TOEFL Grammar Lesson Plan for Late Elementary/ Pre-Intermediate (Coursework Sample)

Assignment B - Lesson Plan Form and Paragraph
Lesson Type: Grammar Lesson Aims: • To introduce students to the present perfect, which they will use to speak about their general experiences.Level of Class: A2  (Late elementary/ pre-intermediate)
Teenagers (14-16 years old) Lesson Objectives: • Students gain a good understanding of form and feature as a result of the warmer's presentation.• Students may practice creating correct form and distinguishing between past simple and present perfect through controlled practice dialogues and writing exercises.• Students can practice communicatively generating the shape by playing a true/false board game.Nationality/First Language: Moroccan – Arabic and for most students also French Assumed Knowledge: • Tenses: Students are now familiar with and comfortable using the present simple, present continuous, and past simple tenses to discuss completed past events and behavior associated with widely used verbs.• They were recently added to the concept of past continuous actions for disrupted actions.• They have not yet been taught the present perfect feature, but students are likely to have experienced it elsewhere, including in class when I ask questions such as 'Have you finished?' 'Have you completed your homework?'• They are familiar with fundamental grammatical terms, including grammar, subject, verb, object, -ing form, and infinitive.• Certain students may already be familiar with the word 'past participle.'Length of Lesson: 60 mins Anticipated Problems : 1. It will be difficult for students to understand why present perfect is used rather than past simple. The passé composé in French has the same structure (form), but is not used in exactly the same ways (functions) as in English.Solution: Examples, concept questions and controlled practice activities.2. It is confusing that we say 'I've been to Paris' using the verb be, not go. Solution: I will just use lots of examples and hope they don't ask! Will prepare simple 'that's just a strange thing about English' sort of answer in case someone asks – I do not want to spend a lot of time on this.3. When making mini-dialogues (stage 3), some responses will require past simple and others present perfect, e.g., I've been Paris – Oh, when did you go? I've broken lots of bones – Oh which bones have you broken? It will be difficult for students to apply the rules immediately. Solution: I will correct if it is easily understood from the rules we have looked at. I will not correct all immediately – this will be further developed in next week's lesson4. If main verb starts with the same sound as the final sound in auxiliary verb (e.g., I've visited Mecca) students will not be able to hear auxiliary verb.Solution: I will not use an example like this for my model sentence in the presentation.5. The use of ever is variable – often but not always used in questions and negatives. It is difficult to explain the exact rules, and doing this would lead to too many rules for one lesson.Solution: I will use it correctly in my examples, but will not pay much attention to it. Students will refine their understanding of it as their English advances. If anyone asks, I will say it means at any time.  6. It will be difficult for me (the teacher) not to accidentally use examples of other present perfect functions. Solution: To keep the concepts involved in this first lesson on present perfect for general experience, I will try to avoid this.Number of Students: 12 Materials: • Each student will receive a board pen.• Every student will receive four handouts: 2 worksheets for controlled practice, 1 sheet for homework (all shown in Materials a). 1 additional practice worksheet (Materials b)• On a laptop, create a copy of the freer practice worksheet to project onto a whiteboard for instruction purposes.• Textbooks (for irregular verbs chart)• A copy of the board plan is given for the instructor to use during the presentation.
 
Assignment B - Lesson Plan Template
The presentation stage must be of your own design. If you need to, subdivide each stage.
Stage Aim Timing Inter-action Teacher Activity Student Activity
Warmer
Engage students in conversation and provide meaning for the target language. • Before the students arrive, draw a line down the length of the board and divide it into two.• On the left side, write 'Interesting or thrilling experiences' 'I climbed Mount Olympus in 2001' 6 min Whole-Class • As the students come in, distribute board pens to each, and instruct them to quickly write an exciting experience of their own on the left side of the board. (I will talk as little as possible, as the normal tendency will be to use the target language, which I wish to avoid initially.)• If they do not enter a period, I will inquire 'when?' and urge them be precise with the date/time.
• Students take pens, and each person writes their exciting experience on the board. 4 min (10 stage minutes) Pairs/ and in groups of three • Correction: After every student has written something down, encourage the students to work together and correct any grammatical mistakes. Point out the mistakes that they miss if necessary. • Request them to take out their