TEFL Assignment 2-Lesson Plan-Grammar, Exams of Grammar and Composition

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TEFL Assignment 2-Lesson Plan-Grammar

Name of the Teacher Date Level of the class Length of lesson Annamique Tyler 15 November 2022 Pre-Intermediate 60 minutes Lesson Type: Grammar Lesson Lesson Topic: Giving Advice (Should and Shouldn’t) Lesson Aims: By the end of the lesson, students will be better able to…  Use modal verb should and shouldn’t to give advice in a positive or negative way. Example sentence:

1. You should brush your teeth everyday. ( Positive advice ) 2. She shouldn’t watch violent TV shows. ( Negative advice ) Lesson Outcomes: By the end of the lesson, students will have…  Expanded their ability to give positive and negative advice using modal verb should and shouldn’t.  Talked in pairs and gave each other advice on different aspects such as health.  Practiced the accuracy and fluency of using should and shouldn’t for giving advice by playing games such as the spinning wheel where a student goes up to the interactive board and clicks to spin the wheel on which a problematic sentence is displayed and reads the sentence aloud, other students will try to give him or her advice using should and shouldn’t.

Summer school because of the decision made by their

parents not because of their own volition and this may lead to lack of attention that may disrupt the class. group or in charge of distributing and collecting worksheets from students, this might motivate the learner to pay more attention and be less disruptive during the lesson. Target language analysis:

1. What is the use or function of this language? (include a timeline if appropriate) The modal verb should and shouldn’t are used to give advice to someone. Should is used to give positive advice (affirmative form). Example: Mark: I have a toothache. Jane: You should see a dentist. ( Jane is advising Mark to go and see a dentist for his toothache. ) Shouldn’t is used to give advice in a negative form. Example: You shouldn’t smoke ,it’s bad for you.

Fig 2 Examples of CCQs  Is it healthy to eat sweets? (No)  Does he have a choice? (Yes)  Do you like eating sweets? (Yes /No + Extra information)

4. What is the form of the target language? (include positive, negative and question forms if appropriate) Positive or affirmative form: Subject + should + infinitive form( base form) + complement Fig 3 Negative form: Full Form: Subject + should not + infinitive (base) form + complement

6. What will you teach about the pronunciation of the structure? To teach the pronunciation of the structure I will have to break down the target language such as should [SHUUD] and shouldn’t [SHUUD] + [UHNT] and say it out loud while exaggerating the sounds until students can consistently produce them. I will also make use of the phonetic chart to encourage a natural pronunciation, Should - /ʃʊd/ Shouldn’t - /ˈʃʊd(ə)nt/ I will teach the learners about the letter “ o” being a silent letter , help the Italian students with the pronunciation of a schwa in shouldn’t since the is no schwa in Italian by making use of YouTube videos as a way to strengthen their rhythm and stress to give a natural sounding pronunciation. https://m.youtube.com/watch?v=5U2HyipXeMQ&t=3s Stage Name Stage Aim Time Interaction Pattern Teacher’s procedure Students will… Warmer To engage the student’s interest in the lesson, raising the energy levels in the room involving all

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For this stage play the Race for the Truth game where Teacher draws a straight line and have each student stand on the starting line while a leader lists off general health facts such as “I Students will identify the lesson topic and will use their previous knowledge to make links to the topic. This activity will loosen tension and students get to know some health facts about

students and activating their prior knowledge of the topic. wash my hands before eating.” And if the stated fact is true for any of the students , that student moves forward with one step and whoever crosses the finish line first wins. each other. Their confidence level will rise and feel more comfortable around their classmates after such an active game. Presentation: Meaning This stage is aimed at enabling learners to deduce the meaning of the target grammar using their own analysing skills.

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1. Present a Should and shouldn’t worksheet for health advice to the students ( Fig. 5 ).

2. Recite all the sentences on the worksheet to the students and get the students to discuss in pairs which statement matches the correct picture of a sick person. 3. Draw a table with two columns on the board and in the first column write should and in the second write shouldn’t. The students will actively think about the grammar meaning and structure and after reviewing some examples presented to them by the teacher ,they will figure out the rules of usage and derive their own understanding of the target language.

Presentation: Form This stage is aimed at allowing the learners to correctly establish the written structure of the grammatical form.

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Present the target structure on the board in the form of: Positive form: Subject + should + infinitive form( base form)

• complement. Negative form: Full Form: Subject + should not + infinitive (base) form + complement. Contacted Form: Subject + shouldn’t + infinitive (base) form +complement. Question form: Should + subject + base form...? Using the correct grammatical structure of the target language that is displayed on the board, students will apply that knowledge and produce meaningful sentences from the words on the worksheet

Present the students with a worksheet ( Fig 6) to put words in the correct order so as to make a meaningful sentence using the target language. Presentation: Pronunciation To enable students to identify the contractions used in the target structure and making sure they can be able to pronounce the target structure correctly and naturally.

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1. Using the chorus drilling technique, chorus example sentences using the displayed form already on the board. 2. Pay special attention to the contractions within the structure, that is should + not = shouldn’t.
2. After choruses use CIC to isolate sounds and contractions and ensure the students sounds natural. During CIC students will have to reproduce the sounds chorused by the teacher and sound more natural.

should drink water.” And if Group B responds “ She shouldn’t play in the sun.”

4. Repeat until each student in each group has given advice and record a score table for each group.
5. Switch the target structure, group A use shouldn’t group B uses should and repeat till each student has used the other target structure. Practice: Freer practice To build and boost the student’s confidence to use and experiment with the target structure with minimal support.

minutes Ss-Ss

1. Write on the board five problematic statements which require advice as an illustrative example for this activity.
2. Put students into pairs and ask each of the student to write down five problematic statements. Students will talk freely with a partner using pre-existing vocabulary, grammar and utilising the newly learnt target structure. They will develop confidence which will allow them to execute it in the real world.

3. Each student will then read out loud one statement at a time to his partner and the partner will give appropriate advice.
4. The partners will then exchange roles and repeat the same process.
5. Move around the classroom and monitor for struggling students.
6. Prompt and elicit correct vocabulary, pronunciation and target structure for struggling students followed by a sounding praise when they eventually get it right Cooler To consolidate and round off the lesson allowing students to reflect on the

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1. Put students into two groups the same from practice with one group using should and the other using shouldn’t. Feel confident and empowered with the new grammar that they have learnt and be able to witness their improved knowledge of

and be free, more creative ,explorative and confident in executing their new grammar which will help them in the real world. However this method has its own fair share of drawbacks such as the regimental structure can be quite restrictive with regards to the student’s exploration of the language and because of that I made use of the guided discovery activity within the Presentation : Meaning stage to allow the students to inductively discover the rules of the grammar structure, promoting a stronger level of comprehension with the target structures, giving learners the opportunity to discover the rule for themselves. Furthermore, as this method is recommended for students who already have a base in the language, encouraging them to use existing knowledge, I felt its a highly suitable activity for a Pre-Intermediate class. Structure The warmer activate and engages the student’s interest in the lesson, it raise the energy levels in the room involving all students and get them thinking in English. It is an ice breakers that allows everyone to relax and get to know each other, that way students will become less inhibited and more likely to chat with their classmates including the teacher hence providing the foundation on which the lesson will be built. In this lesson I decided to use a game Race for the truth as my warmer activity, and this loosened tension and raised levels of confidence by sharing some knowledge about each other. Moving on to the Presentation stage, I used the guided discovery approach so as to engage the students meticulously with the rules of this lesson since this lesson is laden with stringent rules. Most students consider rules boring let alone young learners of 11 to 12 years who is probably taking this on board not of their own volition hence they are most probably lacking any form of intrinsic motivation. Encouraging my students to inductively discover these rules for themselves will theoretically allow them to fit them to their existing mental structures (Thornbury, 1999), rather than me attempting to forcibly make them learn them. Presentation: Meaning stage is for enabling learners to deduce the meaning of the target grammar (should and shouldn’t) using their own analysing skills, simply gives the students an opportunity to visualise the concept of modal verbs for giving advice in both

positive and negative form for themselves. This, along with the CCQ’s, provides the teacher reassurance that the students comprehension of the grammar is full proof. Form gives the students an opportunity to establish the correct written sentence structure along with the potential grammatical contractions (e.g. shouldn’t). This stage highlights the potential difficulties which may arise due to the varying forms (positive, negative and question).To give a good and vivid understanding of the different form I presented the students with a formula like structure including visual information ( Fig 3 and 4) giving them a step by step procedure of how the sentences is put together using the target structure. Pronunciation focuses mainly on the contractions in the target structure. The students being a Pre-Intermediate class their existing pronunciation ability might prevent major issues with the vocabulary and also putting into consideration the fact that they are from three different countries, pose as a challenge to get them all producing a natural sounding pronunciation. Contractions and sentence fluency will come from chorus drilling, CICing and presenting the target words in their phonemic form on the board. Controlled Practice is when the student’s knowledge of the new target structure is strengthen. Considering the age of the students and that we are at a Summer school, It requires that I keep this lesson fun, engaging and game focused so as to keep the students engaged as they have a short concentration life span and for the reason I chose to play a game called wheel decide. The beauty of the game is that it targets various aspects of the language including pronunciation , listening, speaking and form! The students are motivated by a point system to reproduce the sentence as accurately as possible using the target structure. Production finally witnesses our students achieving the aim – identifying and using the modal verbs should and shouldn’t to give positive and negative advice to each other for the scenario they have each written down. I understand that with freer practices such as this one, some students actually struggle with the creative aspect of it, hence the provision of three example scenarios to follow.