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Grammar and Vocabulary Lesson Plan Final Version

High school English language learners will focus on subject-verb agreement and vocabulary building. They will analyze texts for grammar patterns, discuss parts of speech, rearrange scrambled sentences, and write new sentences applying their knowledge. Assessment includes monitoring discussions, checking comprehension of grammar, and a short pop quiz. Students will also complete a homework assignment analyzing errors.

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shahadur rahman
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72 views

Grammar and Vocabulary Lesson Plan Final Version

High school English language learners will focus on subject-verb agreement and vocabulary building. They will analyze texts for grammar patterns, discuss parts of speech, rearrange scrambled sentences, and write new sentences applying their knowledge. Assessment includes monitoring discussions, checking comprehension of grammar, and a short pop quiz. Students will also complete a homework assignment analyzing errors.

Uploaded by

shahadur rahman
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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(Lesson Plan)

Teaching Situation:
High school students learn English as a second language in an academic environment.
Students Characteristics:
• Age range: 13-17.
• Number of students attending each class: 15-20.
• Background: Most of the students are from Bangladesh and have different ethnicity.
• Level of proficiency: High intermediate to advanced.
Topic: Subject-Verb agreement, Lexical learning

Time allotment: 60 minutes.


Measurable Language Objectives:
• Developing students' metalinguistic awareness.
• Developing literacy skills in grammar, and lexis.

Measurable Content Objectives:


• Learning to write sentences error-free, to be specific the usage of subject-verb
agreement.
• Enhancing lexical knowledge through the practice of synonyms and antonyms.

Key Vocabulary/Phrases:

Words: Facilitate, Recite, Initiate, Engrossed, Immersed…………


Phrases: Either…or, Neither...nor, Along with, Together with…….
Skills:

Content:

• Reading for writing: While analyzing a text, students will pay attention to the linguistic
form as well as the meaning. The approach that would be followed in this class is form-
focused instruction.
• Students will highlight unfamiliar words and then infer the meaning of those words
from the context. Later, they will find synonyms and antonyms of the words they find
difficult.

Language (Listening and speaking):

• Students will listen to jumbled-up sentences from the teacher and then rearrange those
by separating nouns, pronouns, and verbs.
• They will share their prior knowledge about the linguistic forms.
Language (Reading and writing):

• Reading and understanding the grammatical features of the text.


• Students will implement their background knowledge and write some notes on
their understanding of the linguistic forms.
• Writing a few sentences that reflect their expertise in error-free writing.

Language structures: Use of descriptive words.

Thinking:

• Students will have to create a word wall by brainstorming the similar and opposite
meanings of words.
• Students will use their background knowledge about forms of verbs that correspond
with nouns in a sentence.

Resources:

Literature: Tapestry Writing 3 by Meredith Pike-Baky


Materials: Chapter 2

Preparation (10 minutes):

• Before delving into the actual reading, and learning grammatical rules, students will be
asked to recall the classification of nouns, personal pronouns, and verbs.

Presentation (20 minutes):

• Giving explicit instruction on the metalinguistic forms that could be carried out
deductively or inductively.
• Students will read the text actively for understanding its meaning, and to find the usage
of grammar relating to forms of verbs.
• Giving feedback on their understanding of the concepts.
• Reviewing unclear expressions that students may have.

Application (25 minutes):

• Students will work in pairs and note the grammatical features or patterns they observe
in reading the text.
• Students will unscramble the disorganized words to make a meaningful sentence.
• Students will be given an article that contains misuse of verbs, and they will have to
correct those corresponding with subjects.
• After reading the text, students will write synonyms and antonyms of the difficult
words on the board.
Review/evaluation (5 minutes for Pop Quiz)
[No extra time is allotted for evaluating monitoring, and assessing as these will be done in the
Presentation and Application stage]

• Monitoring students' participation in pair discussion.


• Assessing students' ability to determine grammatical features from the context.
• Question them on multiple-choice questions and ask for answers at random.
Extension (Home task):

Students will be given a corpus-based lexicogrammatically error worksheet that they will solve
at home and present in the next class.

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