questions for
each area that I cover. This would not only help me slow down my lesson, but
also adds to informally assessing the students throughout their
learning, rather than just at the end of the lesson.

Anda mungkin juga menyukai