lesson plan MS4 Grammar

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Lesson Plan MS 4 Grammar

Lesson focus:

Which skill(s) will students mainly practice during this lesson? (Speaking, listening, reading, writing).
·         Speaking, listening, reading

Which aspects of language will students focus on? e.g. vocabulary (words, phrases, idioms, etc.), pronunciation (phonemes, intonation, etc.), functions (polite requests, apologizing, etc.), grammar point(s), etc.
·         grammar (used to) to contrast past and present

Is there an aspect of culture in this lesson that needs to be clarified? If so, what is it?
·         No.

Objective: Students Will Be Able To….

Use ‘used to’ + base form of verb to compare and contrast events in past and present
Ask and answer questions about events in their lives as they contrast the past to present circumstances

Competencies: Which competencies in the AEF are you working toward or plan for the learners to achieve today? (They should be adapted from the AEF to reflect the specifics of your lesson.)
Can use
·   very simple sentence patterns with memorized phrases
·   with some control, but still systematically make basic mistakes
Can sustain a very short, simple oral description
·         using formulaic sentences and phrases

When and how will I check my students’ progress toward the objective(s)?
· I can see if they correctly use the target structures when asking and answering questions.
· I can listen during pair work and small group interactions for correct usage of the target structures.

Required materials and/or resources:

Textbook MS2 pgs. 91 and 93
Board and chalk or markers
Childhood Questionnaire

Personal Goals: What aspect of your teaching are you trying to improve? Which teacher competency is this related to?

· The teacher provides a balance of activities that focus sometimes on accuracy, sometimes on fluency.

· The teacher checks in a comprehensive way whether or not students are using target structures correctly.

Time	By the end of this stage, students will be able to…	Rationale (Why do we want our students to do this?)	Interaction Pattern & VAKT[url=#_ftn1][1][/url]	Procedure	Materials
15 min	Demonstrate ability to compare and contrast conditions in the past with conditions in the present	The T and Ss need to find out how much Ss already know, clarify the meaning, form and use of the language so that Ss are ready for the next task	T-Ss S-S VA	· T asks Ss to look at pictures on textbook pg. 91. · In pairs, Ss write three differences they notice between the two pictures; share in whole group. · T uses Ss’ ideas to formulate model sentence with ‘used to’; for example: “The market used to have smaller buildings. Now there are high rises in the same place.” · T draws Ss’ attention to meaning of ‘used to’ as something that was true in the past but isn’t any longer; clarifies form. · T asks Ss to change their ideas into sentences using ‘used to.’ T models natural pronunciation and encourages Ss’ use of it. · Ss work in same pairs, share in whole group.	Board and chalk or markers Textbook pg. 91
15 min	Demonstrate understanding of appropriate use of ‘used to’	The T needs a way to assess students’ comprehension of new grammar structure and give Ss more practice using it	T-Ss T-S Ss-Ss VA	· T refers Ss to textbook p. 93 · Ss complete exercises in box in pairs, share answers in whole group. · T draws Ss’ attention to negative and question forms using ‘used to.’ · Ss refer back to photos on textbook pg. 91 and make three negative statements using ‘used to’ comparing them; share in whole group.	Board and chalk or markers Textbook p. 92
15 min	Ask and answer questions about their early childhoods in comparison to their life now	Students need an opportunity to practice and use previously learned grammar structure	T-Ss S S-S Ss-Ss VAKT	· T asks Ss “Is something in your life different now than it was when you were much younger?” · Ss share one idea with a partner · T explains that Ss will now use a questionnaire to find out more about what their classmates used to do (NOTE: this activity can supplement pair work exercise on p. 94). · T distributes Childhood Questionnaire and models a response with a S. · Ss ask three people sitting nearest to them and find answers from three other classmates, filling in responses on sheet. · Ss share responses in whole group with T recording on board and correcting when necessary.	Board and chalk or markers Textbook p. 92 Childhood Questionnaire
10 min	Reflect on what they have learned in today’s lesson	T and Ss need time to process what has been learned in today’s lesson	T-Ss S VA	· T asks Ss to share how use of ‘used to’ is different from other ways of talking about the past; why and when is this form useful? · Ss share answers in whole group	Board and chalk or markers

[url=#_ftnref1][1][/url] VAKT = Visual, Auditory, Kinesthetic, Tactile

Site Owner

Thank you so much for your generosity ,mrs.Dida.

Just one question: Is this lesson for 4th or 2nd AM?

Site Reviewer

2 S.E ?

Thank you, Mrs. dida. The leson is just great