EFL/ESOL Lesson Plan, CONTINUOUS VERB FORMS, Theme of Sport – Lewis Hamilton

Stage

 

 

1.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

2.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

2.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

3.

 

 

 

 

 

 

 

3.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

4.

 

 

 

 

 

 

 

 

 

 

4.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

5.

 

 

 

 

 

 

 

 

 

 

 

 

 

5.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

6.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

7.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

7.

Activity/Aids

 

 

Warmer Discussion

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Reading

 

 

 

 

 

 

 

 

Reading 1

 

 

 

 

 

 

 

 

 

Reading cont.

 

 

 

 

 

 

 

 

 

Reading 2

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Teach 1

 

 

 

 

 

 

 

Teach 1 cont.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Board 1

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Teach 2

 

 

 

 

 

 

 

 

 

 

Teach 2 cont.

 

 

 

 

 

 

 

 

 

 

 

Board 2

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Teach 3

 

 

 

 

 

 

 

 

 

 

 

 

 

Teach 3 cont.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Controlled Practice

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Freer Practice

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Freer Practice cont.

Int.

 

 

T-Ss

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

S-S

 

 

Ss-T

 

T-Ss

 

 

T

 

 

 

 

 

 

 

 

 

 

 

 

T-Ss

 

 

S

 

 

 

 

 

 

 

S-S

 

Ss-T

 

 

 

 

 

 

 

T

 

 

 

 

 

 

 

T-Ss

 

 

 

 

 

 

 

S

 

 

 

 

 

 

S-S

 

T-Ss

 

 

 

 

 

 

 

Ss-T

 

 

 

 

 

 

 

 

T-Ss

 

 

 

 

 

 

Ss-T

 

 

 

 

 

 

 

 

T

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Ss-T

 

 

 

 

T

 

 

 

 

 

 

 

Ss-T

 

 

 

 

T-Ss

 

 

 

 

 

 

 

T

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Ss-T

 

 

 

 

T

 

 

 

 

 

 

 

 

 

 

 

 

 

Ss-T

 

 

 

 

 

T-Ss

 

 

 

 

 

 

 

 

 

T

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

S-S

 

Ss

 

T-Ss

 

 

Ss-T

 

 

T-Ss

 

 

 

 

 

S

 

 

 

 

 

T

 

 

 

 

 

 

 

 

 

 

 

 

 

 

S-S

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Ss-T

Procedure + Notes

 

 

T: ‘In England, cricket is often referred to as our national sport. How many of you have played cricket?’ (Show of hands).

 

T shows Ss map of the world.

 

T: ‘What country are you from and where is it on the map?’

 

-Work in pairs-

 

T: ‘Tell your partner about which sports are played in your country and which one(s) you take part in.’

 

Ss discuss the sports played in their countries.

 

T gathers feedback.

 

T checks Ss understanding of different sports and countries.

 

Pre- teach vocab, e.g. basketball, rugby, football, fencing, to fence, a fencer, run and sail verbs etc.

 

T gives out # 01.

 

T: ‘Look at picture A (select student) (Sara), this is Lewis. What has he been doing?’ Guide student to answer.

 

S: ‘I think he has been driving.’ T: (Y).

 

Check understanding of sports and activities.

 

T: ‘Quickly read the text and answer Q. 1-4.’ (Give example in form of answer to Q.1) ‘Work on your own then check with your partner. You have 2 minutes.’ (Ex. 1).

 

Ss answer questions on their own.

 

Ss check answers with their partner.

 

T checks answers with class. Recorded on board.

 

1) Anthony and Lewis Hamilton.

2) Father and son.

3) Age 6.

4) Anthony is Lewis’ manager.

 

T directs Ss attention to Ex. 2.

 

Task to read passage about Lewis Hamilton.

 

T checks/ teaches any vocab (Corner? Team? Motivation? Determination?)

 

Check ex. Instruction with an example.

 

T: ‘Lewis Hamilton has been driving Formula One since 1997. T/F?’

 

Ss: ‘T’

 

Ss instructed to re-read passage and complete the table about Lewis Hamilton.

 

Ss work individually reading text and completing table.

 

Check answers with partner.

 

T checks answers with class.

 

(Ans: Lewis Hamilton has been driving Formula One since 1997; driving with Mercedes McLaren for over 9 years etc. He hasn’t been pursuing a career in football etc.)

 

Elicit marker sentence (using gestures).

 

T: ‘What has Lewis Hamilton done for over 9 years?’ (Mime).

 

Ans: ‘Lewis Hamilton has driven with Mercedes McLaren for over 9 years.’

 

Concept check.

 

T: ‘Is he still driving for McLaren now?’ (Y)

 

Model and Highlight.

 

·       Focus on weak stress ‘He’.

 

·       Drill Marker.

 

·       Group drill (chorally).

 

·       Individually (T-S. T picks Ss at random).

 

Marker:

 

‘Lewis Hamilton has driven for McLaren for over 9 years.’

 

Form:

 

[Sb] + [have/ has] + [past participle]

 

Substitution table:

 

[You/ we]…[have]…[grown up]

[They/ I]…[have]…[cycled far]

[He/ she]…[has]…[served many years] etc.

 

Elicit other verbs.

 

Students picked at random to approach board and write a verb in the table.

 

T: ‘Copy this into your textbooks.’

 

Elicit continuous form.

 

T: ‘Listen. How long has Lewis Hamilton been driving Formula One?’ ‘Tell me.’

 

(‘He’s been driving Formula One since 1997.’)

 

Model and highlight.

 

·       Pron. Of ‘he’s.’

 

·       Contraction of ‘He has.’

 

·       Drill chorally.

 

·       Drill individually.

 

Marker:

 

‘He’s been driving Formula One since 1997.’

 

Form:

 

[Sb] + [have/ has] + [been] + [present participle]

 

-Highlight

 

Substitution table.

 

Use different colour to add to existing table, add ‘been’ and ‘ing’ in red.

 

Elicit other verbs.

 

Students picked at random to approach board and write a verb in the table.

 

‘Copy this into your books.’

 

Question form

 

Elicit form.

 

(Writes on board):

 

‘… ….. Hamilton started driving Formula One very recently?’

 

(‘No, Lewis Hamilton has been driving over ten years.’)

 

Elicit to fill in gaps in Q.

 

(T: ‘Has Lewis Hamilton been driving …?’)

 

Model and highlight.

 

·       Drill chorally.

 

·       Drill individually.

 

Form:

 

[Has/ have] + [Sb] + [been] + [bare inf.]

 

Substitution table:

 

[Has]…[he/ she]…[been]…[cycling long?]

[Have]…[they/ I]…[been]…[working for many years?]

[Have]…[you/ we]…[been]…[swimming often since you came to London?]

 

Elicit other verbs (use examples from warmer, students’ own hobbies).

 

Give Ss Ex. 3.

 

Ask Ss to read text briefly.

 

Demonstrate example about Albert walking his dog.

 

T: ‘Use the correct form to complete the sentences. The number of symbols in the brackets gives you a clue as to how many words need to be added. Work on your own then check answers with your partner.’

 

Check understanding of instructions.

 

Ss answer Q 1-8.

 

Ss check answers in pairs.

 

Check answers on board.

 

·       Show Ss pictures of various activities.

 

·       Ask Ss to describe what they can see.

 

·       Relate pictures to the students’ hobbies using the pictures as examples. Guide to answers, ‘Do any of you play the piano?’

 

·       Ask Ss to make a sentence (+/-) about each picture. Answers are written on board. (E.g. ‘I have been learning the piano for four years.’)

 

·       Direct Ss to work in pairs, preferably with someone from the same country. Ask them to talk about what they enjoy doing and how long they have been doing it.

 

‘Think about the following areas: Competitions, Hobbies, Jobs etc.’

 

‘Make notes about one or two ideas for each heading.’ E.g. Where you live, What you’re studying.

 

‘I have lived in London for 6 months.’

 

Ss work in pairs to make notes.

 

‘Now think about how you would ask the question in order to get that answer.’ (E.g. ‘How long have you lived in London?’)

 

Ss make questions (T to circulate and monitor progress/ help).

 

‘Now form a group of four with two people from another country.’

 

‘Ask them your questions. Give full answers, not just yes or no.’

 

Ss work in groups, asking and answering questions (T to circulate and monitor progress/ help).

 

Ss report findings of what they have learnt from their group to T (E.g. ‘Maria has been teaching diving classes since she was at school.’

Time

 

 

 

 

 

 

 

 

 

 

 

 

 

 

6 min

 

 

 

 

 

 

 

 

1 min

 

 

 

 

 

 

 

 

5 min

 

 

 

 

 

 

1 min

 

 

2 min

 

 

 

 

 

 

 

 

 

2 min

 

 

 

 

 

 

 

 

 

2 min

 

 

 

 

 

1 min

 

 

 

 

 

 

 

 

 

 

 

 

 

 

5 min

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

5 min

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

2 min

 

 

 

 

 

5 min

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

2 min

 

 

 

 

 

 

 

 

 

 

 

 

 

5 min

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

3 min

 

 

 

 

 

 

 

 

5 min

 

 

1 min

 

 

 

 

 

5 min

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

3 min

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

3 min

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Vocabulary: Sports, word building.

Function: Present perfect simple and continuous with the ‘unfinished’ past.

 

British Sports Personalities

 

Reading for Exercise 1

 

Lewis Hamilton is the new Formula One protégé. His father, Anthony Hamilton is both his biggest fan and his mentor. When Lewis was six, his father bought him his first go-kart as a Christmas present. Anthony Hamilton was sometimes doing up to three jobs at a time to support his son’s career – and still found enough time to attend all his races. He later set up his own computer company, as well as working as a manager for Lewis on a full time basis.

 

 

Exercise 1

 

Look at the passage and the picture and try to answer the questions.

 

Who are the two people in the photograph?

What is the connection between them?

At what age was Lewis bought his first go-kart?

What professional connection do the two now share?

 

Exercise 2

 

Now read the passage for exercise 2 and complete the table about Lewis Hamilton.

 

Lewis Hamilton has been/ has not been–
–Has beenDriving Formula One since 1997.
– Pursuing a career in football.
– Encouraged by his father.
– Enjoying attention from the British press.

 

 

 

Reading for Exercise 2

 

Lewis Hamilton has been driving formula 1 since 1997. He’s driven with Mercedes McLaren for over 9 years. Coming from a mixed-race background, with a black father and white mother, Hamilton is often labelled “the first black driver in Formula One”. He extended his skills to football, playing in his school team alongside current Aston Villa and England international midfielder Ashley Young. Hamilton said that if Formula 1 had not worked for him he would have been a footballer or a cricketer, having played for his school teams as a youngster. On October 29, 2007, Hamilton announced his intent to live in Switzerland, to get away from the media scrutiny he has experienced living in the United Kingdom.

 

Exercise 3- Practice

 

Complete the gaps in the sentences below with information about yourself or someone you know. (You can invent information if you want). The number of symbols in the brackets gives you a clue about how many words are missing.

 

Example: Albert has been … His … in this park for … (++++)

Albert has been walking his dog in this park for thirty years.

 

They’ve been … in that restaurant … 1984. (++)

I … taken … classes … years. (++++)

… has … living next door … for … (++++++)

I’ve been … since yesterday. (+)

She … teaching … since she was very young. (+++)

… has conducted … classes for many years. (++)