PresentContinuous Strands


Context: France

Course/level: High-Beginning Level

Students: 20 students

Overallcourse goals: Sentence construction using present continuous strands

Texts/materials: Pictures, Sentence Strips

Aimsof the Lesson: by the end of this lesson,

  • Students are expected to have a grasp of how statements are constructed using present continuous Strands.

  • The preferred English outcome for the mini unit aligns with the, or is the same as the required standards and outcomes.

  • The students should be able to reading fluently and write correct forms of present continuous Strands

Previousclass work/what do students know that prepares them for the lesson: Previous knowledge acquired during the formation sentences will beessential for this lesson.







Step-by-step details



Contingency plan/ other notes

  1. Warm up and review/5-10 minutes

This activity uses previously taught concepts to start a new lesson. The Students will be familiar with the concepts, materials and tools utilized. In this case, we will revisit the lesson on creating language focused and fluent sentences.

Pictures and examples of sentences with present continuous strands

T: “Today, we will use images/pictures of individuals performing tasks to demonstrate how to create meaningful and fluent strands. Be attentive please.

Replicate the present continuous strands


To show an understanding of the message being expressed in the images.

ormal class seating

The social context of the texts for the close study was based on developing an informative report that is aligned with the set standards. Based on the above-mentioned approach there is need to incorporate verbal and visual communication techniques, print and digital texts.

Using a computer and online library resources, the teacher can access textbooks, journals and notes. The teacher also has the option of getting resources from the schools physicals library. The teacher will have enough resources and information to prepare a properly structured plan.

  1. Introduction/5 minutes

Ensure the students focus on the lesson-asking queries, using visual aids. After the end of the lesson the students should be able to remember all the objectives. At the beginning of the next lesson, the students should recall the objectives of the last lesson.

Sentence Strips

T: Allocation of present continuous strips. The distribution process should cover the entire student population, with each student being allocated a strip.


The sitting arrangement will be as usual with each student seated on his or her desks.

In case there are no strips, it is possible to use manila paper with all the intended sentences for the lessons.

In cases where strips are not available, the teacher can use manila paper. All the sentences to be used should be neatly written down on these papers.

  1. Presentation/ 20 minutes

Preamble of fresh information by using different strategies Realia, visuals, written text, explanation, or descriptions. Tutor checks for student understanding through the use of new terminology-grammar structure-life skill-pronunciation


T: “first, let me act out a sentence to illustrate what you should do in return. Then, I will ask each one of you to tell me the meaning of the sentence and how it can be applied. You will all do the same so be attentive.”

At the same time the tutor will ask the class members “what is he doing?”


(a). Learners to act out their sentences as par the strips allotted to them.

(b). Then they would try to interpret the meaning of the same sentences.

Verbal Kinesthetic. All student desks should be arranged in a face to face for easy communication among them.

The instructor is advised to bring his/her laptop or tablet to the classroom just in case he/she may need additional information. Or when his/her materials are not located at the teachers’ plaza. Each laptop provided has a document with the required link to retrieve notes from the school library.

  1. Practice/10 minutes

Opportunities to put into practice the new acquired knowledge are allowed. This session is conducted through materials and may be comprised of individuals, pairs, small group, or whole group. The tutor creates every activity, supervises progress as well as provides feedback.

T: “students please put into practice writing sentences on the board as well as your workbooks.”


Write sentences on the board to illustrate their understanding to the class. As a take home assignment, students are required to come up with sentence strands with full explanation of their meanings.

ormal class seating arrangement

Teachers are advised to store their teaching materials in their laptops for easy retrieval incase of loss of the printed class notes.

  1. Evaluation

Involves assessment of each student on attainment of lesson objectives. The assessment can written, oral, or illustrated performance

T: I will go round looking at your workbooks to see how well you have understood the lesson.


To prove their comprehension of the lesson, every student should offer a verbal example of a sentence of his/her own.


Should have printed notes in case of need to refer to the class lesson.

  1. Application/Closure/ 5 minutes.

This activity needs learners to apply new information to their own lives or a new circumstance.

T: “At the moment, we will reflect on what we have learnt throughout this session by discussing among ourselves the various aspects of sentence formation.”


(a). “To from study groups to discuss the lesson so far. This may be through verbal practice as well as written.”

(b). “Offer help to each other for further understanding and to improve group discussions.”

Formation of four groups consisting of five students each. The groups are selected at random.

Refer back to the lesson materials for reference.



Context: France

Course/level: Intermediate Level

Students: 20 students

Overallcourse goals:

  • To enable students develop an understanding of the different prepositions used in the English language

  • To describe different historical experiences of individuals and groups through the use of an informative written reports

  • To enable students construct grammatically correct sentences about the subject taught in class

Texts/materials: wooden blocks, toys, model house, handouts (containing 2 stories,diagrams and examples), and exercise sheet (students to fill blankspaces with correct prepositions).

Lessonaim(s): By the end of the lesson learners are expected to correctlyuse and differentiate 14 selected English spatial prepositions(above, at, against, below, around, between, from, by, in, over, on,through, under, toward).

Previousclass work/what do Ss know that prepares them for the lesson:knowledge of the previous lesson, which is on the formation ofsentences would useful in this lesson and it will help learnersproperly construct sentences.







Step-by-step details



Contingency plan/ other notes

  1. Warm Up/Review

To access the students comprehension levels concerning the last learning sessions and get the Ss ready for the lesson.

3 wooden blocks, toy person, model house, handouts, exercise sheet

T: “Hope you have been well. Please let me know about any new expressions or words that you may have come across since the last lesson, and you could not comprehend their meaning. I expected all of you to respond and discuss implications together.”Ss:Each student should give at least one example of a word or expression they encountered and found it hard to discern its meaning or structure. It should be done verbally.

ormal class seating arrangement. All students should face either the board or the teacher.

All students should be able to engage in, take responsibility of, and continue with their learning in relation to a particular area. In this caseIn this case, introducing students to the unit would ensure the set outcomes which are based on proffered lessons above are met, and age aligned on their framework

The teacher Introduces the new lesson to the students and entails what it is about and what is expected of them

The tutor states: “Today we will learn how to utilize some common English prepositions correctly. We will also learn how to choose the most appropriate preposition for a particular circumstance.Ss:Be attentive as the teacher introduces the new lesson content. In the end, each of them will be expected to illustrate their understanding of the lesson.

The seating arrangement will not change it will be the same as the warm up session

  1. Presentation:

(a). Allocate handout #1

(b). Distribute handout #2

To access the level of English of each student. It will be achieved through reading and writing exercise and filling in the blank spaces of the forms provided

Handouts, Exercise


(A). Allocate handout #1: “As students you are required a to read the paragraphs aloud. Please let me know if you do not understand or can not correctly interpret the sentences.” (If no, the tutor should continue. If yes, the teacher will elaborate any area you find difficulty). After this, you ask the class to identify the spatial prepositions in the text.(b). Distribute Handout #2: One side of the handout contains pictures illustrating the meaning of each preposition being learned down one side. The other side contains descriptions of each image.Ss:Students are required to draw a line from each sentence to a corresponding picture that precisely describes it. The teacher should go over the student’s response and elucidate meanings as required.

  1. Practice Activity:

a). Practice activity #1

b). Practice activity #2

c). Practice activity #3

Ascertain if students can correctly fill out the forms

Exercise forms, Model House, toy person

(a). Distribute exercise #1: students are instructed to read and to fill appropriately in the blank spaces. Teacher to offer assistance where necessary.(b). Take out three wooden blocks (name them A, B, C) and move into various positions. Ask the students to illustrate a spatial relationship between the blocks (for instance, Block B is over block A).(c). Avail the model house and toy person and give it a name (especially after a student in the class). Place the toy in different positions around the house. Then ask the students to describe where he/she is (for example above, below, at, etc.).

Student to sit in groups for easy discussions

Use of a visual presentation is encouraged if the students do not understand the instructions contained in the handouts.

  1. Summary

To introduce the contents of the next lesson.

Handouts containing proposition and which can be for further practice

T: “In summary, we have all learned how to form verbally and grammatically correct sentences and sounds. In the next lesson, please be ready to learn more English words that can be applied in various contexts. Please practice what we have learned so far, which will help you improve your vocabulary and understand how native speakers correctly use the English language.”Ss:“Practice to utter correct English words. Try to listen to many conversations as possible. Remember that practice makes perfect.”Ss:To come up with sentences before the commencement of the next lesson. They reflect the items covered during this session.

Students should revert to their normal sitting arrangement that is, facing the class board.

  1. Assignment

To ascertain the difficult words or the ones students are having problems with


Television outside classroom

The tutor is advised to ask the learners to watch a TV show of their choice and write down any words they do not understand them. In addition, they should also jot down sentences that they view as complex or difficult to comprehend.

ormal sitting arrangement

  1. Application/Closure (Teacher’s Experience)

To ascertain the experience of the tutor during and after the lesson.

T: “In summary, we have all learned how to form verbally and grammatically correct sentences and sounds. In the next lesson, please be ready and learn more English words that can be applied in various contexts. Please practice what we have learned so far, which will help you improve your vocabulary and understand how native speakers correctly use the English language.”Ss:“Practice to utter correct English words. Try to listen to many conversations as possible. Remember that practice makes perfect.”Ss:To come up with sentences before the commencement of the next lesson. They should reflect on the items covered during this session.


PurchasingBasic Building Materials


Context: France

Course/level: intermediate level

Students: 20 students

Overallcourse goals: To teach students how to make grammatically correctpronunciations and vocabularies.

Toidentifying and describing different forms of words and newvocabulary

Todevelop informationand communicate the results of their investigation via appropriate,structured vocabulary

Texts/materials: hammer, screw, lumber, screw driver, boards, plywood, wallboard,saw, sandpaper

Lessonaim(s): Students are expected to learn the names of ten common toolsand materials found in a building materials store or hardware. Inaddition, they will use the following words in grammatically correctverbal sentences generally used in a similar setting.

Previousclass work/what do Ss know that prepares them for the lesson: Forthis lesson, the students are asked to use their previous knowledgeon pronunciations to understand the content of the current lesson.







Step-by-step details



Contingency plan/ other notes

  1. Warm up and review/5-10 minutes

To ascertain if students understand the realia in show.


T: “Today, we will be learning about the hardware setting. I have the materials here with me. Please allocate yourselves at least two items and name them.”


ame at least two hardware tools displayed in front of the class. Ur This should be in collaboration with your group members.

Groups of five students each.

Include more images of materials if the examples in the classroom are not sufficient enough for the whole class.

  1. Introduction/5 minutes

To let the students know the content of the lesson for easy flow of the session.

T: “this session will involve a lot of talking and discussion and less writing. You will all be expected to name the various tools found in the hardware and mention their usefulness.”


Should be ready to show their understanding of the tools in display. Furthermore, they should determine their importance in the hardware.

Discuss with the group members for easy comprehension.

Group of five students each.

  1. Presentation/ 12 minutes

To teach the students to pronounce various items as displayed

Flashcards containing Pictures

Display the flashcards with images of similar items. For every item, take a moment to pronounce the name and allow the learners to repeat the same. Ensure that they all learn the exact pronunciation of the item. Then, flip through the flash cards and ask the students to utter aloud the names of the items. Makes sure that all students participate in the process and no one of them is dominating. Finally, expound on the distinction between countable (for example board(s)) and uncountable nouns like lumber. Compare the observation with what they already know (for instance, sandwich (es) and food). Avail and demonstrate probable responses such as “on the other side,” “over there,” “next to,” and many more. Write them on the board as well.

ormal seat arrangement, that is, all seats face the board or the direction of the instructor.

  1. Practice/25 minutes

To ascertain if the students comprehend the meaning of items on the flashcard or realia.

Flashcards, realia

The tutor is advised to utilize the flashcards to prompt learners to raise questions. During the question asking process, be attentive to their grammar and pronunciation so as to correct them as necessary. Use the writings on the board to answer the questions as well. Craft a virtual hardware store by putting realia items in different spots around the classroom. Then, make the students locate the whereabouts of each item. This helps them practice how to describe location of each. After separating the class into pairs, go to the back of the class and display the flashcards one at a time. Partner those who are able to see them and ask the backward facing student to pose a question accordingly. The other partner facing the board keenly listens and checks grammar and reply verbally or by pointing. Finally, have the partners switch roles and continue with same routine. Thereafter, allow the learners to practice on their own (without flashcards). Later circulate the cards to check on them and respond to queries.

Soon after, break up the class into pairs. Utilize “tango seating” with one pair facing the front of the classroom while the other faces the back of the room.

  1. Evaluation/ 5 minutes

To ascertain the grammar capabilities of the students after the extensive practice

Circulate and prove that correct grammar, pronunciation and other English vocabularies are well versed.

ormal seating arrangement Students facing the board.

  1. Summary/10 minutes

To assess if the lesson has been understood by the students

Enable learners to raise questions about the language in use plus any extra expressions or terms they would like to learn. Expound “application” to them.

  1. Application/Closure/ 5 minutes.

To practically teach the students how the items in the realia are set up in the hardware

Challenge the learners to go to a real building materials store or hardware and make enquiries about the items learnt in the lesson and many others. They are required to bring back a report during the next lesson.

In case the students know the names of the materials or quickly learn them, present more advanced, relevant vocabulary, for instance, ten penny nail, plywood, a 2×4 board among others. Second, draw images on the board as required. Third, Teach extra question forms and responses as required for this level of students.

  1. Self-Evaluation

To know the experience of the instructor during the lesson

The teacher indicates the experience he/she had with the class. This may include feelings about the lesson, observations, obstacles overcome and recommendations for the next lesson.


Matsuda,A. (2012). Teaching materials in EIL. Principlesand practices for teaching English as an international language,168-185.