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RC Warm Up

Presentation
Production
ONTEXT
O ATIONALE
Lesson Up
Practice:
Wrap
Plan Phases:
BJECTIVES
M ATERIALS

TESOL Certificate Programs
Lesson Plan Format

Student Name: Yiyuan Zhang


(Tiffany) Class: Foundations of TESOL
Date: 08/26/2017 Assignment: 200 level Lesson Plan
Instructor Name: Kristie Lambert Standards/Format: 25 min PPP Lesson Plan

Level: 200 level (Beginning)


Teaching Context: International students study English at UCR Extension IEP
Student Age: 18-22
Skill: Grammar There be pattern
Topic: Around a place
Function: to complete conversations on introducing a place and asking about the
neighborhood of a place.


International students study English in the United States are poised to improve their
English competence, especially the enhancement of English speaking skill. Thus, although the
lesson is a grammar lesson, it not only introduces grammar structures but also focuses on the
language output skills (speaking and writing). The reason why this lesson is designed is that it
enables students to complete conversations on introducing a place as well as asking about the
neighborhood of a place. Therefore, it is imperative for students to learn the There be structure
to describe a place or an item that is existing or is not existing in a particular location. After this
lesson, the students will be able to talk with people about more topics and their conversational
fluency will be facilitated to some extent.

1. Students will be able to identify the forms of There be pattern in a dialogue (see Appendix 3).
2. Students will be able to write sentences using There be pattern demonstrated in the exercise of
the textbook (p31 Exercise 4, see Appendix 4) with 100% accuracy.
3. Students will be able to talk about the neighborhood of UCR Extension by using There be
sentences according to the map they receive.
TARGET EXPRESSIONS OR MAIN TEACHING POINTS


1. There be in affirmative sentences with singular nouns (There is), plural nouns (There are)
and non-counts (There is).
2. There be in negative sentences with singular nouns (There is not/isnt), plural nouns (There
are not/arent) and non-counts (There is not/isnt).
3. There be in questions with singular nouns (Is there?), plural nouns (Are there?) and
non-counts (Is there?).

SOURCES
Dialogue: Whats in Your Office? Retrieved from
https://www.thoughtco.com/dialogue-whats-in-your-office-1210087
Saumell, M. V. & Birchley, S. L. (2012). English in Common 2. Person, ELT: p31.
UCR Extension neighborhood map. (2017). International Village Apartment Leasing Office.

A white board (with markers and magnets).


A computer which has access to the network.
A computer which has access to the network.
A timer which produces sound.
Dialogue: What's in Your Office?
Pictures of San Diego and Universal Studios.
Textbook: English in Common 2, Unit 5, p31.
Pictures to build the vocabulary for the communicative exercise.
UCR Extension neighborhood map

2 mins
1. T briefly talks with Ss about what they did last weekend.
(S1 says he went to San Diego.)
T: Did you have fun there? [T posts the pictures of San Diego (Appendix 1).]
(S1: Yes!)
T: Cool. Why did you have fun there?
(S1 says he saw many birds, and he went shopping in a big market.)
T asks if other Ss want to talk about what they did last weekend.
(Ss have a variety of answers, or Ss do not respond.)
2. T shares with Ss what she did last weekend: she went to the Universal Studios [T posts
pictures of Universal Studios (Appendix 2).] and picked up a wallet there. She found
a lot of money in the wallet, and then she returned it to the staff of the Universal
Studios.
3. T write OTB
many birds
in San Diego.
a big shopping mall

some money in the wallet.


10 mins
1. T tells Ss they are going to learn a grammar structure which is used to describe or
introduce something for the first time.
T: Now we are at UCR Extension, and if your friends or family ask you about the
places around UCR Extension, you will use the language structure we learn today.
2. T gives students Handout A (the dialogue on Appendix 3) and reads it for Ss.
T asks Ss to repeat the dialogue with her.
T writes OTB Does Maria have cabinets in her office?.
T: Please repeat after me. Does Maria have cabinets in her office?
(Ss: Does Maria have cabinets in her office?)
T: The answer is
(Ss & T: Yes!)
T: How many armchairs does Maria have in her office?
T: How many armchairs does Maria have in her office?
(Ss: Two!)
T: Very good! Now repeat after me, how many armchairs does Maria have in her
office?.
(Ss: How many armchairs does Maria have in her office?)
3. T writes OTB
There are two armchairs in Marias office.

T asks Ss to find other examples of this pattern in the dialogue.


(Ss find out examples and T monitors them.)
T asks Ss how many examples do they find except for the one written on the board.
(Ss have a variety of answers.)
T: All right. In this dialogue, there are five examples. Now, lets figure out this
pattern.
T: Does anybody know what is the name of the pattern? (T points to the underlined
There are on the board.)
(S2: There be.)
T: Very good! So, today we are going to learn the There be pattern.
4. T: The There be pattern is used to describe the neighborhood of a place or introduce
the items in a place.
T: Does anybody remember the forms of BE?
(S: Am, is and are.)
T: Very good! For There be, we use is and are.
T: We use There are in this sentence because the subject two armchairs (with the
gesture two) is many, not one (with gestures)!
T points to the board of the warm up section and asks Ss, many birds in San
Diego?
(Ss: There are.)
T: Very good. Now, for the sentence a big shopping mall in San Diego, what
should we fill in the blanks?
(Ss & T: There is!)
T: Great! So, we use there is when the subject is a singular noun is one, not many
(with gestures). And, we use there are when the subject is plural is many, not one
(with gestures).
T: So can you guess what should be written in the sentence some money in
the wallet?
(Ss: There is! Or, Ss have a variety of answers.)
T: We use there is for non-counts as well. Non-counts are uncountable nouns, such
as milk and water.

Affirmative sentences: There is / There are


There BE
Negative sentences: There is not / There are not

Questions: Is there? / Are there?


T write OTB
5. T explains to Ss that for There be, we use There is and There are for affirmative
sentences (If T perceives Ss confusion of affirmative sentences, T explains it.).
T: Ok. Now for the negative sentences, we use two forms of There be. That is
(S6: There is not and there are not?)
T: Excellent! And, we use there is not for
(Ss & T: Singular nouns.)
T: Right! And also for non-counts.
T: Ok, we use there are not for
(T & Ss: Plural nouns.)
T: Very good, guys. Now we move on to the questions of There be. We have Is
there? and Are there? for the questions of There be pattern. Is there is for
there? and Are there? for the questions of There be pattern. Is there is for
singular nouns and non-counts, and Are there is for
(Ss & T: plural nouns!)
T: Very good. So how many forms did we learn for There be?
(Ss & T: Six! And T gives a gesture of six at the same time.)
T: If the subject in a sentence, the noun, is singular, what should we use?
(Ss: There is.)
T: Very good!

4 mins
T: Now we will do an exercise about There be. T passes out the second handout to Ss
(Appendix 4).
T: Please look at Exercise 4. What we are going to do is to complete the seven (with
the gesture) sentences with the correct forms of There be according to the map on the
right of the sentences. Lets look at the example first.
T: Can you see any nightclubs on the map?
(Ss: No.)
T: So, we use the negative form, ok? Why do we use any in this sentence?
(Ss & T: Its negative!)
T: Very good! You will have 2 minutes (with the gesture of two) to complete the
exercise and after you complete, check with the classmate next to you. Does anybody
have any questions?
(Ss do not answer.)
T: So, how many minutes do you have?
(Ss: Two minutes.)
T: Do you need to complete the exercise according to the map on the right?
(Ss: Yes.)
T: Good. Now go ahead to complete the exercise.
T keeps monitoring Ss.
T asks Ss to check the answers with their partners.
(Ss sit in pairs and check the answers.)
T monitors Ss to make sure their answers are correct.
T uses the timer to end the discussion.


8 mins
T gives Ss Handout B (see Appendix 3) and builds the vocabulary for the speaking
activity.
T explains to Ss what does restaurant mean and shows pictures (see Appendix 4) of
it.
T explains to Ss what does bank mean and shows pictures (see Appendix 4) of it.
T explains to Ss what does store mean and shows pictures (see Appendix 4) of it.

T asks Ss to sit in pairs or groups (according to the number of Ss in the class).


(Ss sit in pairs or groups.)
T: Now you need to work on the map. You should take turns to speak (with gestures).
Let me show you an example.
T models the activity with S2:
T: Is there a store on the map?
S2: Yes, there is a store on the map.
T: Now ask me a question with There be according to the map.
S2: Is there a bank on the map?
T: Now I should answer the question with the there be sentence.
T: So, do you have to do one thing, or two things?
(Ss & T: Two. T gives the gesture of two at the same time.)
T: Right. You have to describe the map and ask questions about the map.
T: Right. You have to describe the map and ask questions about the map.
T: Make sure to use There be in each sentence. You have four minutes (with the
gesture of four).
T uses a timer to count the time.
T monitors Ss when they do the activity and makes sure they do not use their L1 in
the activity. T takes out her notebook to write down some errors if she found any
errors in Ss discussion.
The timer rings, and T moves on to the next phase of the lesson.
T asks Ss if they can find any examples of bank, store and restaurant on the
map.
(Ss find some examples of bank, store and restaurant.)
(If T finds any errors in Ss discussion, T corrects the errors as a class.)

1 min
T points to the six There be forms on the board.
T asks Ss to repeat the six forms of There be after her.
T: When should we use there is, there is not and is there?
(Ss & T: Singular nouns and non-counts.)
T: Very good. When should we use there are, there are not and are there?
(Ss & T: Plural nouns.)
T: Well done!

Appendix 1 Pictures of San Diego


Appendix 2 Pictures of Universal Studios
Appendix 3
Dialogue: What's in Your Oce?, by Kenneth Beare
Retrieved from https://www.thoughtco.com/dialogue-whats-in-your-oce-1210087

WHAT'S IN YOUR OFFICE?

David: I've got a new office now


Maria: That's great! Congratulations.
David: I'll need a desk and some cabinets. How many cabinets are there in your office?
Maria: I think there are four cabinets in my office.
David: And do you have any furniture in your office? I mean other than the chair at
your desk.
Maria: Oh yes, I've got a sofa and two comfortable armchairs.
David: Are there any tables in your office?
Maria: Yes, I've got a table in front of the sofa.
David: Is there a computer in your office?
Maria: Oh yes, I keep a laptop on my desk next to the phone.
David: Are there any flowers or plants in your office?
Maria: Yes, there are a few plants near the window.
David: Where's your sofa?
Maria: The sofa is in front of the window, between the two armchairs.
David: Thanks a lot for your help. This gives me a good idea of how to arrange my
office.
Maria: My pleasure. Good luck with your decorating!

Appendix 4
Saumell, M. V. & Birchley, S. L. (2012). English in Common 2. Person, ELT: p31.
Appendix 5
From Google Images.
Restaurant:

Bank:

Store:
Appendix 6
UCR Extension neighborhood map. (2017). International Village Apartment Leasing
Office.