Lesson Plan for Adverbs of Intensity

(TESOL Materials--Adverbs of Intensity, Lesson Plans) 

Google Drive: docs, pub

Notes: This lesson plan is adapted from a lesson plan I used for p.122 of Impact 4 (that document is here--docs, pub).  In order to make this lesson plan usable for teachers in any context, I made a generic copy in which I deleted any references to reviewing material that was unique to Impact 4.

The template I used for this is adapted from something I've previously posted HERE.

This lesson plan contains material that I've previously posted on this blog:

* Adverbs of intensity Quizlet

* Model Text for Adverbs of Intensity

* Kahoot: B2U3 2 Weather - Adverbs of intensity - Quantifiers by DariaKolpakova

* Kahoot: Adverbs of Intensity: Gap-Fill Sentences

* Make Sentences Game: Adverbs of Intensity

Stage Name	Description of stage	Procedure
Lead-in	The lead-in is to the context of the model text (not the grammar point).  Students are asked to discuss a question with their partner.  The lead-in attempts to connect their knowledge/experience with some aspect of the model text.	Think of an old person that you know.  Do they talk a lot about their memories?  What kind of memories do they talk about?
Model Text	Done as either a reading or listening.  Students process the model text for understanding.  Possibly the students might encounter model text twice (once for gist question, once for specific information questions)	Prediction: show picture.  Elicit from students what it is (old man on porch).  Ask students what they think the old man is thinking about? Gist task: Listen to the story.  Is the old man happy?  Read out the model text (students listen).   Specific information questions:  Students listen again and answer questions 1-5
Notice the Target Language	This can either be done as an activity (e.g. running dictation to reconstruct target language, fill in the gaps).  Or it can be simply done by the teacher highlight the target language	Put students in pairs.  Give them a copy of the model text with the target language blanked out.  Place the completed model text outside of the room.  Students have to reconstruct the text using a running dictation.
Clarify Meaning	Take some sentences from the model text, show them to students, and check their meaning using Concept Checking Questions	Students do a sorting activity with the adverbs of intensity.  Confirm by displaying the answer sheet on the projector. Additional Clarification Activity: quizlet live
Clarify Form	Take a sentence from the model text, display it on the board, and elicit the form from students.	Using the model text, elicit from students that the adverb comes either before the verb or the adjective.
Clarify pronunciation	Remove the written form from the view of the students.  Do choral drilling followed by individual drilling.  Elicit the stress pattern from the students.	Remove screen from view of students, and drill pronunciation.
Controlled practice	Students have to complete a sentence using the target language.  Teacher monitors, does on the spot correction, and microteaching as needed.	Kahoot Game
Semi-Controlled practice	Students have to make full sentences using the target language.  Teacher monitors, does on the spot correction, and microteaching as needed.	Make Sentences
Freer-Practice	Students have to produce some sort of extended discourse (writing, conversation) using the target language.  Teacher monitors, but does not do immediate correction.  Errors are noted down for delayed correction after the activity finishes.	Write a description of someone
In Subsequent Lessons  (The vocabulary will need to be reviewed in subsequent lessons, or it will be quickly forgotten).
Review activities	Kahoot

Lesson Plan for Wish

(TESOL Materials--Wish, Lesson Plans)

Google Drive: docs, pub

Notes: This lesson plan is adapted from a lesson plan I used for p.116 of Impact 4 (that document is here--docs, pub).  In order to make this lesson plan usable for teachers in any context, I made a generic copy in which I deleted any references to reviewing material that was unique to Impact 4.

The template I used for this is adapted from something I've previously posted HERE.

This lesson plan contains material that I've previously posted on this blog:

* Model Text for "wish" (using video from English Panda)

* Kahoot for I wish / If only by RichardBarge

* Wish Board Game

* Wish: Crossword Puzzle

* Wish: Scrambled Sentences

Stage Name	Description of stage	Procedure
Lead-in	The lead-in is to the context of the model text (not the grammar point).  Students are asked to discuss a question with their partner.  The lead-in attempts to connect their knowledge/experience with some aspect of the model text.	Talk to a partner.  Who is someone that you want to be like?  Why do you want to be like them?
Model Text: Specific Information Questions	Done as either a reading or listening.  Students process the model text for understanding.  Possibly the students might encounter model text twice (once for gist question, once for specific information questions)	Watch the video. (0:33-3:56).  Students answer the question on the worksheet.
Notice the Target Language	This can either be done as an activity (e.g. running dictation to reconstruct target language, fill in the gaps).  Or it can be simply done by the teacher highlight the target language	Hand out 2nd page of worksheet.  Students try to fill in the blanks using the correct form of the word.  Then play the video again, and students check their answers.
Clarify Meaning	Take some sentences from the model text, show them to students, and check their meaning using Concept Checking Questions	Display video at 0:42 “I wish I had a car like that” CCQs: Does he have a car like that?  Does he want a car like that?  Is it likely to change? Display video at 1:16.  “I wish I didn’t have to take the bus.”   CCQs: Does he have to take the bus?  Is he happy about it?   Display video at 2:38 “I wish we had brought an umbrella.”   CCQs: Did they bring an umbrella?  Do they want an umbrella?
Clarify Form	Take a sentence from the model text, display it on the board, and elicit the form from students.	Play video from 5:08 with the sound off.  As it displays, elicit from students what the various forms are.
Clarify pronunciation	Remove the written form from the view of the students.  Do choral drilling followed by individual drilling.  Elicit the stress pattern from the students.	Remove screen from view of students, and drill pronunciation.
Controlled practice	Students have to complete a sentence using the target language.  Teacher monitors, does on the spot correction, and microteaching as needed.	Kahoot Game
Semi-Controlled practice	Students have to make full sentences using the target language.  Teacher monitors, does on the spot correction, and microteaching as needed.	Board Game
Freer-Practice	Students have to produce some sort of extended discourse (writing, conversation) using the target language.  Teacher monitors, but does not do immediate correction.  Errors are noted down for delayed correction after the activity finishes.	Students write a story in which several people meet each other while walking around the town.  Each person wants to be like someone else that they see.  (i.e. the same idea as the video)  Stories are then posted around the room, and students choose the story that they like the best.
In Subsequent Lessons  (The vocabulary will need to be reviewed in subsequent lessons, or it will be quickly forgotten).
Review activities	Crossword puzzle and answers Scrambled sentences

Lesson Plan for Passive Voice

(TESOL Materials--Passive Voice, Lesson Plans)

Google Drive: docs, pub

Notes: This lesson plan is adapted from a lesson plan I used for p.64 of Impact 4 (that document is here--docs, pub).  In order to make this lesson plan usable for teachers in any context, I made a generic copy in which I deleted any references to reviewing material that was unique to Impact 4.

The template I used for this is adapted from something I've previously posted HERE.

This lesson plan contains material that I've previously posted on this blog:

* Passive Voice: Video and Model Text and Freer Practice

* quizlet on the passive voice

* Kahoot on the passive voice

* Using Tom and Jerry Cartoons to Teach Passives

* Garbage Man Passives

Stage Name	Description of stage	Procedure
Lead-in	The lead-in is to the context of the model text (not the grammar point).  Students are asked to discuss a question with their partner.  The lead-in attempts to connect their knowledge/experience with some aspect of the model text.	Talk to a partner about a time that you were late.  Why were you late?
Model Text	Done as either a reading or listening.  Students process the model text for understanding.  Possibly the students might encounter model text twice (once for gist question, once for specific information questions)	Gist Listening: Watch the video. Jerry has been late 3 times.  Why has he been late? (note: stop the video at 6:20) Specific Detail Questions: Use Worksheet.  Only play until 2:30.
Notice the Target Language	This can either be done as an activity (e.g. running dictation to reconstruct target language, fill in the gaps).  Or it can be simply done by the teacher highlight the target language	Handout out adjusted transcript.  Tell students that some of the sentences are different from the video.  Play the video again, and students correct the sentences on the transcript to make them the same as the video.  Check answers with answer sheet.
Clarify Meaning	Take some sentences from the model text, show them to students, and check their meaning using Concept Checking Questions	Display video from 7:04.  Have the sound off.   Concept Checking Question: Do these sentences have the same meaning?
Clarify Form	Take a sentence from the model text, display it on the board, and elicit the form from students.	Display screen of video at 8:00.  Elicit the form from students for each passive tense.
Clarify pronunciation	Remove the written form from the view of the students.  Do choral drilling followed by individual drilling.  Elicit the stress pattern from the students.	Remove screen from view of students, and drill pronunciation.
Controlled practice	Students have to complete a sentence using the target language.  Teacher monitors, does on the spot correction, and microteaching as needed.	Kahoot game and/or quizlet live
Semi-Controlled practice	Students have to make full sentences using the target language.  Teacher monitors, does on the spot correction, and microteaching as needed.	Students make passive sentences using: Tom and Jerry slideshow–Video
Freer-Practice	Students have to produce some sort of extended discourse (writing, conversation) using the target language.  Teacher monitors, but does not do immediate correction.  Errors are noted down for delayed correction after the activity finishes.	Students write about a time they were late using the passive voice.  Feedback with a gallery walk.
In Subsequent Lessons  (The vocabulary will need to be reviewed in subsequent lessons, or it will be quickly forgotten).
Review activities	Garbage Man. Photocopy onto color paper (white, pink, green,yellow, blue).  Cut up and scatter around the room.  Each team has to find the paper corresponding to their team color.  They bring the slip of paper back to their table, write the correct answer, teacher checks, and then they find another slip of paper.  First team to correctly complete all 10 questions is the winner.