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Lesson Plan For Grammar Lesson

This lesson plan summarizes a grammar lesson on the passive voice. The lesson aims to practice using the passive voice in present simple, past simple, and present perfect tenses when describing a country's economy. Students will expand their vocabulary related to economy and industry. The plan outlines timing, procedures, interaction types, and materials for different activities including drilling forms, gap filling, information sharing in groups, and presenting on a country's economy.

Uploaded by

Jay Ezzer
Copyright
© Attribution Non-Commercial (BY-NC)
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
537 views

Lesson Plan For Grammar Lesson

This lesson plan summarizes a grammar lesson on the passive voice. The lesson aims to practice using the passive voice in present simple, past simple, and present perfect tenses when describing a country's economy. Students will expand their vocabulary related to economy and industry. The plan outlines timing, procedures, interaction types, and materials for different activities including drilling forms, gap filling, information sharing in groups, and presenting on a country's economy.

Uploaded by

Jay Ezzer
Copyright
© Attribution Non-Commercial (BY-NC)
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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LESSON PLAN Background Information Teacher Date Class level INTERMEDIATE Timetable fit

Previous lesson: grammar lesson quantity (countables and uncountables) This lesson: grammar lesson passive voice Next lesson: grammar lesson review of future forms

Observer Lesson number Number of students

Aims (for the teacher) To drill weak forms To elicit TL from ss

Objectives (for the students) By the end of the lesson the students will have practised passive voice in present simple, past simple and present perfect in the context of describing a countrys economy. They will have expanded their vocabulary to describe economy/industry and practised speaking for accuracy and fluency in the same topic.
Language Analysis

Form Passive voice Be + past participle


Scotch whisky is exported all over the world. was exported . last year. has been exported this year. Scotch whisky isnt/wasnt/hasnt been exported Is Scotch whisky exported? Yes, it is./No, it isnt Was exported? Yes, it was.?No, it wasnt. Has been exported..? Yes, it has./No, it hasnt, Where is/was whisky exported? Its exported to France.

Meaning

Pronunciation

what happens is more important than who does it

It was/were exported ..

It isnt exported to .. rising intonation for closed questions

falling intonation for open questions

Assumed knowledge All tenses used during lesson, students will be familiar with present simple, past simple and present perfect in active voice. Anticipated problems
Question forms in passive voice Flexibility in accurate use of different verb forms in passive

Solutions
Drill for accuracy Good range of restricted and less restricted practice activities

Materials
Teachers own: realia, table with information about British industry, A + B grids, questionnaire, language summary of target language

Lesson Content Timing Interaction Procedure CLARIFICATION Context T uses book to elicit information about it (e.g. title, author, publisher, printed in, etc.) 2 min. SS In pairs ss brainstorm other products of a country apart from books To activate schemata To increase STT from start of lesson Rationale

2/3 min T SS

2/3 min SS T

Feedback T puts relevant vocab on board and elicit more Concept check words that ss may misunderstand (e.g. to mine, to process)

To provide record of lexis To ensure ss understand vocab

2 min

T SS

5 min

SS T

Focus on form of TL To clarify form of TL T elicits models of TL and puts examples of 3 forms on w/b (see LA) Highlight features of TL with different colour pen Elicit rules for passive voice in present s, past s and present perf To make it student centred To practise suprasegmental features To ensure Ss are clear about concept of TL

2 min

SSS S T SS

Choral and individual drill (linking and weak forms) Concept check questions Do we know who printed it? Is it important? RESTRICTED PRACTICE Task 1 Drill form of TL using table with information about British industry

2 min

3 min

TS ST S-S

To provide very restricted practice of TL orally

Lesson Content Timing 3 min 1 min 1 min Interaction S S-S S Procedure Task 2 Gap filling ss fill in gaps individually Pair checking Feedback Ss check answers with answer key (one per table) Task 3 A + B communicative activity, grid with information on different countries economies Feedback Ss compare worksheets LESS-RESTRICTED PRACTICE Task 3 Grid: ss ask each other about own country using listed items in grid and fill in grid Feedback Each student provides one interesting fact about partners country Rationale To practise TL in restricted way To build students confidence To speed up feedback

10 min

SS

To increase s s interaction and provide practice of TL in question and answer forms To make feedback student centred

2 min

SS

5 min 2 min

SS SSS

To provide less restricted practice of TL orally To check there are no problems with use of TL

8/10 min

SS SS

AUTHENTIC PRACTICE SS work in groups and prepare minipresentation about a countrys economy/industry Spokesperson from each group gives information to rest of class and other students guess name of country being described Feedback Error correction slot Hand out with language summary of TL

To provide free practice of TL orally To further practise TL in authentic way To provide positive feedback on task and to correct mistakes

2/3 min S SSS

5 min

T SSS SSS - T

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