New lesson plan: Grammar lesson

Ibrahim Ahmed Mohamed

Grammar lesson - upper intermediate level

Grammar lesson
upper intermediate level

Description

In this lesson, I am going to introduce a topic about upbringing via asking some questions, then I will give them a text to read. through the text, I will highlight the places where passive voice is used.

Materials

handout

Main Aims

by the end of this lesson, students will be able to identify different patterns of the passive voice.

Subsidiary Aims

By the end of this lesson, students will be aware of the importance of using adverbs, learn new vocabularies and pronunciation
Students will be able to differentiate between "have/ has been+ PP" and "have/ has been+ ing"

Procedure (39-58 minutes)

Warmer/Lead-in (5-10 minutes) • To set lesson context and engage students

two question they will discuss. -how was raising children in the past different than now? group discussion -Do you love your father or your mother more? why?

Exposure (5-7 minutes) • To provide a model of the task and highlight useful words and phrases

- students will be handed a passage to read. - the teacher asks them to highlight the adverbs while reading.

Task (10-15 minutes) • To provide an opportunity to practice target productive skills

- the teacher asks students to recognize the patterns of the passive voice in the passage. - the teacher asks students to form sentences of their own using the patterns he/ she explained. - students will discuss their own sentences together. - the teacher asks each group to give a short talk about about what they have concluded in their discussion.

Report (5-8 minutes) • To allow students to report on how they did the task and how it went

- the teacher asks students to explain to him/ her how they recognized the patterns of the passive voice in the passage. - each student participates, saying what he or she did in the passage and whether it was easy or not to do it.

Language Analysis (6-8 minutes) • To clarify the meaning, form and pronunciation of the task language

- the teacher asks CCQs to clarify the meaning of the different patterns of the passive voice, the meaning of the difficult vocabularies. - the teacher asks CCQs to clarify the form of the vocabularies. (yes/ no questions) - the teacher drills the vocabularies so the students can pronounce correctly.

Language Practice (8-10 minutes) • To provide students with practice of the task language

- the teacher puts students in groups to write a short paragraph about the future of upbringing, using the passive voice in the future form. - the teacher makes an accuracy-based monitoring while they're writing. - the teacher asks them to make presentations about this topic and give them next session.