LESSON PLAN

Name: Date: Week: Lesson number:

Alexandra (Lexi) Taber 1/23/18 1 2
Lesson type: Level: Length of lesson: Number of students:
Systems – Grammar & Vocab 1/2 40 mins 26
Lesson Aim(s) Specify your main aims and sub-aims, including any target language you aim to clarify
By the end of the lesson, students will have developed their ability to use the verb ‘To Be’ in the present tense in both the positive and negative form.
Sub-Aim: Ss will practice speaking fluently regarding personal information
Materials (What you will need in this lesson) Write title, author, year, publisher and page number here and on all your copies/handouts.

Vrabel, Kerry S. “Grammar and Beyond.” Cambridge University Press. 2012. P. 2-12
Vrabel, Kerry S. “Grammar and Beyond: Workbook.” Cambridge University Press. 2012. P. 2-6

Assumptions What do you expect the students will already know about the language/content of your lesson?

• Even if Ss cannot produce the TL within varied contexts, Ss will have a general understanding of the basic conjugation tree for “To Be” in the
present form.
• Ss will have experience reading short passages and will understand how to extract information from text.
• Ss will have a basic understanding of contractions, even if only in the first person (I am  I’m) form.

Anticipated problems Solutions to these problems:

• Ss will have difficulties differentiating between the plural we/they • T will explain that we use ‘we’ to talk about something that includes the
forms speaker, and ‘they’ to talk about something that doesn’t include the speaker.
T will use visuals to clarify  stick figures with one named ‘John.’ If John is in
the group he says “we are students” if John is not in the group he says “they
are students”
 CCQ: “Are you all students in the beginner class or the advanced class
upstairs? Beginner class. “So would you say “we are advanced students, or
they are advanced students?” They are advanced students.

Board Plan: At each stage of the lesson the board will look like this:

Lead-In: T will display picture of character/questionnaire on tv

Pre-Teach Vocab: T will display visual aids on tv, will write vocabulary words on w/b and will indicate syllables with dots
Exposure to TL: Ss will write answers on w/b
Analysis of Examples from text: T will write answers on w/b during WCFB for Part I. Answers will be left up for part II when T will draw verb chart
and elicit forms from Ss using Part I sentences as examples. T will draw a new column to the left of the subject column for contractions.
Clarification of Meaning, Pron, Form: T will refer to verb chart from previous stage and will use visuals during CCQs.
Controlled Practice: Ss will write answers on w/b
Freer Practice: T will write questions on w/b, and then model the speaking activity with a Ss and write their own responses on the blanks.
TIME INTER- STAGE AIM PROCEDURE
ACTION

3 T-Ss Lead-In To introduce topic/ • T shows Ss picture of Obama and elicit name/occupation from students.
mins raise SS interest in the • T displays H/O 1 on TV and elicits answers from Ss. Example  If we asked this person ‘What is your
topic of the lesson name?’ What would he say? (Barack Obama) So we circle ‘his’ and then write ‘Barack Obama’
S-S • T will monitor to clarify language as needed.
S-Ss • T nominates Ss to introduce their partner (# of Ss nominated will depend on available time)
5 T-Ss Pre-Teach To provide Ss with an • T will write vocabulary words on w/b and will utilize visual aids to provide contextualized
mins Vocabulary understanding of definitions.
vocabulary used closely • See LA Sheet
with TL and prevent
blocking vocabulary
from preventing
understanding.
5 T-Ss Exposure to To introduce Ss to the • T will signpost H/O 2 (1A, 1B) and introduce the reading topic. T will explain that the reading is
mins TL – General TL within the desired about a man named Jun-Ho, and he is meeting with his advisor. (Advisor is a vocabulary word from
Information context. the previous pre-teaching stage)
• T will display comprehension questions from H/O 2 on TV and will ask Ss to read the questions to
themselves.
• T will distribute H/O 2. T will monitor closely initially to ensure that Ss are on topic and then will
monitor for completion while anchored.
S-Ss • Ss check their answers with their partner, and T will hand out markers so that Ss may fill in answers
on the w/b.
6 T-Ss Analysis of To provide Ss with a • T will signpost H/O 3 (1C). Ss will read the sentence and fill in the blanks with the proper pronoun.
mins Examples contextualized example • Ss P/C, then T elicits answers from Ss during WCFB
S-Ss from text of the TL • T will instruct Ss to unfold their papers and fill in the verb chart using the answers to the questions
at the top of the page.
T-Ss • Ss P/C, T will draw verb chart on w/b and nominate Ss to fill the chart in.
• T will elicit from Ss the contraction of ‘To Be’ conjugated for each form, using the example ‘I’m’
from the text and H/O 3.
8 T-Ss Clarification To provide Ss with a • T will clarify meaning using the sentence ‘I am a teacher’. The verb ‘to be’ links ideas.
mins clarification of meaning, • T will erase ‘am I’  without ‘to be’, we don’t know what I’m trying to say. Maybe I’m saying I like
pron, form teachers, or I hate teachers, or I know a teacher. ‘To be’ tells you that my job is as a teacher.
• CCQ: Can I say I late? No, you need the verb.
• CCQ: Can I say you is? No
• CCQ: If I say ‘my friend and I’ is that ‘we’ or ‘they’? We (because you are included)
• Does I am and I’m mean the same thing? Yes.
• T will drill pron by demoing the proper pronunciation and then eliciting choral drilling from Ss.
8 Controlled To provide Ss with • T will signpost and provide directions for H/O 4 (2.1 C)
mins Practice practice of TL’s • T will demo activity using TV, will elicit answer for number 2.
application within the • T monitors Ss initially to ensure Ss are on topic and understand the activity. T then monitors for OTS
context correction and completion.
• Ss p/c, T writes 1-10 on w/b and Ss come up to write their answers.

10 Freer To provide Ss with • Ss will count off to form groups of 4 (if attendance #s require Ss to count higher than 10 T will form
mins Practice - practice of the TL in the the groups using roster)
Speaking context of personal • T will signpost pre-speaking activity
information
 Language Analysis Sheet – Vocabulary

List the words / How will you convey and check meaning? Transcribe the What problems might Ss have with
collocations/ (Script CCQs with expected answers here pronunciation, indicate the meaning, pronunciation and
phrases you plan to if relevant) stress and any issues form? What will you do if these arise
teach or that may with connected speech. in class?
be problematic for
learners in your
lesson. Indicate the
part of speech
I will convey meaning using a cline. P1: Ss may think “I can stand it” = I
Example:  --------------------------------------- x o O like it.
I can’t stand it (verb I’ll elicit that x = I can’t stand it S1: CCQ - Can I say “I can stand it”
phrase/collocation) CCQs /kæntˈstænd/ when I like something? (Answer: No)
Is it stronger or weaker than I don’t like it? (‘t’ is usually softened or P2: Ss may omit the object
(Answer: Stronger) omitted or replaced with a S2: Tell Ss it’s a transitive verb and
What is something you can’t stand? (answers glottal stop) record on the board as a chunk
vary)

Word/phrase Convey and check meaning Pronunciation Problems and solutions

Advisor (noun) Anecdote w/ visual aids: Last week I got a
new credit card. The man from the bank
knew a lot about credit cards, and he
helped me pick the right card for me.
An advisor is someone who can give you
advice.
CCQ: Is an advisor someone who helps
you make a choice? Yes
CCQ: Does an advisor know a lot, or a
little? A lot
CCQ: Am I an advisor? No
Salesclerk (noun) A person whose job is selling things in a
store.
Visual: T will show picture of a uniformed
employee from a popular retail store (like
Staples). T will point them out as a
salesclerk.
/ədˈvaɪzər/ P1: Ss may confuse Advisor with
Instructor/Teacher.
S1: T will gesture to themselves to
the ‘s’ is pronounced as a
demonstrate that they are an
hard ‘z’ sound
instructor.
CCQ: Do I teach you or give you
advice (Teach) So I’m not an advisor,
I’m an instructor.
P2: Ss may pronounce the ‘s’ sound
as a ‘z’
S1: T will isolate the sound and drill
for proper pron.
/seɪlzklɑːk/ P1: Spanish-speaking Ss (+ others)
may pronounce ‘Sal-les’ instead of
‘Sales’
S1: T will do syllable tagging with Ss
and will ask Ss to listen to the proper
and improper pronunciation.

CCQ: Is someone who works at a clothing

store a salesclerk? Yes
CCQ: Is someone who cooks food in a
salesclerk? No
Business (noun) A place that gives you something that you /ˈbɪznəs/ P1: Ss may add a breath, or weak
pay for. form sound between the 1st and 2nd
syllable.
Visual: T will show a picture of popular S1: T will do syllable tagging and
retail chain (like Macy’s) demonstrate proper and improper
pron using white board to highlight
CCQ: Does Macy’s sell things? Yes ‘zn’ sound.
CCQ: Is Macy’s a business? Yes
CCQ: Is (show a picture of a park) a
business? No
CCQ: Is
CCQ: Does a business have to be big like
Macy’s? No
CCQ: If I sell apples on the street, is that a
business? Yes
Interesting Something that you really like, or want to /ˈɪntrəstɪŋ/ P1: Ss may pronounce the ‘ter’ as it’s
learn about. own syllable.
S1: T will model the correct pron
I think English is interesting. through syllable tagging, then will drill
pron with localized attention to that
CCQ: If something is boring, is it syllable.
interesting? No
CCQ: Can a thing, like baseball, be *If necessary, T will write the word on
interesting? Yes the board like this: interesting
CCQ: Can a person be interesting? Yes
Handout #1

Ask your partner the questions below. Then circle the correct pronoun (He/She, His/Her) and
write their answer on the line.

“What is your name?”

1. His / Her name is __________________.
“Where are you from?”
2. He / She is from __________________.
“Where do you live?”
3. He / She lives in __________________.
“What is your job?”
4. He / She is a __________________.