3.

2 Grammar lesson plan

LESSON PLAN – English Subject information: General information:

Student Name: Lea Siri Subject: French Name school: Ichthus College
Het Streek Veenendaal
Lyceum
Communicative Skill: reading / listening-watching / speaking- Type of education: HAVO-VWO
Student Number: 1808281 conversation / writing Class: 1st year
Content focus: Culture/civilization Date & time: A Wednesday in November (day after the
Student Class: B Part-time teacher education vocabulary lesson)
in French (3rd year) Duration of lesson: 50 minutes

National learning goals: Affective learning goals: Learning outcomes:

12. Pupils learn to use strategies to expand
their [French] vocabulary.
15. Pupils learn to have an informal
conversation with others about their daily life.
Learning preferences:
Auditory & Visual (Song)
Kinesthetic (Roleplay)
Read/write (lyrics, exercises from the book)
Behavioral goals, such as listening respectfully to each other,
being ready to answer and cooperate, etc… (Bloom’s
Affective Taxonomy domains)
Prior knowledge and skills:
Students have been introduced to 10 new vocabulary words
(20 in total since the beginning of the unit). They now have
started to build a small repertoire of words related to school,
such as school subjects, days of the week, or class-related
words (student, teacher, pen…). They know how to describe
their weekly schedule at school to a peer using the days of
the week and school subjects.
The students can…
Students can give and ask for information about likes
and dislikes relating to school
Students can use simple sentence structure to talk
about their preferences (I adore, love, prefer,
detest… + article in French)
CEFR:
A1 - Can give information about matters of personal
relevance (e.g. likes and dislikes, family, pets) using
simple words/signs and basic expressions

Next Lesson:
Students will be able to ask and give information about their
preferences for school subjects. The next lesson will be

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 mainly focused on listening and reading which will allow
students to test their comprehension. The main aim for the
next lesson is that students’ grammar acquisition be
strengthened thanks to being exposed to the grammatical
concept via audio and reading.

Teacher personal learning goal:

Implementing target language as learning tool & developing students’ confidence in speaking French
Work on transitions between activities

Time Lesson Phase Student activities Work Formative Materials Differentiation

forms assessment

Indicate what Indicate in the boxes below what the student activities are Indicate Indicate the type of List the material the teacher Instruction / extension
the focus point (e.g. role play), what the outcome could be (e.g. model). whether it is a evaluation e.g. uses e.g. handouts, / choice of texts /
is of the lesson whole class peer-assessment. ppt/nearpod slides, you tube different tasks
activity/
phase. link
group work
/pair work /
individual
work. Name
the type of
work form
e.g. expert
groups.
5 min Welcoming Greets & on a scale of cats, how are you feeling today? Whole Nearpod slides
the students  Check-in with the class and consider how class
& check-in some students’ learning process may be activity
impacted.
5 min Activating As homework, students had to read Grammar I in their Whole Formative Nearpod slides Images and words
prior book. They were only asked to read it because one of class assessment (learning style)
knowledge the aims today is to introduce teaching them grammar activity (Quizlet): Laptop for students

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 in an inductive way thanks to the song’s lyrics. The https://quizlet.co Replay the game if
prior knowledge will then focus on the vocabulary m/_ckaajp?x=1qq needed or leave
t&i=27vndc
they had to learn for today (Apprendre 1a+b), which students 1 min to
they will use during their tasks. The teacher displays review the
the cards (game mode: Associer on Quizlet)containing vocabulary
vocabulary words and images from Apprendre 1ab on
the board and students will need to associate the right
image and word with the right translation in Dutch.
 The teacher can check the students’
vocabulary acquisition thanks to formative
assessment.

10 min Pre-task  Pre-task: Authentic song + lyrics handout: Individual + Check for https://www.youtube.com/ Add subtitles
(Listening/Wa Once the students’ prior knowledge had been pair activity understanding + watch?v=nCibdVQ-
tching) activated, the teacher will let students listen to an (2min) + Observation dr0&ab_channel=Zazie-Topic Play the video
Exposure to authentic song entitled “J’aime, J’aime pas” released whole class slower
Input (video by the French artist Zazie (i+1), containing the activity Handouts (x27) lyrics of
i+1) + Meaning grammatical theme of the lesson (I like, I don’t like…). the song Lyrics sheet
(focused
Students can try to pick out words they recognize. The
processing) Collaborative Board
teacher will add subtitles or play the video slower if
needed.
 Instructions activity (meaning + focus Laptop for students
processing):
Once the teacher has played the song, they will hand
out the sheets with the lyrics of the song. Next, they
will ask the students, as a pair, to look at the lyrics and
try to find out if there is something noticeable about
them. If the students really struggle during this pair
work, the teacher can give some hints (see teacher
script).
Once the 2 minutes have passed, the teacher will ask
the students about their findings. The important thing
here is to make sure students write their answers on

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 the collaborative board in the Nearpod so that
everyone can see them. The teacher asks students
what the grammar rules could be. They help to make
sense of these rules by using the example provided by
the students. The teacher also answers any extra
questions students might have or asks other students
to answer questions their classmates might have,
correcting them if needed.

 Outcome: Students will be able to give out

ideas and learn from peers. Another
alternative to this instead of a whole class
discussion is for students to share their
findings in small groups with their peers.

5 min Task 1  Exercises in the workbook: Individual Check for Nearpod slides The choice to work
Form (focused During this first task, students will have the choice to or Pair understanding individually or by
processing) work individually or in pairs. They will make two activity/wh Online book to display on pair
exercises in their workbook, 16a, and 16b. The ole class board
exercises related to the grammatical concepts of the Teacher can use this
lesson. Timer if students work time to answer
The teacher can choose to correct the exercises with with peers individual questions
the whole class or let students share their answers in
small groups. Or the latter case, the teacher sets a
timer on the board to let students manage their time.
The teacher lets students answer their classmates’
questions and corrects them if needed.

 Outcome: Students will be able to compare

answers with their peers and justify their
answers.

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20min Task 2  Game of puissance 4 (Instructions + activity): Pair work Peer assessment Game Puissance 4 sheet, 4 Dictionary
Output Observation game layouts per piece of
(production) The teacher will display slides with instructions for this paper (27 students): Wordlist
task. They will ask one or two volunteers to read them. https://goopics.net/i/dm7
The teacher will then translate the rues into Dutch if u64 Workbook
necessary.
Nearpod slides for
Rules: Students each choose a pen from a different instructions
color that they will keep the whole time they play
together. They take turns coloring the circles ([!] Clock
Circles have to be placed on top of, or next to each
other for them to count). The first one to be able to
align 4 circles of the same color (horizontally,
vertically, or diagonally) wins. However, before each
student colors the circle of their choice, they have to
make a sentence using one of the verbs and articles
that have been seen during the lesson (see script) and
ask a question to their partner. Once one of them
won, they will switch partners. The teacher will let the
students know that they have to go back to their seat
5min before the end of the lesson.

The teacher models with an example (see script). If

students need the translation of a word, they can use
their workbook or a dictionary.

The teacher asks a volunteer to repeat the instructions

in their own words (Dutch is allowed). The teacher
also shows an example of correct and incorrect color
placement (which can be found in the assignment +
key). Once this is done, the teacher sets students on
their activity and sets up a clock for students to keep

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 track of time. The teacher will go around and observe
/correct students if needed.

 Outcome: Students learn the language by

exchanging information with their peers and
by manipulating it.

Strategies Receptive (mostly listening): Follow-up questions,

Check for understanding by asking students to restate
the instructions given by the teacher.

Productive: Encouraging learning independence,

teacher modeling, peer feedback, and letting students
manipulate the language.
Evaluation of Students are asked what they have learned today, and Whole
5 min the lesson volunteers to share an example of a sentence they class
used during the game with the class to assess if the activity
learning objective has been met. Then, students are
also asked follow-up questions to see how the
students processed the grammatical concept (Quelle
Matière tu aimes/préféres/…/? / What is your
favorite/least favorite/ect school subject?). The
teacher also answers any extra questions students
might have or asks other students to answer questions
their classmates might have, and display the
homework on the board.

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Appendix I: overview of (smart)board or powerpoint, nearpod, prezi, etc. slides

 Nearpod slides + link: https://app.nearpod.com/?pin=3684620378A0A1BD1B93A5E04B5EF114-1

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Appendix II: assignment + key

 Quizlet flashcards: https://quizlet.com/_ckaajp?x=1qqt&i=27vndc

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 Handouts Zazie “J’aime, j’aime pas”with lyrics (pre-task). Format A4

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 Exercises 16a and 16b (workbook)

 Game Puissance 4 sheet, 4 game layouts per piece of paper (27 students): format A4

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 Placement of the colors (examples to show to students):

NOT GOOD, colors have to be placed on top GOOD, 4 of the circles of the same colors placed
or next to each other for them to count next to each other align

Appendix III: teacher script

1) Welcoming the students & check-in (slides 1, 2 & 3): Greets & on a scale of cats, how are you feeling today?
The teacher stands at the door and greets the students as they enter. Students have to put their phones into the phone bag next to the door
before sitting. The students sit at their usual sits after taking a laptop from the laptop cart in the classroom. At the start of the lesson (closing
the door signifies that the students have to be quiet and that the lesson starts: it is the signal the usual teacher and the teacher agreed on),
students need to have their method and copybook on the table. Their bags need to be on the floor and they have to be quiet before the
teacher starts the daily check-in.

Once the students are quiet, the teacher welcomes them to class and goes to slide 2. This is the daily check and is used with the students
before we get onto the activities for the day, it allows me to know how the students feel and consider how their learning process might be

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 STARR – DA lesson plan grammar

Situation
My task to design a lesson that not only met the curriculum requirements but also
catered to the diverse needs and preferences of my students. Understanding the
significance of this opportunity, I aimed to create an engaging and effective learning
experience that would foster language acquisition and confidence in speaking French.
Task
My task was clear: to implement target language as a learning tool and to develop my
students' linguistic proficiency and confidence through various activities. Additionally,
I needed to ensure that the lesson aligned with the national learning goals and catered
to the specific learning preferences and prior knowledge of my students.
Action
Drawing from the principles of communicative language teaching, I tried to plan each
phase of the lesson to maximize student engagement and learning outcomes.
Beginning with a welcoming activity aimed at creating a positive and inclusive
classroom atmosphere, I set the tone for the rest of the lesson. Then, I strategically
incorporated a variety of activities, including interactive games, authentic materials,
and collaborative tasks. For example, I activated students' prior knowledge through a
vocabulary game on Quizlet, allowing them to engage with the material in a fun and
interactive way. I also introduced an authentic French song to contextualize the
grammatical theme, providing students with an opportunity to connect language
learning with real-life contexts. Furthermore, I assigned workbook exercises for
focused processing and facilitated a game of Puissance 4 to encourage language
production and peer interaction.
Result
The outcomes of the lesson were positive, with students actively participating in the
activities and demonstrating their understanding of the grammar concepts. Through
formative assessment (Quizlet) and observations, I was able to gauge students'
progress and adjust my teaching approach accordingly. However, it is important to
note that class management proved to be somewhat challenging during the game of
Puissance 4. Some students became overly enthusiastic, leading to moments of
distraction. Despite this, the overall engagement and learning outcomes remained
significant. By fostering a communicative and student-centred learning environment, I
did not only facilitated language acquisition but also reinforced confidence in my
students' ability to use the target language during the lesson.
Reflection
This experience served as a valuable learning opportunity for me as language teacher.
It reaffirmed the importance of flexibility, creativity, and reflective practice in
language teaching. As Ellis (2003) highlights, experiential learning plays a crucial role
in teacher development, and this lesson highlighted the significance of hands-on
experience for students. Additionally, the integration of authentic materials, interactive
tasks, and formative assessments aligns with the principles of task-based language
teaching advocated by Richards and Rodgers (2014), emphasizing the importance of
meaningful, communicative language use in the classroom. Looking ahead, I am
inspired to further progress in my pedagogical strategies and to better meet the needs
of my students and foster their linguistic development.

Bibliography
Ellis, R. (2003). Task-based Language Learning and Teaching. Oxford: Oxford
University Press.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language
teaching. Cambridge: Cambridge University Press.