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    Teacher Support Programme Language Analysis Form: Test Teach Test

    Uploaded by

    Zahraa Lotfy
    This document provides a lesson plan for a teacher support programme focusing on using the present continuous tense to describe pictures. The lesson will use the story "Lucky Number" and pictures of the character Charlie shining shoes and not drinking coffee. Through controlled practice activities, students will describe actions in pictures using the present continuous form. In freer practice, students will describe their own photos. Anticipated problems include dropping verbs or using the infinitive form. Suggested solutions include highlighting tense forms, discussing stative verbs, drilling pronunciation, and using timelines and questions to reinforce the meaning of the present continuous.

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    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd

    Teacher Support Programme Language Analysis Form: Test Teach Test

    Uploaded by

    Zahraa Lotfy
    25 views2 pages
    This document provides a lesson plan for a teacher support programme focusing on using the present continuous tense to describe pictures. The lesson will use the story "Lucky Number" and pictures of the character Charlie shining shoes and not drinking coffee. Through controlled practice activities, students will describe actions in pictures using the present continuous form. In freer practice, students will describe their own photos. Anticipated problems include dropping verbs or using the infinitive form. Suggested solutions include highlighting tense forms, discussing stative verbs, drilling pronunciation, and using timelines and questions to reinforce the meaning of the present continuous.

    Original Description:

    Language analysis sheet

    Original Title

    EJF Language Analysis Sheet

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    This document provides a lesson plan for a teacher support programme focusing on using the present continuous tense to describe pictures. The lesson will use the story "Lucky Number" and pictures of the character Charlie shining shoes and not drinking coffee. Through controlled practice activities, students will describe actions in pictures using the present continuous form. In freer practice, students will describe their own photos. Anticipated problems include dropping verbs or using the infinitive form. Suggested solutions include highlighting tense forms, discussing stative verbs, drilling pronunciation, and using timelines and questions to reinforce the meaning of the present continuous.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    25 views2 pages

    Teacher Support Programme Language Analysis Form: Test Teach Test

    Uploaded by

    Zahraa Lotfy
    This document provides a lesson plan for a teacher support programme focusing on using the present continuous tense to describe pictures. The lesson will use the story "Lucky Number" and pictures of the character Charlie shining shoes and not drinking coffee. Through controlled practice activities, students will describe actions in pictures using the present continuous form. In freer practice, students will describe their own photos. Anticipated problems include dropping verbs or using the infinitive form. Suggested solutions include highlighting tense forms, discussing stative verbs, drilling pronunciation, and using timelines and questions to reinforce the meaning of the present continuous.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    of 2

    Teacher Support Programme

    Language Analysis Form


    Book & Level

    Summer Camp 1/ Lucky Number/ Secondary 1 A

    Language focus:

    Present continuous for describing pictures

    Context for presentation:

    Lucky Number Story-telling

    Lesson approach:

    Test Teach Test

    Example Sentence(s);
    including key phonological
    features
    Charlie is shining shoes.
    /tr.liza.n uz/

    Meaning
    We can see Charlie in the
    picture now.
    Charlie is busy with his work.
    He is shining shoes now!

    How is meaning clarified / checked?


    (Concept checking questions and answers,
    timelines)
    Positive
    Can you see Charlie now? Y
    Subj + am, is, are+ ving Is he busy now? (Y)
    What is he doing? ( He is shining shoes)
    Has he stopped shining shoes yet? N
    Form(s)

    Hes shining shoes.


    /hiz/
    Charlie isnt drinking coffee.
    /tr.li z nt dr.k kf.i /

    We can see Charlie now in


    the picture. He is busy. He is
    working. He isnt drinking
    coffee.

    Negative
    Subj+ am , is, are
    (not) + ving

    He isnt shining shoes.


    Is Charlie shining shoes?
    /t/

    //

    We want to ask about Charlie


    and whether or not he is
    working now.

    Interrogative
    Am, is, are+ subj+
    ving?

    //

    The United Kingdoms international organisation for educational opportunities and cultural relations. We are registered in England as a charity.

    How is the language practiced?

    Controlled Practice Activities:

    Describe actions in a picture using the present continuous tense.

    Freer Practice Activities:

    Students use their own smart phone and pick 2 or 3 personal photos and describe them to each other.

    Anticipated problems learners may have with meaning / use,


    phonology and / or form (add extra rows as necessary)
    Students might drop verb to be before the gerund or write the
    infinitive form of the verb after verb to be.

    Suggested solutions for these

    Ill highlight the form of the tense.

    Ill briefly discuss the difference between action and stative


    verbs after the break. Ill also prepare a set of activities to be
    handled in a following class.
    Ill highlight the key phonological features and the form of the
    tense will help them be aware of the unstressed words.
    Ill also drill and raise the students awareness of sentence
    stress patterns.
    Im going to start my lesson with a refresher to remind them
    with the use of the present simple tense to talk about daily
    routine.
    Then, Im going to use a timeline and CCQs to stress we use
    the present continuous when we talk about now.
    In the freer practice, Ill give the language needed to process
    the activity highlighting the use of the past simple vs. the
    present continuous form.

    Students might use the present continuous with stative verbs.


    Students might have a problem hearing the subject or verb to be and
    hence dropping them.

    Students might confuse the meaning of the continuous form with the
    narrative past or the simple present.

    Page 2 of 2

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