Name: Mina Houshmand Sarvestani Date: 04/27/2025 Level: upper-intermediate TP number: 3

Type of lesson (Grammar): What is your main aim?

Main Aim (skills or systems): Grammar-By the end of this lesson, students will be able to clearly distinguish between the use of the simple past
and past continuous tenses. They will also learn how to express past habits and repeated actions using structures such as used to, would, and
keep + verb-ing.

Subsidiary Aim (skills or system):

Speaking- Students will have the opportunity to engage in conversations about their past habits and routines.

Skills Aims: Linguistic Aims:

By the end of the lesson, students will be better able to initiate OR Students will learn the meaning and usage of the simple past and
and participate in conversations about their past habits using a past continuous tenses, as well as the distinctions between past habit
variety of structures, including used to, would, and keep + structures such as used to, would, and keep + verb-ing. They will
verb-ing. also develop an understanding of how to form these structures
through guided analysis of examples. In addition, students will
practice the pronunciation of commonly confused forms, particularly
those that can be challenging for non-native speakers.

Communicative aim (What is the conversation the students will have at the heart of the lesson or the end of the lesson):
At the beginning of the lesson, students will have the opportunity to discuss a picture, focusing on the use of the simple past and past continuous
tenses. As the lesson progresses, they will be introduced to various past habit structures, such as used to, would, and keep + verb-ing, which will
prepare them for the final speaking task. By the end of the lesson, students will engage in a group conversation where they will talk about their
past habits and experiences using the target language.

Materials and aids to be used (mention book, level, unit and page numbers where relevant):
Roadmap, B2, students book, Unit 1, pages 8and 9/Grammar and workbook, unit 1, page 5.
PowerPoint slides

Anticipated difficulties (These are procedural, or classroom Possible solutions

management related. NOT Language. E.g., students arrive
late, odd number of students, mixed ability, audio doesn’t work
etc…):

[Link] Canva presentation doesn’t work. 1.I have an offline copy of the presentation in case the online one doesn’t work.
[Link] aren’t enough students in each break out room for [Link] teachers will join the break out rooms and start the conversation.
pair/group work. 3.I have designed an extra activity in case we still have some time left.
3.I still have some time by the end of the lesson after working 4.I will change the plan and remove the extra activities that are not directly
on all of the activities. related to the content of the book and are designed for more practice.
4.I see some activities take more time than expected.

Personal aims (Take suggestions from previous tutor Strategies to achieve personal aims on the left:
feedback) 1. Classroom Management: Giving Clear Instructions & Managing Activities
 Use concise and simple language when giving instructions. Avoid
[Link] management: I want to improve my ability to give lengthy explanations to minimize confusion.
clear instructions and manage student activities effectively.  Demonstrate tasks instead of only explaining them. Use clear examples
[Link] Management – I will ensure activities run on time and or short demonstrations to model expectations.
leave enough room for feedback.  Check learners’ understanding using concept-checking questions
[Link] correction: I will practice correcting students' mistakes (CCQs) or brief yes/no and short-answer questions.
in a supportive way without interrupting fluency and add more  Provide instructions before distributing materials to ensure students
error correction sessions during my lesson. remain focused and attentive.
 Monitor consistently and supportively by circulating the room, observing
engagement, and providing gentle guidance when needed.

2. Time Management: Keeping Activities on Schedule

 Plan realistic timings for each stage of the lesson and include buffer
time for smooth transitions.
 Utilize a timer or keep a visible watch to manage task duration and
ensure pacing aligns with lesson objectives.
 Provide clear time warnings (e.g., “You have 2 minutes left”) to help
students stay focused and complete tasks on time.
 Prioritize essential stages, such as productive skills practice, to
maintain the lesson’s core aims even when time is limited.
 Keep instructions brief and focused, ensuring that more time is spent
on student-centered practice rather than teacher talk.

3. Error Correction: Balancing Fluency and Accuracy

 Delay error correction during fluency-based tasks, taking notes
discreetly and offering feedback afterward to maintain student
confidence and flow.
  Incorporate a brief feedback stage (2–3 minutes) post-activity to
highlight common errors, offer corrected examples, and praise
improvements.
 Use correction techniques appropriate to the activity type, such as self-
correction, peer correction, or board-based error analysis, depending
on the focus.

Language analysis
(New language you plan to teach or difficult language in text/ transcript)

Analysis - MFP Anticipated problems Solutions to the problems on the left

(include CCQs, timelines, etc.)

(add the word/ phrase/ structure) Problems with meaning: - Use CCQs to clarify that it refers to
- Students may think it refers to a a repeated past habit that no
We used to hang out together all the single past action. longer happens.
time. Students might have this problem - Contrast both structures and
because of the past time reference ("all clarify that "used to + verb" refers
the time"), they might confuse it with past to a past habit/state.
M –Describes past habits or states that simple. CCQs:
were true regularly in the past but no Did we hang out in the past? → Yes
longer happen. - Confusing "used to" with "be used Do we hang out now? → No
to" Was it a habit or one time? → A habit
→ e.g., “We used to hang out” = we hung
Students might face this problem because Did we hang out in the past? → Yes
out regularly before, but not anymore. they may confuse it with "be used to"
(being accustomed to). Do we hang out now? → No
Was it one time or many times? →Many
times.
F – used to: Subject + used to + base
verb Problems with form:
→ We used to hang out. - Focus on written form first: used
- Students may drop the "d" and to + base verb; model and drill
 write/say “use to”. accurately.
Students might face this problem because - Elicit and practice:
the /d/ sound blends in connected speech → Did you use to…?
and it might be difficult for them to → I didn’t use to…
recognize the “d” therefore, they may say (‘used’ becomes ‘use’ after did/didn’t)
or write “use to”.

- Confusion with question/negative

form.
Learners may incorrectly say: “Did you
used to?” or “I didn’t used to.”

P – used to → /ˈjuːst tu/

Problems with pronunciation:
In connected speech, often heard as
/ˈjuːstə/. - Students may not hear the /d/ in
“used to”. - Use choral drilling and highlight
This problem appears because in the pronunciation in IPA: /ˈjuːst tu/
connected speech, it sounds like /ˈjuːstə/. or /ˈjuːstə/.
- Confusion in weak forms / stress. - Model correct stress:
The students might face this problem → We USED to HANG OUT → stress on
because they may stress “used” instead hang out.
of “hang out”.

I’d get up, have breakfast…we’d spend Problems with meaning:

every moment.
M – Describes repeated or habitual past - Students may not recognize “I’d” - Clarify that in this context, “’d” =
actions, commonly used in storytelling or and “we’d” as “would”. would, and it refers to a past
memories. This problem might appear because repeated action, not possession
Note: It cannot be used for past states learners may think it's "had" or not or past perfect.
(e.g., not "I would be shy"). recognize it at all.
- Learners may confuse “would” - Use a timeline and CCQs to show
with future meaning. that here, “would” describes past
This problem might appear because habits, similar to used to
“Would” is often taught as a future-in-the- CCQs:
past or conditional marker. Is this about the past or future? →Past
 Did this happen one time? → No
Did it happen regularly in the past? →Yes
Do we use “would” here to talk about
feelings? →No (only for repeated actions)

F – would: Subject + would (or Problems with form: - Clarify the contraction and form:
contracted 'd) + base verb - Learners may write or say the full → “I’d” = I would + base verb
→ I’d get up, we’d spend... form incorrectly (“will get up” or → I’d get up = I would get up
“had get up”). → Not used for states (e.g., Wrong: I
This problem might appear because of would be shy).
the confusion between "would", "will", and
"had".

- Overusing “would” for all past - Emphasize that would is only

situations, including states. used for repeated actions, not
The learners might face this problem for past states or feelings.
because they might say the wrong form
as: “I’d like school” meaning a past state.

P - I’d / we’d → /aɪd/, /wiːd/ Problems with pronunciation:

Contracted forms of “I would” and “we - Students may not hear or produce - Drill the contracted forms:
would.” the contracted forms correctly (I’d / → “I’d” = /aɪd/
we’d). → “We’d” = /wiːd/
The learners might face this problem Use listening discrimination tasks (I’d
because these (I’d / we’d)are weak, fast, vs. I had).
and often lost in connected speech.

- Misplaced stress or unnatural - Highlight natural speech:

rhythm. → I’d GET up, HAVE breakfast… we’d
Learners might have this problem SPEND every MOMENT.
because they may stress “I’d” instead of
content words.
Lesson Plan Stages

Time Procedure + interaction patterns Stage name + Stage aim Tutor’s feedback

(Don’t complete this column)

● What will you do? ● (What is the stage
called?
● What will the students do?
● Why is this stage in
● Will they work alone or in groups
the lesson?
(=interaction pattern)?
● What purpose does
it serve?
5 min T shows a lead-in picture along with two Lead in
questions and asks the ss to take
screenshots then instructs the students Contextualize the
that they are going to be sent to BORs lesson / raise interest in
for 1 minute to discuss the question with the topic.
their classmates.

In BORs students will have a discussion

about the picture and these questions:

- How was life when they were

young?
- What do you think they were
doing on the day they took the
photo?

T invites the Ss back to the main room

and asks the opinion of a few students.

5 min T shows a few sentences from the book Language in context: to

(previous part of the book-Listening and present the language by
 Vocabulary part) on the board and some sentences
instructs the students that they will be connected to the target
send to BORs and working in pairs to language.
read the sentences and recognize what
these sentences have in common. It helps students see and
understand the target
Ss work in pairs and try read the language as it’s
questions and discuss what is common naturally used, before
between the sentences. analyzing it.

T invites the students back to the main Purposes of the

room and asks some of the pairs to Language in Context
explain their opinion. stage:
- Activates prior
knowledge
- Presents target
language
meaningfully
- Provides a model
for use
- Prepares learners
for guided
discovery
- Makes the lesson
more engaging

10 min T shows an uncompleted table on the Clarification (Focusing on

screen and asks the Ss to take a screen the Meaning and Form)
shot then, instructs the learners that
they will be working in groups in BORs Clarification is an
to complete the table based on the important stage because
sentences they saw on the previous learners need to
stage. (T will send a .doc file including understand the target
the sentences to the chat box). There is language clearly in
one example on the table for the terms of meaning, form,
students. The aim is to let the students and pronunciation
 recognize the Meaning and Form of the (MFP) before they can
target language. use it accurately and
confidently. This stage
Ss are supposed to work in groups and ensures the language is
complete the table. not just noticed, but
comprehended and
T invites the Ss back to the main room internalized.
and asks a few students to explain their
answers. Then, the T shows the What Purpose Does It
answers on the board. Serve?
- Clarifies the
meaning
- Demonstrates the
form
- Models correct
pronunciation
- Checks
understanding
- Prepares learners
for practice

5 min T shows a few sentences on the screen. Clarification (Focusing on

Some parts of these sentences are the Meaning and Form)
highlighted which actually shows the
target language. These highlighted parts Clarification is an
demonstrate the areas that students important stage because
might have problem pronouncing them. learners need to
Then, T guides the students that they understand the target
will be listening to an audio reading the language clearly in
sentences and Ss are supposed to pay terms of meaning, form,
a careful attention to the highlighted and pronunciation
parts. (MFP) before they can
use it accurately and
Ss will listen to the audio. confidently. This stage
ensures the language is
T instructs the Ss that they will be listening not just noticed, but
 to the same audio again but this time they comprehended and
should mute their Zoom and repeat the internalized.
sentences while listening out loud. For this
part, T stops sharing the screen and puts What Purpose Does It
the students on the “Gallery mode” so
Serve?
she/he can observe the Ss while repeating
the sentences. - Clarifies the
meaning
Ss mute their Zoom frame and repeat the - Demonstrates the
sentences out loud while listening. form
- Models correct
pronunciation
- Checks
understanding
Prepares learners for
practice

10 min T shows a short paragraph (from one of Controlled Practice

the exercises in the workbook) on the
screen and asks the Ss to take a screen
shot then, instructs the Ss that they will This stage has designed
be working in pairs/groups in BORs to because it gives students
read the paragraph and find six a safe and structured
mistakes and correct them. opportunity to practice
the target language (TL)
Ss will work in pairs/groups and try to accurately right after it
find the errors based on the knowledge has been clarified. It
they’ve gained from the previous stages helps build confidence
and correct them. and ensures they
understand how to form
T invited the Ss back to the main group and use the structure
and ask a few students to say which correctly before moving
errors they found and how can they into real-life
correct it. communication.

What Purpose Does It

Serve?
 - Reinforces
accuracy
- Builds confidence
- Checks
understanding
- Reduces
fossilization of
errors
- Prepares for freer
practice

5 min T shows a few questions on the screen Freer Practice: Breakout

and asks the Ss to take screen shots. room Discussion
Then, instructs the Ss that they will be
discussing the questions in groups in A freer practice gives
BORs for about 2 minutes. The students the chance to
questions are about past habits and use the target language
experiences. in meaningful,
communicative
Ss talk to their classmates in the BORs. contexts, focusing on
fluency rather than just
T invites the students back to the main accuracy. It allows
room and asks a few students to say learners to move from
what they’ve discussed with their controlled use to natural,
groupmates in the BORs. spontaneous speech or
writing.

What Purpose Does It

Serve?
- Encourages
fluency
- Promotes real
communication
- Personalizes
learning
- Recycles target
 language
- Helps the teacher
assess
application

5min T shares a blank google doc/word file or Error Correction

the Zoom whiteboard and writes a few
incorrect sentences that students made Students will learn to find
while speaking and instructs the the errors in the
students that they are going to look at sentences they made
the sentences and realize what is wrong while speaking and
about the sentence and help the teacher correct them by
to correct them. themselves instead of
being corrected directly
Ss look at the sentences and the main by a teacher.
room and help the teacher to correct the
sentences.
The error correction
stage helps students
recognize and correct
their mistakes, improving
their accuracy and
language awareness
without disrupting
fluency.
To be filled in by the tutor

Number of students Tutor Lesson focus

3 things that went well: 3 Suggestions for next lesson:

1. 1.

2. 2.

3. 3.

Overall comment:

This lesson was below standard / to standard for this stage of the course