Teaching & Learning Grammar Lesson Plan Preliminary Information CLASS PROFILE Level: No in Class: Previous Contact with English: With this Teacher: Elementary A2 level 10-14 One month of intensive English 2-3 hours p/d First Lesson with this teacher AIMS OF LESSON Primary aim: to teach the Infinitive of Purpose. Form(s): He's taking a clock to tell the time. blanket to keep warm. Why are you taking a map? To find my way. a radio ? To listen to music. Function: to give reasons / to describe the purpose of actions and objects. Context for presentation: A sailor about to set off on a trip round the world. Secondary aims: 1. to revise / recycle present continuous with present or future meaning 2. to revise present simple as in "We use it to tell the time.' (See further practice) Skills involved: Speaking (controlled practice, pyramid discussion, unusual activities) Materials/ aids: Picture of sailor on boat, his home, his wife, flashcards of various objects, picture of a boat, the earth, sail around the world Assumed knowledge: Present tenses (include. future meaning); going to future Giving reasons with " because". New Lexis: T will try to elicit or revise only familiar vocabulary but can introduce lexis requested by the Ss © CELT Athens Marisa Constantinides 1 Teaching & Learning Grammar ANTICIPATED PROBLEMS STRATEGIES / REMEDIES Lexical load – Some of the vocabulary needed for the infinitive word phrases may not have been taught previously The Ss may not have enough lexical knowledge to suggest why the sailor is taking various things with him An extended lead in in which the T will try to revise the Present Simple and the uses objects (We read books, etc) to connect this with the TL Either have F/C’s with word prompts ready or elicit the response by miming Phonological – full articulation of ‘to’ in infinitives Model clearly and insist on fast rhythm of delivery which encourages syllable reduction Avoid introducing verb phrases with prepositional objects; if Ss make this mistake in the freer activities, use positive reinforcement but do not insist; this can be picked up in later unit which introduces Ss to: You use a sleeping bag for sleeping in Elliptical answers with preposition at the end may be a problem; prep. may be omitted, e.g. Why is he a taking a hammock? Answer : * To sleep Commentary A Presentation Practice Producation approach has been selected in order to be able to model the TL for form and for pronunciation. © CELT Athens Marisa Constantinides 2 Teaching & Learning Grammar PROCEDURE p.1 1 WARM-UP STAGE ACTIVITY Show picture of sailor and his yacht. Ask: Who is he ? Ss give his name Ask: What is he going to do? Elicit: Sail around the world, or cross the Pacific Ocean. Ask : Is he taking many things with him? What things do you need on a trip like this? Elicit from Ss & list on BB. Pre teach new lexis if possible here. PURPOSE/AIM to set the situation and provide a context for the new language to elicit ideas and vocabulary MATS ORG TIME COMMENTS e.g. I will use class google Picture (plen) images to of find the sailor pictures. I will share Board my screen for learners Pics of Pairto see the objects share pictures. to preteach/review vocabulary necessary for the presentation © CELT Athens Marisa Constantinides 3 5-6 mins Teaching & Learning Grammar 2 PRESENTATION Show pics of wife & sailor – she asks why taking this and that as she thinks he’s taking too much stuff Show picture of clock or other object from st list. Get students to ask why he's taking it with him. S1: Why are you taking a clock? T: To tell the time. He's taking a clock to tell the time. Ask class to repeat chorally & individually Ask the following Concept Questions: 1. Do we know what he is taking? (blankets, etc.) 2. Do we know why he is taking these things? (Yes) 3. Which words in the sentence give us the to As elicit/introduce above a suitable context for using the TL As above Introduce forms to model the marker sentence for form and pronunciation to make sure the Ss understand the basic concepts in the new pattern; to invite them to notice the forms that express these concepts © CELT Athens Marisa Constantinides 4 5-6 mins Teaching & Learning Grammar reason? (to keep warm) PROCEDURE p.2 3 Restricted Practice 1 STAGE ACTIVITY Point to two more things from the BB list & elicit sentences or questions and answers from Ss. Show F/C's of other objects that he is taking with him and get Ss to ask why is he taking each object. Prompts: a fishing rod - to catch fish matches - to make a fire a pan - to cook the fish a radio - to listen to music books - to read a camera to take pictures paper - to write letters blankets - to keep warm PURPOSE/AIM MATS to check board understanding pics thru individual responses to promote accuracy with regard to form and pronunciation ORG indiv. Ss Flash Cards (F/Cs) with Class pics of objects © CELT Athens Marisa Constantinides 5 TIME COMMENTS 1-2 mins 5 mins 5 Freer/Communicative Practice 4 Restricted Practice 2 Teaching & Learning Grammar Put F/ C's on the WB together with list suggested earlier. Direct one student to ask another one across the class as an example first. Pairs ask each other about the items, e.g. A: Why is he taking some books? B: He's taking some books to read. T monitors, and corrects if necessary Guessing game Ss work in small groups. Pack of cards of various objects face down on table. S1: (Picks up a card) We use it to clean our teeth. S2: It's a toothbrush! S1: Yes, it is. It's yours. How to play Ss must describe the purpose of various objects; the student who guesses correctly keeps the card. If no one gets the answer, the asker returns it to the bottom of the pack. Object: to collect as many cards as possible As above as above but this time at students' own pace to encourage freer use of the target language in a slightly different context Open pairs first Closed pairs Small cards with names or images of simple objects 5-6 mins Groups 10 or 3-4 mins © CELT Athens Marisa Constantinides 6 Teaching & Learning Grammar PROCEDURE p.3 STAGE ACTIVITY PURPOSE/AIM Pyramid Discussion to motivate & involve Ss; to give them a reason/purpose for talking to each other 6 Productive Skills activity Show picture of desert island. Ss works in pairs or small groups . Tell Ss : 'You are going to spend 10 days on this island. Choose three things only from the list and pictures on the BB to take with you and explain why you want them.' Check instructions to activity. Give an example of language: S1: First, I'm going to take an axe. T: Why are you going to take it ? S1 : We can use it to cut wood. T: And why do you want to cut wood? S1: To make a fire. to explain ahow activity works to make sure they have understood to supply language needed for the interaction part of the activity to promote oral fluency & use of negotiation skills & interactive speaking & listening MATS ORG TIME all material (words, phrases on the board, pics) used so far class 15 mins ind pairs groups class How to play: Individuals choose 3 things first. Then pairs negotiate and decide on 3 they both agree on. Do same with groups of four. Class discusses and decides, or votes on three things majority votes for! T monitors for serious error on target language © CELT Athens Marisa Constantinides 7 COMMENTS 7 Feedback Teaching & Learning Grammar Groups present their solutions to all justifying their decisions T invites whole class to listen, then final votes are cast Error Correction Slot If serious errors have been noted down: T says or writes mistake on the board; invites Ss to correct their own & each other's mistakes T praises Ss for ideas & language use to have a public checking stage to raise grammatical and functional awareness of language during activity to motivate & reward Ss none class 5 mins board © CELT Athens Marisa Constantinides 8 5 mins Teaching & Learning Grammar PROCEDURE p.4 STAGE ACTIVITY PURPOSE/AIM Alternative or Additional activity for a stronger class Team/Group Competition: UNUSUAL USES!!! Show pics or realia of four objects, e.g. umbrella, shopping bag, chair, pencil, etc. Establish usual uses of object first. MATS ORG TIME Class to motivate and involve Ss pictures to avoid using those during competition &/or 7/8 Productive Skills Activity realia Ss brainstorm in their groups; one person should write/make notes only; others in group/team should just talk and offer ideas Ss work in groups or teams, and list as many unusual uses for these objects as they can think of within a strict time limit Feedback At end, Ss report back, e.g. You can use a cup to put your pencils(in), to eat ice cream, to drink soup, to put flowers, to save money, etc. Opposing teams may challenge a use; T listens to reasons & decides to accept use or not. to establish competitive atmosphere groups or teams to encourage oral fluency; to develop creative thinking skills class to present decisions and listen to other group decisions; to promote listening & arguing to reward Ss At the end, the group or team with most uses are declared winners. Error Correction Slot (as for previous activity) © CELT Athens Marisa Constantinides 9 1020 mins Comments