Lesson Pan Level 5 Upper Intermediate Objective 1. The students will be able to successfully complete the exercise in Unit 9’s Grammar Booster section 2. Each student will be able to tell the difference between loose/lose, set/sit, lay/lie and further/farther 3. Students will talk at least 80% of the time. Most of the talking will be pair work, not presenting (two people) and passively listening (the rest of the group). ============================================================== Preparation before class 1. Teacher prepares photocopies of the set/sit, further/farther, lose/loose, etc. sheets 2. Teacher puts the grammar (unit 9) on the white board along with the goals. Goals are exposed, grammar examples are hidden. (succeeding pages). Procedures A. Warmer 4-5 minutes B. Grammar in Context (presentation by Teacher 5 minutes) Several situations are explained to the students. After students get the situation in their minds, they are asked to work in pairs on the exercise (5-8 minutes) After the exercise is graded and completed, each pair is asked to write two additional sentences to use the grammar in another situation. The fast pairs are asked to make a third sentence. (4 to 6 minutes). Teacher walks around checking responses. In certain cases, the errors are written on the board and the class as a whole finds the error and corrects it. Key Points: Teacher quickly gets the point across, does a comprehension check, (not “do you understand?” but instead asking checking questions (EXAMPLE: “what is this?” “It is a chair” Draw a stool, 3 legs, then draw a stool, 4 legs, and ask, “Is this a chair?” and then ask “what are the important parts of a chair?”) and then directs the students into pairwork about the grammar. C. NEXT ACTIVITY Student min-presentations. Students have been given (three days ago) some grammar lessons to prepare and present. They have to explain their grammar point. The group is divided into 6 pairs or triplets. Let’s call them 1, 2, 3, 4, 5, and 6. The even groups present their findings first, then the odd groups present their findings. 1 set/sit 2 further/farther 3 loose/lose 4 lay/lie 5 –en verbs 6 rise/raise Each presenter has the answer sheet. They (group 1 for example) explain to Group 2 what they found (their homework on Monday was to work on this exercise outside class.) The listening pair (let’s say group 2) then tries the exercises while group 1 watches. Group one corrects the answers as the answers are given. Group 2 asks questions to clarify the situation and 1 responds. Then it is time for Group 2 to present their findings to group 1. “Here’s what the difference is between SET and SIT.” Group 1 tries to answer the questions quickly. To ensure that every group visits each other, use the following formula PUT THIS TABLE ON THE BOARD. 1 visits 2, 3, 4, 5, 6 2 visits 1, 4, 5, 6, 3 3 visits 5, 1, 6, 4, 2 4 visits 6, 2, 1, 3, 5 5 visits 3, 6, 2, 1, 4 6 visit 4, 5, 3, 2, 1 It looks complicated, right? Well, in reality, each one will take turns presenting to some group. After the first two groups are lined up, it will be clear. If group 5 and 6 have to sit for a while NOT presenting, it’s okay. But if the structure is followed, each group will find someone to present to. Time is allowed for students to interrupt with questions, presentations about “the word of the day” and other questions. (They have a task list, which they try to use to interrupt politely). If there is time, the Digital version of the workbook is available and so is the Workbook. --------------------------------------------- Theory 1. Grammar in context is demonstrated and “professed” to give the students a clear idea of when the grammar point is used. The book is not opened until the room has a clear idea of the grammar in context. 2. After the exercises of grammar in context, the pairs are expected to create at least one situation to demonstrate understanding of the grammar in another situation. MINI PRESENTATIONS Why do the students take turns presenting to small groups? Why not ask each pair of students to stand up and present their findings to the class? a) if two people are presenting, 14 are listening. If one more person asks a question, then 13 are listening and it’s passive for them. b) if each pair is talking to another pair, then there are at most 2 people listening but moth of the two can easily ask questions. c) The teacher is circulating listening for problems and errors. The students are instructed to record any grammar errors that they hear and to help the presenting students with the grammar … During the mini-presentations, the teacher walks around collecting errors. The teacher does not correct in mid-sentence, since the students are encouraged to focus on presenting info, not on checking themselves about their grammar. The mistakes are captured on paper (the teacher is scribbling fast but somewhat hidden from the student’s view so nobody gets self-conscious) and then the errors placed on a board later for checking. When students are presenting, the teacher captures the errors and the errors are checked later. When students are doing a drill, the errors are checked immediately. Prepared by Steve McCrea