LESSON PLAN MS 4 GRAMMAR

Lesson focus:

Which skill(s) will students mainly practice during this lesson? (Speaking, listening, reading, writing).
• Speaking, listening, reading

Which aspects of language will students focus on? e.g. vocabulary (words, phrases, idioms, etc.),
pronunciation (phonemes, intonation, etc.), functions (polite requests, apologizing, etc.), grammar
point(s), etc.
• grammar (used to) to contrast past and present

Is there an aspect of culture in this lesson that needs to be clarified? If so, what is it?
• No.
Objective: Students Will Be Able To….
• Use ‘used to’ + base form of verb to compare and contrast events in past and present
• Ask and answer questions about events in their lives as they contrast the past to present
circumstances
Competencies: Which competencies in the AEF are you working toward or plan for the learners to
achieve today? (They should be adapted from the AEF to reflect the specifics of your lesson.)
Can use
• very simple sentence patterns with memorized phrases
• with some control, but still systematically make basic mistakes
Can sustain a very short, simple oral description
• using formulaic sentences and phrases

When and how will I check my students’ progress toward the objective(s)?
• I can see if they correctly use the target structures when asking and answering questions.
• I can listen during pair work and small group interactions for correct usage of the target structures.
Required materials and/or resources:
• Textbook MS2 pgs. 91 and 93
• Board and chalk or markers
• Childhood Questionnaire
Personal Goals: What aspect of your teaching are you trying to improve? Which teacher
competency is this related to?
• The teacher provides a balance of activities that focus sometimes on accuracy, sometimes on fluency.
• The teacher checks in a comprehensive way whether or not students are using target structures
correctly.

By the end Rationale Interaction Procedure Materials

Time of this stage, (Why do we Pattern &
students will want our VAKT1
be able to… students to do
this?)
15 Demonstrate The T and Ss T-Ss • T asks Ss to look at pictures on Board and
min ability to need to find S-S textbook pg. 91. chalk or
compare out how much • In pairs, Ss write three markers
and contrast Ss already VA differences they notice between
conditions in know, clarify the two pictures; share in whole Textbook pg.
the past with the meaning, group. 91
conditions in form and • T uses Ss’ ideas to formulate
the present use of the model sentence with ‘used to’;
language so for example: “The market used
1VAKT = Visual, Auditory, Kinesthetic, Tactile
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 that Ss are to have smaller buildings. Now
ready for the there are high rises in the same
next task place.”
• T draws Ss’ attention to meaning
of ‘used to’ as something that
was true in the past but isn’t any
longer; clarifies form.
• T asks Ss to change their ideas
into sentences using ‘used to.’ T
models natural pronunciation and
encourages Ss’ use of it.
• Ss work in same pairs, share in
whole group.
15 Demonstrate The T needs a T-Ss • T refers Ss to textbook p. 93 Board and
min understanding way to assess T-S • Ss complete exercises in box in chalk or
of appropriate students’ Ss-Ss pairs, share answers in whole markers
use of ‘used comprehension group.
to’ of new VA • T draws Ss’ attention to Textbook p.
grammar negative and question forms 92
structure and using ‘used to.’
give Ss more • Ss refer back to photos on
practice using textbook pg. 91 and make three
it negative statements using ‘used
to’ comparing them; share in
whole group.
15 Ask and Students need T-Ss • T asks Ss “Is something in your Board and
min answer an opportunity S life different now than it was chalk or
questions to practice S-S when you were much younger?” markers
about and use Ss-Ss • Ss share one idea with a partner
their early previously • T explains that Ss will now use a Textbook p.
childhoods in learned VAKT questionnaire to find out more 92
comparison to grammar about what their classmates
their life now structure used to do (NOTE: this activity Childhood
can supplement pair work Questionnaire
exercise on p. 94).
• T distributes Childhood
Questionnaire and models a
response with a S.
• Ss ask three people sitting
nearest to them and find
answers from three other
classmates, filling in responses
on sheet.
• Ss share responses in whole
group with T recording on board
and correcting when necessary.
10 Reflect on T and Ss T-Ss • T asks Ss to share how use Board and
min what they need time S of ‘used to’ is different from chalk or
have learned to process other ways of talking about the markers
in today’s what has been VA past; why and when is this form
lesson learned in useful?
today’s lesson • Ss share answers in whole group

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