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«Урок английского языка. Past Simple "Where were you?"»
APPENDIX B
Sample lesson plan for the experimental group (Lesson Plan 3)
Course: English: Speaking and Listening II
Course Code: E 30202
Total Time: 50 minutes
Topic: Where Were You?
Language focus: Asking and answering about what happened in the past
Task type: Listing task
Process: Alone, pair, and group
Materials: Worksheet 1-2
Grammar
Structure: Past Simple Tense
A: Where were you last Tuesday?
B: I was at the park.
A: What did you do there?
B: I went jogging.
Concept to Teach:
Making a conversation in a relevance to the events in the past by using appropriate structure and vocabulary
Objectives:
By the end of this lesson students will be able to:
1. Identify the places and activities they did in the past
2. Ask and answer about what happened in the past
3. Write sentences describing events in the past
4. Apply the pattern “So did I” and “So was I” correctly
Assessment: Teacher evaluates students from activities, focusing ability to negotiate the meaning to tasks completeness through observing students’ performances.
Optional activity: Students go find their friends who have the same answers with them. Practice the use of “So was I” and “So did I”.
The aim of this lesson outline is to continue the lesson in a series based on a topic under the theme “Where were You?”. This lesson also shows how to launch the task in individual, pair, and groups respectively.
Class and course background
This Lesson Plan 3 is designed for secondary-school students in a mixed-ability class. The students have some background knowledge on the Past Simple Tense after they have been taught through the listening task on the previous lesson. The learning materials are the coursebook and some related supplementary worksheets. Students are required to do the listening and speaking tasks as they have already done the first ten units of a topic-based coursebook (addresses etc, spelling and numbers, countries and languages, locations, etc.). Lessons are 50 minutes long.
Starting the lesson
Explaining this lesson is mainly focused on the speaking tasks by asking and answering about what happened in the past. The task type is “listing tasks” as learners find things by asking one another. The process involves individual, pair, and group work.
Step 1: Pre-task
Estimated time: 5 minutes
| Learning activities | Learning outcomes | Assessment |
Having shown PowerPoint slides to the class, the teacher asks students to look at pictures of different activities and randomly asks a few students to review the past simple-tense questions they learnt from a previous class. For example, The teacher shows the school picture and asks T: Were you at school last Monday? Ss: (Yes, I was. / No, I wasn’t.) T: Where were you yesterday? Ss: (Answers must related to the place shown in the picture) T: What did you do there? etc. Ss: (Answers must related to the activity shown in the picture)
Note: Students must answer the questions in “Past simple tense” related to the pictures that the teacher shows. | Ss will be able to construct their own sentences related to the given pictures.
Ss connect the picture to speak with their background knowledge. | Engagement, participation in answering the posed questions and generations of ideas. |
| 2. The class brainstorms on words and phrases about other activities. The teacher organizes on board as a word mind map about frequent activities, such as hang out, study extra class, have a meeting, etc. | Ss will be able to construct meaning of the unknown words sharing among friends. |
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| 3. Having distributed Worksheet 1 to the class, students are supposed to match the vocabularies about activities with their pictures.
| Ss will be able to guess the meanings of unknown words from the given pictures. |
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| 4. The teacher randomly asks 5-8 students to rehearse answering past simple-tense questions that they are going to talk during the task. T: Where were you last Tuesday? Ss: I was at the beach. T: What did you do there? Ss: I went swimming/ I played the ball. ……………… T: Were you at the park last week? Ss: Yes, I was, on Tuesday. T: What did you do there? Ss: I went jogging. | Ss will be prepared to deal with the speaking tasks. |
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Step 2: Task cycle
Estimated time: 30 minutes
| Learning activities | Learning outcomes | Assessment |
| Task (15) minutes |
| Introduce task – “Where were you?” from exercise 1-3
Exercise 1: Work Alone Students are assumed that they were on vacation last week. - The students choose five places (on Worksheet 2) and write the day they were at each place: M, Tu., W., Th., F. in the box next to the selected pictures of different places. - The students write one activity they did at each place on the line below. | Ss will be able to write sentences including the target words. | Quality of student work. Student comprehension through tasks. |
| Exercise 2: Work with a partner. - The students find out where their partner was on Monday through Friday last week and explain what activity they did on each particular day. Also, they write their partner’s information in the blank provided in the worksheet. | Ss will be able to talk and listen information through idea sharing. | Expression of student enjoyment in the sharing of their learning. |
| Exercise 3 Work with everyone. - The students walk around and talk to their classmates. They are supposed to find someone who went to any place that they or their partner did not go. The students write the day and a sentence for what their classmates did at each picture.
| Ss will be able to apply learned strategies and negotiate meaning. | Quality of student final products. Students’ on-task behavior and engagement in their writing task. |
| Planning (5) minutes |
| In a group of five, students sit in circle. Using their result of the Mini survey, everyone writes seven sentences about where their friends were and did each day last week. | Ss will be able to write sentences through the peer reviewing. |
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| Students in each group rehearse presenting their own survey results. | Ss can organize sentences and be prepared to present to the class. |
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| Note: The teacher goes round and helps, noting useful phrases and writing some on left of board. |
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| Report and listening (10 minutes) |
The teacher randomly selects 5-8 students to present individually.
| Ss will be able to express their sentences through oral presentation and in class sharing. | Quality of student presentation and reflection.
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Based on the planning paper, each selected students has to talk about where one person went and what he or she did only one day of the previous week. Students are also required to present things about themselves. |
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The name of the student mentioned in one presentation should not be mentioned again in others. |
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While selected students are presenting, the rest of the class must listen carefully because they must not present the data of the same person. For example, Ss: (On Monday, I was at the mall, I hung out with my friends and Somchai was at the park, he played basketball there.) | Students will be able to listen and adapt sentences simultaneously. | Students’ ability to report and demonstrate what they have learned. |
| The teacher notes down language points for highlighting later, such as any useful phrases the ss use. The T also encourages students to do the presentation without looking at the note. |
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Step 3: Language focus
Estimated time: 15 minutes
| Learning activities | Learning outcomes | Assessment |
| Analysis and practice |
| 1. Collecting the notes during the task cycle, the teacher writes up five phrases and sentences that need correction and pinpoints the words that caused problems to students.
| Ss will be able to go along with T analyzing their own mistakes. | Students’ willingness and ability to edit, refine, analyze their own work. |
The teacher adds another two expressions about “So was I” and “So did I” by giving these sample sentences. T : Where were you last Monday? T : I was at the park. T : So was I. What did you do there? T : I went jogging. T : So did I. | Ss will be prepared to distinguish the use of “So was I” and “So did I” through the examples and sharing. |
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The teacher asks students to guess how “So was I and “So did I” can be used. |
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The teacher, together with the class, concludes the use of “So was I” and “So did I”. |
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The teacher checks their understanding about the use of “So was I” and “So did I” and has students choose the correct one. T: Manop was at a bookstore and I was also at a bookstore. So what should we use? “So was I or So did I”. Ss: (So was I.) T: Right! Good Job! | Ss will be able to practically distinguish the use of “So was I” and “So did I” correctly. | Students’ verbal answers to the situations that reflect their understanding. |
| Optional activities |
| Students find their friends who have the same answers with them, practicing the use of “So was I” and “So did I”. | Ss will be provided a chance to increase their practice the patterns of “So was I” and “So did I” correctly.
Students will be able to identify expressions, which are different in terms of grammar points through the questions. |
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| Students write down other language features from lesson that they want to remember. | Ss will be able to individually catch the language points in their own words. |
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