THE TEFL ACADEMY LEVEL 3 ASSIGNMENT B - LESSON PLAN REVIEW [GRAMMAR - USED TO]
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TEFL Teacher Training
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TEFL Teacher Training
This is a recent and complete Assignment B for The TEFL Academy Level 3 TEFL Course, with all parts. The assignment includes LESSON PLAN REVIEW focusing on grammar [USED TO], ACTIVITY, MATERIALS AND PHYSICAL RESOURCES. I passed this assignment with distinction, making it a reliable and valuable res...
Class: A2 pre-intermediate 10-12 years old ONLINE Date: 30.01.2024 Topic: Used to
Number of students: 12 Duration: 60 minutes
Lesson type: Grammar
Lesson aim:
To introduce students to 'used to' for past states and habits that are no longer true.
Lesson objectives:
To introduce students to 'used to' for past states and habits that are no longer true.
Materials and equipment:
PPT. showing Tiffany and Sebastian before and after.
Handouts for controlled practice activity.
Role cards for freer practice
Anticipated problems: Solutions:
1. Students will use their L1. 1. Remind them to speak English.
2. Students won’t hear the difference between ‘use to’ and ‘used to’. 2. Give lots of examples and do drilling tasks.
3. Students may not have a good Internet connection. 3. Remind them not to worry and to turn off their cameras to see if that helps.
, Stage Stage Aim Timing Interaction Teacher Activity Student Activity
Warmer To introduce 15 minutes Whole class Teacher tells students to write on the board Students to come up to the board and write an
students to the something that they used to do. Teacher gives activity that they used to do.
grammar in an example, “I used to be a football player”.
the lesson
Improvements:
The primary aim of the warmer stage is to actively engage, captivate, and stimulate students' interest in the lesson while tapping into their existing knowledge about
the subject matter.
Here you must make sure the language is familiar – we’re not teaching anything new yet so instead of the teacher using the target language on this stage (“I used to be a
football player”), the teacher can display some photos on the screen of people doing different activities. These visuals should be relatable yet diverse, showcasing
actions like playing instruments or participating in sports.
Prompt students to examine the photos and engage them by encouraging personal reflection on whether they themselves did these activities in the past and whether
they still do them.
Elicit feedback from students and establish a connection by asking them to write down three things they did in the past but don’t do now. Give them a few minutes to
think about it and share their responses through the chat function.
To ensure tasks are suitable for an online setting, and in this case, instead of students coming up to the board, they could share their responses through a digital
platform or the chat function.
Encourage all students to actively participate by simultaneously sharing their responses in the chat, ensuring engagement from the entire class.
Keep the warmer as a short and dynamic activity. In terms of timing, consider reducing the duration to 10 minutes to maintain engagement while utilizing time
effectively.
With these adjustments, the warmer can better serve as an engaging introduction to the lesson, ensuring active participation from all students.
, Stage Stage Aim Timing Interaction Teacher Activity Student Activity
Presentation Introduce topic 15 minutes Teacher-class Show the class some images of a boy, around 9- Students listen and make notes.
and grammar 10 years old. His name is Tim. Show him doing
well at school, popular, happy parents, happy
teachers. Tell the class that the boy is clever
and is a good student at school, a good friend
and son.
Now show some images of the boy a little
older, around 13. He is not doing well at school,
no friends, unhappy parents, angry teacher,
Tell the class that the boy used to be good at
school, but now he is bad.
Drill some sentences about Tim. Students produce the target language.
Improvements:
In this stage, our goal is to introduce the topic, covering the meaning, form, and pronunciation of the target language.
Begin by introducing the topic and explicitly stating the grammar point you're introducing, which is 'used to' for past states and habits. This clarifies the objective for
the students and ensures they understand the lesson's purpose from the beginning.
The next step is to introduce the meaning of the target language. When introducing the meaning of the target language, consider adopting the guided discovery
approach rather than directly providing information. Instead of telling the class that "the boy used to be good at school, but now he is bad," prompt students to infer the
meaning through interactive discussions and questions.
The images help to engage students and create a relatable scenario but instead of solely presenting images, consider integrating questions that prompt student
responses. For instance, after showing each set of images, ask questions like, "What do you think happened to Tim?" or "Why do you think his parents are unhappy?" This
encourages student engagement and critical thinking.
Adapt the task for an online setting by utilizing tools like polls or discussion prompts in the chat to actively involve students.
After each set of images, invite students to share their thoughts or reactions, fostering a sense of involvement and interactivity.
Elicit responses from students regarding the changes in Tim's life and ask concept-checking questions to ensure a solid understanding of the difference between Tim's
past and present situations. For example, Did Tim do well in school in the past? Does he do well in school now?
Explicitly explain the structure of the 'used to' form and provide examples.
Utilize a digital whiteboard to write the structure and draw a timeline for demonstration, guiding students through sentence formation. This step ensures a clear
understanding of the grammatical structure.
Elicit a few more example sentences from student using the chat function.
Pay attention to the pronunciation of 'used to. Highlight its distinct 's' blending into 't' and lead pronunciation practice through repetition and drilling.
Allocate 20 minutes for this stage and optimize timing by allocating segments appropriately. Around 5-6 minutes for image discussion, 5 minutes for introducing
meaning, 5 minutes for form, and the remainder for pronunciation practice. This structured timing balances content delivery and engagement.
These improvements would make the presentation more dynamic and effective in achieving the lesson's goals.
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