Lesson Plans
Introduction: The following is a 2 hour lesson plan that I developed for a moderate sized group of teens in an ESL classroom. It addresses conversation; more specifically, how to conduct a conversation in which there are disagreements. The lesson includes a listening focus where the students are asked to listen to a video and extract the main idea. Then, students are asked to use what they've learned and complete an argument script to present to the class.
Context - This lesson will be given in a class of 16 students who are mostly at an intermediate level of English proficiency. Students are all teenage newcomers to Canada and are participating in school based ESL class.
Lesson plan: The goal of this lesson plan is for learners to develop their conversation skills specifically when agreeing and disagreeing
Objectives:
- Students will identify the main ideas of the text.
- Students will develop listening comprehension.
- Students will use correct language while disagreeing politely with peers.
- Students will demonstrate ability to converse during an argument.
Activity #1- Listening - Conceding a point
Pre-Listening Activity (10 minutes) - Using a white board and marker: Top-Down Listening strategies implemented.
- write the phrase ‘conceding a point’ and its definition. Also discus “agree to disagree” and its meaning
- Ask the students to think of a time recently where they were in a conversation and were in disagreement with someone. How did it end?
- Brainstorm with the class and come up with some ways in which one might politely agree to disagree. What sort of language is used? Write them on the board and add some of the ones from the video.
While Listening Activity - (7 minutes)
* Ask students to listen for the language used to concede a point. (cognitive strategy)
Post Listening Activity - (20 minutes)
- Ask the students to answer the following questions:
- What expressions did you hear the speakers use in the conversation?
- Why is it important to concede a point in conversation?
- Have students get into groups of 2 and create a short conversation script using the conversational phrases for conceding a point.
- Have the pairs present their conversation to the class.
Assessment: Presentation of scripts serves as a formative assessment for this activity. Grades will be based on understanding of the concept and using correct language and phrases.
Activity #2 - Speaking -Formulating an Argument
Activating: (10 minutes) Divide the groups up into groups of 4 or 5 to discus the following questions.
- When was the last time you had an argument with someone?
- What is the difference between arguing about something and discussing something?
- What should someone do and say to make a convincing argument?
- What does it mean to express your opinion?
- What does it mean to show contrast?
- What does it mean to summarize?
- What is a supporting argument.
Acquiring: (20 Minutes)
* Give each student handout A which includes argument structure and language.
* With the class, make a list of any other phrases that could be used in conversation when arguing a point
* Brainstorm topics for discussion: Come up with art least 5 that would be appropriate to discus.
* Assign each group with one of the topics that the group discussed.
* In groups, have the students complete the activity on Handout A.
Applying: A) Preparing your argument: Handout B - (15 minutes)
- In your groups and using the diagram below, prepare your arguments using the vocabulary learned earlier.
- Divide your group in half. Decide within the group who will argue which side of the argument.
For example: Topic: Should cell phones be allowed in the classroom?
Group A: Prepares the argument that cell phone SHOULD be allowed in the classroom
Group B: Prepares the argument that cell phone SHOULD NOT be allowed in the classroom.
B) Conversation Script: (15 minutes)
* Write a short script to print to the class that presents both sides of the argument. The script should contain the language provided and it should be in a logical sequence and fluent.
Feedback: Feedback is given to the group as they work. The instructor walks around the room and monitors how the groups are managing and answers any questions.
C) Presentation: (15 Minutes)
- Groups present their scripts to the class.
- Peers assess use of language looking for correct language usage.
Assessment:- The group presentation will serve as the formative assessment for this lesson. Criterion for success will be in understanding of the concept, correct language usage and quality of arguments.
Agreeing and Disagreeing - Language and Structure: Handout A
Structure of an Argument:
- Have a clear standpoint - the audience needs to know your opinion
- Present the reasons for your argument in a logical sequence so its easy to follow
- Provide supporting arguments and evidence to strengthen your argument
- Give several different examples of why your opinion is correct.
- Referring to other peoples opinions allows you to contrast with tor own.
Language:
Firstly, ...
It seems clear that ...
Then, ...
In conclusion, ...
Finally, ...
All things considered, ...
However, ...
That is, ...
Alternatively, ...
What I want to say is ...
Although ...
What is more, ...
I believe (strongly) that ...
As well as ..., the ...
I feel / think that ...
Not only will ... but ... will ...
Personally, ...
I am aware that you feel ...
In other words, ...
It is clear that you ...
Your standpoint is clear….
I see your point….
I’ll give you that……
Activity: Place the phrases above into the categories below:
Expressing your opinion
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Sequencing
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Providing Supporting Arguments
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Acknowledging other Views
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Showing contrast
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Reformulating
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Summrizing
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Formulating your Argument - Hand out B
Resources:
https://www.youtube.com/watch?v=KsEkARqkkIE
Thornbury, S. (2005). How to Teach Speaking, Chapter 2: What Speakers Know [d1], pp. 11-26. Harlow, Essex: Pearson Education Limited.
2. Reading and Vocabulary - Current Events Halloween
3. TESL 0110 - Grammar Fundamentals - Past Tenses Lesson Plan - December 2, 2018
TESL 0110 - Teaching in Practice: Grammar Fundamentals December 2, 2018
Assignment #4 - Grammar Focused Lesson Plan
Context: This lesson plan was created for a TFL classroom in Japan. The students are all young adults learning English for academic purposes in a private English school. This classroom is composed of 16 students all approximating level CEFR B1 - or CLB 5.
Instructional Method: I chose to use a P-P-P method for this grammar lesson. These students are at an intermediate level (CLB5) and they have had prior exposure to the past simple, past continuous, and past perfect tenses before this and I wanted to provide them with a review and opportunity to use this form in speaking and writing.
Grammar Focus:Past Simple, Past Progressive/Continuous and Past Perfect
Objectives: Students will use the past simple, past progressive, past perfect
Students will create story called The Worst or Best Day Ever!
Assumptions: Students in the classroom have been exposed to the past tenses. They have also had some experience with the structure of writing a story.
Assessments are shown in GREEN
Corrective Feedback is shown in RED
Stage
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Instruction/materials
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Time
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Skill
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Procedure
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Presentation
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Warm-up
White board.
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10
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S, L,
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Ask students to talk about a bad day that they’ve recently had.
Write down student examples. Emphasizing the past tenses of verb.
Teacher gives example of a bad day. “Last week, while I was driving to the grocery store, I got a flat tire. I stopped on the side of the road to fix the tire. I looked for my car jack, but it wasn’t there! My husband had been working on our fence and had taken the jack out of my trunk!! A kind gentleman eventually stopped assisted me with changing my tire. When I was done fixing my tire, the grocery store had closed. I needed milk! So, I went to the 7-11 to buy some milk. To my dismay, the cooler in the 7-11 was on the fritz, and all the milk had spoiled.”
While reading this, write the following tenses on the board with examples.
Past Simple – e.g. I stopped on the side of the road.
Past Continuous – e.g. When I was done fixing my tire,
Past Perfect – ..the grocery store had closed.
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Introduction
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1-2
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L
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Today we are going to review the past tenses and to practice writing using each of them.
You will have a chance to listen to these tenses in stories, write them and finally create a story about a “The Worst or Best Day Ever!
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Review
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15
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R, L
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Using the white board, write the 4 past tenses on the board including the timeline, and briefly explain each one. Include the form of each of the tenses and refer to the sentences written in the warm-up activity for examples. Emphasize:
1. Past Simple: Use when showing a past action that ENDED in the past; consecutive actions; describes a concrete past time. Eg. Yesterday; not linked to a present result
2. Past continuous – Action that started in the past, but does not show a result; talks about actions that happen at the same time and also may talk about a concrete time as related to the process.
3. Past perfect – shows an action that started in the past; describes 2 past times. One that happened earlier and one that happened later. There is also a link between the two actions.
Ask students for example sentences of these tenses to assess prior knowledge.
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Practice
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Activity #1 - Ghosts
Past Tense - Simple
Activity #2 – Scott’s Bad Day – Past Progressive Tense
Activity #3 – Mystery Story (Appendix A)
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15
5
5
5
15
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S, L
L, R
W, S
S
L, S
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Draw stick men on the board.
Split the class into groups of 3 or 4
Brainstorm as a classroom for Past tense verbs. Aim for at least 10-15.
Explain the rules of the game.
Scott’s Bad Day (2)- play the videos. Ask students to watch for examples of the past-progressive tense.
Students pair up. Students brainstorm:
5 Subjects (people) eg. Superman, my dad
5 long actions – watching a movie, slaying a dragon
5 short actions- sneezed, there was a crash of thunder
Using the ideas, create sentences by having students take turns shouting out the ideas they’ve brainstormed. Write out sentences on the board.
Teacher to read out the story with the correct verb tenses. Students to work in pairs. Hand out the mystery stories fill in the blank handout
Switch handouts with another pair for peer review.
Teacher circulating noting where students are making errors.
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Production
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My Worst/Best Day Ever!!! (Appendix B)
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20
10
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W
S
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Writing a paragraph about your worst/best day using the past simple, past continuous and past perfect tenses.
Arrange students in groups of 3. As a group, students decide if they will be writing about a good day or a bad day.
Provide each group with a story outline to assist with story writing.
Have each group present their stories to the class.
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Assessment
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Quiz (Appendix C)
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15
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Hand out the quiz to the students to complete on their own and handed in for marking.
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Appendix A - Activity #3 - Mystery Story
Write the verbs in the simple past, past continuous and past perfect.
Last night I ________________(walk) home beside the Red River, when something strange ___________(happen) to me. It was late at night and I _______________(have) a long difficult day at school. There was a large full moon in the sky and everything was quiet. I was tired and lonely and I _________(just have) a cup of tea in the local coffee shop, so I decided to stop by the riverside and look at the moon for awhile.
I_______________(sit) on some steps very close to the water’s edge and looked up at the big yellow moon.
I felt very tired so I _______________(close) my eyes and after a few minutes, I _________(fall) asleep. When I woke up, the moon ____________(move)behind a cloud and it was very dark and cold. The wind ____________(blow) and an owl ____________(hoot) in a tree above me. I rubbed my eyes and _____________(get up) when suddenly I _______________(hear) a splash. I _________(look) down at the water and saw something. Something terrible and frightening, and unlike anything I’d ever seen before. Something __________(come) out of the water and __________(move) toward me. It was a long green arm and it __________(stretch) out from the water to grab my leg. I was so scared that I couldn’t move. I _________(never be) so scared in my whole life. The cold green hand _________(move) closer and closer when suddenly there was a blue flash and a strange noise from behind me. Someone ___________(jump) onto the stairs next to me. He _____________(wear) strange clothes and he had a crazy look in his eyes. He shouted “Get back!” and _________(point) something at the monster in the water. There was a bright flash and the monster hissed and disappeared.
I looked up at the man. He looked strange, but kind. “Don’t fall asleep by the river when there is a full moon”, he said “The Moon Goblins will get you.” I______________(never hear) of moon goblins before. I didn’t know what to do. “Who….who are you?” I asked him. “You can call me…..The Doctor.” he said. I ______________(try) to think of something else to say when he turned around and said, “Watch the stars at night, and be careful of the full moon.” I was trying to understand what he meant , when ther was another blue flash and I closed my eyes. When I opened them again, he _____________(go).
I couldn’t believe what ___________(happen). What on earth were Moon Gobins, and who was the mysterious Doctor? And why had he saved me? I was determined to find the answers to these strange questions. I stood up, looked at the moon and quickly walked home.
Appendix B - Worst Day/Best Day Story Map – Brainstorming
Title_______________________________________________________
Authors_____________________________________________________
Beginning
* Who
* What
* Where
* When
Middle
*What went wrong?
*Things that happened
at a specific time.
*Things that happen while
other things were
happening.
Appendix C – QUIZ Name____________________ Date_________________
Complete the following sentences. Then circle the correct tense:
PS = Past Simple, PC = Past Continuous, PP Past Perfect
1. By six o’clock, Ted _____(pack) all his stuff in his backpack. PS, PC, PP
2. I ________(meet) Harry at Brenda’s birthday party last year. PS, PC, PP
3. By the time we __________(get) to the theatre, the play _____(have) already started. PS, PC, PP PS, PC, PP
4. Last night I __________(dream) about going to the moon. PS, PC, PP
5. Nora_______(lie) in a hammock while Phil __________(weed) the garden.
PS, PC, PP PS, PC, PP
6. Laura _______(send) us a postcard from her holiday in Italy. PS, PC, PP
7. As Clair was _________(dust) the furniture, she ________(break) her mother’s vase.
PS, PC, PP PS, PC, PP
8. Pam and I __________(study) for the history exam when the lights ______(go) off.
PS, PC, PP PS, PC, PP
9. The alarm clock_________(not, ring) yesterday morning and I ______(be) late for work.
PS, PC, PP PS, PC, PP
10. I _____________(sunbathe) for two hours before it _________(start) to rain.
PS, PC, PP PS, PC, PP
Complete the following sentences using the past tenses past simple, (PS) past continuous (PC) or past perfect (PP) as indicated.
1. Last night I…...(PS)________________________________________________________
2. By Lunchtime…… (PP) ________________________________________________________________________
________________________________________________________________________
3. While you were………. (PC) ________________________________________________________________________
________________________________________________________________________
Answer Key:
Activity #3 – Mystery Story
Last night I (walked) home beside the Red River, when something strange (happened) to me. It was late at night and I ( had had) a long difficult day at school. There was a large full moon in the sky and everything was quiet. I was tired and lonely and I (had just had) a cup of tea in the local coffee shop, so I decided to stop by the riverside and look at the moon for awhile.
I (sat) on some steps very close to the water’s edge and looked up at the big yellow moon.
I felt very tired so I (closed) my eyes and after a few minutes, I (fell) asleep. When I woke up, the moon (had moved) behind a cloud and it was very dark and cold. The wind (was blowing) and an owl (was hooting) in a tree above me. I rubbed my eyes and had (gotten up) when suddenly I (heard) a splash. I (looked) down at the water and saw something. Something terrible and frightening, and unlike anything I’d ever seen before. Something (had come) out of the water and (was moving) toward me. It was a long green arm and it (stretched) out from the water to grab my leg. I was so scared that I couldn’t move. I (have never been) so scared in my whole life. The cold green hand (moved) closer and closer when suddenly there was a blue flash and a strange noise from behind me. Someone (jumped) onto the stairs next to me. He (was wearing) strange clothes and he had a crazy look in his eyes. He shouted “Get back!” and (pointed) something at the monster in the water. There was a bright flash and the monster hissed and disappeared.
I looked up at the man. He looked strange, but kind. “Don’t fall asleep by the river when there is a full moon”, he said “The Moon Goblins will get you.” I (had never heard) of moon goblins before. I didn’t know what to do. “Who….who are you?” I asked him. “You can call me…..The Doctor.” he said. I (was trying) to think of something else to say when he turned around and said, “Watch the stars at night, and be careful of the full moon.” I was trying to understand what he meant , when there was another blue flash and I closed my eyes. When I opened them again, he (was gone).
I couldn’t believe what (had happened). What on earth were Moon Gobins, and who was the mysterious Doctor? And why had he saved me? I was determined to find the answers to these strange questions. I stood up, looked at the moon and quickly walked home.
Quiz Answers:
1. had packed (PP) 6. sent (PS)
2. met (PS) 7. dusting (PC)
3. got (PS), had (PP) 8. were studying (PC), went (PS)
4. dreamt (PS), 9. didn’t ring (PS), was (PS)
5. was lying (PC), weeded (PS) 10. sunbathed (PS), started (PS)
References/Resources
Activity #1 – Ghost – past tense grammar game
Activity #2 – Scott’s Bad Day (1) & (2)
Activity #3 – Mystery Stories Text
Quiz – Adapted from
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