The lesson plan outlines a lower-intermediate English class that focuses on indefinite pronouns, extreme weather vocabulary, and the second conditional. Students will ask and answer questions using indefinite pronouns, write complaints incorporating indefinite pronouns, and read about extreme weather while being introduced to new grammar.
Students May Have Problems With New Words-I Will Give Students Extra Photos To Students May Have Problems About Pronunciation - I Will Use Audio To Learn A Word
The lesson plan outlines a lower-intermediate English class that focuses on indefinite pronouns, extreme weather vocabulary, and the second conditional. Students will ask and answer questions using indefinite pronouns, write complaints incorporating indefinite pronouns, and read about extreme weather while being introduced to new grammar.
The lesson plan outlines a lower-intermediate English class that focuses on indefinite pronouns, extreme weather vocabulary, and the second conditional. Students will ask and answer questions using indefinite pronouns, write complaints incorporating indefinite pronouns, and read about extreme weather while being introduced to new grammar.
The lesson plan outlines a lower-intermediate English class that focuses on indefinite pronouns, extreme weather vocabulary, and the second conditional. Students will ask and answer questions using indefinite pronouns, write complaints incorporating indefinite pronouns, and read about extreme weather while being introduced to new grammar.
Objectives: To solidify understanding of the form and use of indefinite pronouns
Students Will Be Able To
1. Ask and reply to questions using indefinite pronouns to further get to know their classmates
2. Write complaints using indefinite pronouns
3. Complete an intensive reading on The power of nature to solidify extreme weather
vocab and to be introduced to the 2nd conditional
Theme: Ice-Breaker continuation: commonalities and differences
Aim/Skill/Microskill Activity/Procedure/Stage Interaction Time
Review or Preview (if Linking & Transitioning to rest of
applicable) lesson: For the first 30-45 mins, we will be going over vocabulary from the song someone like you by Adele and discuss common errors I found in their homework writing assignment.
1.1 Fluency Lines: Vocab Review 20
1. Where do you see yourself SS-T mins settling down?(somewhere rural, urban, or suburban?) 2. Do you regret anything in your life? Why or why not? 3. Has anyone from your past contacted you out of the blue? 4. What was a bittersweet moment of your life? 10 1.2 Writing Errors Discussion T-SS mins
tomorrow. mins Everyone in our class is really nice. No one in our class hates traveling. (There isnt anyone in our class who hates traveling. Have students write three similar sentences with different facts and then share out. Ask if their statements are true or false for the no one /everyone and for the someone sentences, ask the class Who? Make a chart on the board validating students ideas.
1.2. During Stage: Find someone who
bingo. Display a sample bingo card on SS-SS Transition to #2: We are the board. Explain the directions. You 10-15 going to continue practicing will be asking questions to 5 different mins by complaining. Take out classmates who fit the descriptions in your complaints that you the box. Model how to ask the question started writing yesterday. in the box, have a student reply. Point out that if a box is in the present perfect, we invert the helping verb and the main verb. If the box has one verb, you use Do you Have students practice asking questions from the boxes on the slide before handing them the cards
Pass out the cards. Have students
stand up and try to find 5 different people that match the descriptions. The first person who has BINGO wins.
1.3 Post-Stage: Have students sit back
down, and start asking, Who T-SS 25-30 ______(from BINGO card)? Have mins students volunteer themselves or their classmates that fit the description. Have students ask follow up questions to one another based on the 3
description. If no one fits the
description, add this to the chart from the beginning of class.
T. assessment: Monitor students
exchanges for the correct use of indefinite pronouns(specifically in negative contexts as that can get tricky)
Gallery Walk complaints that students started in SS-SS 10 pairs the previous day. Students were mins assigned a role (a teenager, a mother, a teacher, a retired person, etc) and had to start writing at least 5 complaints or things the person would say.
2.2 During-Stage: Gallery Walk. Have
4 poster boards on the wall. Assign each pair to a poster and have them SS-SS write down their complaints. Dont 20 label the posters so that other groups mins Transition to have to guess who the person is that is #3 Something that we making the complaint. Have students complain about every day is read the complaints, decide who is weather. We are now going making the complaint, adding at least to learn about extreme one more complaint to each poster. weather around the world.
2.3 Post-Stage: Students go back to
their seats and I have students read complaints, ask how they could be T-SS 15 written differently(with other indefinite mins pronouns or with the opposite meaning) and provide grammatical feedback
T Assessment: The large poster boards
4
provide ample space for written
corrective feedback.
Activity 3: Intensive 3.1 Pre-Stage: Go through pictures on
Reading: The power of page 144 in textbook of extreme T-SS nature weather. Ask if students can identify 10 what kind of weather phenomenon the mins picture shows. Talk about where in the world have the extreme weather in the pictures.
In pairs, talk about what sort of
extreme weather do you have in your SS-SS 5 country mins
Ask what is in the picture from the
reading. Where is the photo taken? T-SS 5 What is the man holding? mins
Pre-teach vocabulary from reading
5 Probe mins Rush Determined
3.2 During Stage: Intensive reading. T-SS
Read paragraph by paragraph, monitoring comprehension of the text 20 through comprehension questions as mins well as personal response
3.3 Post-Stage: Take quotes out from 10
reading to Introduce language T-SS mins objective: 2nd conditional. Inductively teach this grammar concept.
T Assessment: Monitor comprehension
through reading paragraph by 5
paragraph
Wrap-up: Ask the class what they learned today,
what they found the most useful, and tell them the homework assignment.
Students May Have Problems With New Words-I Will Give Students Extra Photos To Students May Have Problems About Pronunciation - I Will Use Audio To Learn A Word