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Student Name: Maria Maciel Class: Foundations of TESOL

Date: 07/06/17 Assignment: Lesson Plan

Instructor Name: Kristie Lambert Standards/Format: 20min PPP Lesson

CONTEXT
Level: 200
Teaching Context: International students studying at a US IEP
Student Age: 18-25
Skill: Grammar - There be sentences
Topic: Around the city
Function: Talking about the location of places & things

RATIONALE

This lesson is useful for the students because there be sentences are used regularly in daily
conversations. Therefore, they should have the ability to engage in this type of communication
with confidence. Once they learn this grammar form, they will improve their fluency and will be
able to describe places they have visited or things they have seen to their peers and friends.

OBJECTIVES
1. Students will be able to choose the appropriate form of the there be, as well as the
correct affirmative or negative verb form on a worksheet provided, with 90% accuracy.
2. Students will be able to write original there be sentences to describe locations on a map
provided, with 90% accuracy.

TARGET EXPRESSIONS OR MAIN TEACHING POINTS

1. Affirmative forms of there be verbs (there is/there are)


2. Negative forms of there be verbs (there isnt/there arent)
3. Subject-verb agreement (there is/isnt + singular noun; there are/arent + plural noun)
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SOURCES

Reppen, R., & Gordon, D. (2012). Grammar and beyond 1 (pp. 77-78). New York: Cambridge
University Press.

Sauell, M. V., & Brichley, S.L. (2012). English in common (pp. 31). New York: Pearson
Education, Inc.

MATERIALS

Online map of Downtown Riverside


Worksheet for students to practice using the target expressions
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Lesson Plan Phases:

Warm Up

5 minutes
1. T passes out a map of Downtown Riverside. T starts a discussion about the map,
using nouns and simple questions, in order for Ss to get a general idea about the map.
The questions can be:
a. T asks Ss to name items: What places do you see on the map? [Ss:
Mission Inn, Art Museum, etc] T writes places OTB and has Ss repeat the
words for clarity and intonation.
b. T asks how many buildings of different types there are, for example,
How many parking areas can you see on Orange Street? [Ss: Three.]
c. T also asks Ss something that is not on the map, for example, Can you
see a police station on the map? [Ss: No.]
2. T explains the rationale behind the lesson: If youre speaking to your friends and
they ask you what its like in Riverside you can share information about all the
different places. In addition to locations, you can also describe different things you
see anywhere you are.

Presentation

8 minutes
1. The T says: OK, we just talked about Downtown Riverside, now lets talk about the
classroom!

a. T points to the whiteboard and says: There are __ markers on the board!
T writes OTB, There are __ markers on the board.
b. T points to the door and says There is a door! T writes OTB, There is a
door in the classroom.
c. T writes singular and plural above the proper phrases on the board and
says, There IS describes one item or place; There ARE describes more
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than one item or place.
d. T then points to some chairs and asks, How many students? T counts the
students in the class (if class is large, T can count Ss in one area) and
motions for Ss to answer [Ss: There are __ students]. T says, Yes! We
can also say, There are SOME students in the front row. Some means
more than one. T erases two in the plural sentence on the board and
replaces it with some.
2. T presents the map of Downtown Riverside on the screen and says: Lets look at the
map we saw earlier. Now we can use what we just learned to talk about places.

a. T points to a bathroom symbol on the map. How many bathrooms do you


see? [Ss say: Four.] T says, Right! T writes OTB, There ___ four
bathrooms. T says, How should I finish this sentence? [Ss: There are
four bathrooms.] T says, Right! Why do we use are? [Ss: Because it is
plural/more than one.] What is another way we can say this sentence?
[Ss: There are some bathrooms.]
b. T says, Good job. Now do you see... a fire station on the map? [Ss:
Yes.] T says: Right. There is a fire station on this map. T writes OTB,
There is a fire station on the map.
c. T says: Okay, there is another way to write this, so let me show you the
short version. T erases the i in is in the sentence and replaces it with
an apostrophe. This is the short form. Remember that when we take out a
letter and replace it with an apostrophe, its called a contraction.
d. T says, Okay what else can we find? Do you see any schools on this
map? [Ss: No.] There are not any schools! T writes OTB, There are not
any schools on the map. T says: The word not makes the statement
negative. T says: When were using a negative statement for something
plural, we say any instead of some.
3. T says: There is also another way to write this, so let me show you T erases the o
in not in the sentence and replaces it with an apostrophe. This is the short form.
4. T hands Ss a sheet with the following charts. If time permits, T briefly reviews the
charts and substitutes some different nouns from the previous examples.
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Practice:

7 minutes

1. T distributes the worksheet to Ss. T says: OK! Now we are going to practice what
we just learned and complete this worksheet. You can see that there are two examples
and eleven sentences on your worksheets.
Lets look at section three first. The first example is Theres one swimming pool. Is
there only one swimming pool on the map? [Ss: No.] Right, there ARE two
swimming pools. So we have to correct the statement.Now lets look at section four,
the place we are looking for is a nightclub. Do you see any nightclubs? [Ss: No.]
Correct! So There arent any nightclubs in the village. For the rest of this section
you will look at the word that is given and write statements to match the map.
Now you have about five minutes to finish this worksheet. Please read each question
carefully. You can walk around to find the answers and if you have any questions or
you are confused about a word, feel free to ask me. After all of you finish, please
discuss your answers with the person sitting next to you.T walks over to Ss to point
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to each pair and say You two are partners.T asks some comprehension check
questions: How many minutes do you have? [Ss: Five.] Correct. What should you
do after completing the worksheet? [Ss: Discuss the answers with our partner.]
Great! Lets begin.
T walks around the classroom to observe Ss progress and see if anyone needs help.
2. After five minutes, T says: OK, it seems that most of you have finished. Again,
discuss your answers with your partner. If you have any disagreements about the
answers, raise your hand, and we can discuss it together.
3. T says: OK, you guys are doing a really good job. Now I am going to tell you the
correct answers. In section three, number one is There is a beach near the resort.
Number two, can you see any cafes in the village? [Ss: Yes] Right! There are two
cafes in the village! Number three, there is a place to park your car. Number four, is
there a tennis court? [Ss: Yes.] Correct, you can play tennis here. Now section four.
Number one, there is a hotel in the village. Number two, can you see a spa in the
village? [Ss: Yes.] Great! There is a spa in the village. Number three, there is a take-
out restaurant in the village. Number four, there are stores in the village. Number five,
there is a tennis court. Number six, do you see a school in the village? [Ss: No.]
Good! There isnt a school in the village. The last one, is there a bank? [Ss: No.]
Excellent! Do you have any question about these answers?

Production

7 minutes

1. The T says, Now you know how to describe things in the classroom and on a map
using the There be sentence. Now I want you to work with your partner and discuss
your hometown. I want you to write down five affirmative there be sentences
describing places in your partners hometown, and another three negative there be
sentences describing something that is not in their hometown.[Comprehension
check] How many affirmative sentences should you write down? [Ss: Five] Yes! And
how many negative sentences? [Ss: Three.] Wonderful! Lets get started.
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2. When Ss are about to finish writing, T says: I am going to choose some of you to tell
us what you learned about your partners hometown. You should use the there be
sentence we learned today, and start with in (the name)s hometown, there is / are /
isnt / arent.... For example, [T takes one paper and gives an example.] Then T
chooses two/three Ss to stand and talk about their partners hometown.
3. At the end T says: I learned many interesting things about your hometowns. Great
job everybody!

Wrap Up

T says: We are just about done for the day. Do you have any questions about what you
learned today? [Ss answer]. Will you use there is and there are in your conversations
now? [Ss answer]. Now you can talk to anyone about all the different places in Riverside,
or anywhere else! Did you like this class? Do you think this class was helpful?
TESOL Certificate Programs
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TESOL Certificate Programs
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