is grammar and how should
we teach it ?
by Jeanette Corbett
- lesson plan 2
lesson is 1st in a series of 5 from Unit 3 of the above coursebook.
The topic of the unit is "family", therefore I decided
to use it as the theme for my lesson, thus providing a context
for the students. A synopsis of the lesson is the introduction
of vocabulary leading onto to the language focus followed
by a speaking activity, which aims to combine both of the
planning the lesson, I considered how productive and motivating,
it will be for the students against their learning needs and
the syllabus. From experience, I feel student motivation and
learning comes from allowing them to discover it for themselves
while using the teacher for support.
the above in mind, the lesson is student focused, aiming to
involve them actively at all stages and to develop their autonomy.
In addition, many of the students use English in their work,
those that do not, read in English or watch English TV/ films.
This also was an important consideration when planning, as
it is difficult to make assumptions about their knowledge.
the vocabulary input is short (stage 2), aiming to activate
the student's passive knowledge of the words and enhance their
lexical knowledge with the categorising activity.
language focus follows stage 2 and is linked to a text about
families from FC Maximiser, it is a more appropriate link
in the lesson than the presentation in the coursebook which
doesn't suit my students needs, equally the supporting skills
activities seem segmental. As the text is taken from El Pais
Semanal it provides a natural discourse for the students,
in answering the true/false statements they will be looking
at information in context.
The majority of the statements use a modifier with a comparative,
linking back to the main aim of the lesson. I chose to focus
on these because I believe it will be more challenging for
the students than a standard structure. For the same reason
there are some comparatives with nouns. I chose not to highlight
the use of modifiers with superlatives, as I don't think it
is necessary at this level. Naturally, should a student ask
about this, I will give an example of their use.
latter part of the lesson is focused on speaking (stage 6),
I've written a short text about a Spanish family in the same
style as the text, first as a link and to provide a springboard
for discussion. I hope this text will motivate the students
to talk about their own families or a typical family. Also,
included is a picture of the family, to give the students
an opportunity to use adjectives of description and make assumptions
about their character.
the lesson, I will focus my monitoring on assisting speaking
fluency by supplying words when required by the students and
evaluating their knowledge against their needs for future
lessons. With pronunciation, I´ll give students an appropriate
model if a word/ structure is unintelligible to others.
the lesson procedure - page 3 of 4
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