Lesson plan ( grammar)

Level: 4th grade (Steps Forward 1)

Age: 10
No of students: 12
Time: 45 minutes

Main aim: to teach the ss how to form negative sentences with the verb ‘to be’ (full and
contracted forms: am not/ ‘m not, are not/ aren’t, is not/ isn’t) deductively (explicitly), 3P
MODEL
The rule of use: when we negate/deny/contradit something, assert that something is not true
The rule of form: 1 person (Sg) am not or; ‘s not/ 2 person (Sg. Pl) and 1, 3 person (Pl) are
not; aren’t/ 3 person (Sg) is not; isn’t

Subsidiary aim(s):
to revise/ recycle the use of positive sentences with the verb ‘to be’ ( full and contracted
forms)
to revise pronouns ( warm-up activity)
to practise the ss’ speaking skills (describing pictures, acting out mini-dialogue- the ss are
supposed to build short sentences using negative forms of the verb ‘to be’)
to master the ss’ writing skills (homework- write down 3-5 senences about people you know
using negative sentences with the verb ‘to be’, an additional exercise)

Assumed knowledge:
the ss are familiar with the conjugation of the verb ‘to be’ (positive sentences, full and
contracted forms)
the ss are familiar with pronouns
the ss are capable of forming short sentences using the verb ‘to be’
the ss are able to describe pictures, talk with a partner (acting out mini-dialogues)

Anticipated problems:
1. The ss may have problems with the spelling of particular forms ( aren’t, isn’t..)
2. Pronunciation of some forms may pose a problem for some ss
3. The lesson might be boring for the ss
Solutions:
1. The teacher asks volunteers to write problematic forms on the blackboard, the teacher
provides the ss with a chart that includes translation and spelling of all forms
2. The teacher plays the recoding (repeating after a robot) to provide the ss with a right
pronunciation, the teacher asks the ss to repeat after her and corrects all mistakes right
away
3. The techer provides the ss with engaging warm-up activities ( prompting them to
think), the chart from exercise 1 is recorded in a rhythmical and fun way so as to
activate the ss, the teacher encourages the ss to work in pairs (acting out mini-
dialogues) to prevent boredom

Materials:
A textbook, a blackboard, CD, charts with negative forms of the verb ‘to be’, additional
exercises ( additional practice), flashcards (pronouns)
Stage Procedure Aims Time IP
1.Startin The teacher greets the ss and -to create a friendly 2 min. T-SS
g the checks the register, homework. atmosphere SS-T
lesson

2. The teacher asks the ss to remind -to warm the ss up T-SS

Warm- her the forms of the verb ‘to be’ in and raise their 7 min. SS-T
up the present tense (positive interest in the lesson
sentences, something that the ss -to activate the ss’
already know).The teacher background
encourages the ss to form some knowledge ( revision
simple sentences : I am Polish, My that is relevant to
names is…, We are friends, the move on to the next
teacher elicits the answers from stage of the lesson-
the ss. Later on, the teacher takes negative sentences
out some flashcards with pronouns with the verb ‘to be’)
and asks the ss to match pronouns -to introduce the
with correct endings ( I am, topic
You….). After a few minutes, the
teacher says that today’s lesson is
aimed at pracising the verb ‘to be’
but in a different form.

3. The teacher moves on to present a -to teach the ss how 15 min.

Presenta new structure to the ss. The we form negative
tion teacher writes on the blackboard 2 sentences with the
sentences (positive and negative verb ‘to be’
sentneces) and asks the ss to think deductively
about the difference between them (explicitly) T-SS
( I am Polish, I am not Polish). -to engage the ss SS-T
The teacher encourages the ss to (elicitng answers
translate the sentences and find from the ss,
crucial words that make a prompting them to
difference. The teacher elicits the think)
answers from the ss and highlights -to build a context (
using a different colour relevant situations in which
words ( I am/ I am not). The we use negative
teacher explains that the second sentences with the
sentence is negated. Later on, the verb ‘to be’)
teacher asks the ss to give her -to practise
some examples of situations in pronunciation (
which we use negations ( the repeating after the
teacher elicits answers from the ss, teacher using charts)
for instance: when we assert that chorally
sth is untrue, when we disagree
wih sb..). Later on, the teacher
distributes charts with negation of
the verb ‘to be’ and asks the ss to
go through all forms together.
They repeat all forms chorally and
translate. The teacher encourages
the ss to complete every sentence
using their own examples ( She is
 not at home…). The teacher brings
the ss’ attention to contracted
forms (there are many analogies).

4. The teacher asks the ss to look at -to activate the ss and

Practice( exercise 1 in their textbooks and raise their interest ( 2 min. T-SS
controlle tell her who is on the picture ( a the chart is recorded The
d) robot).The teacher asks the ss to in a rhythmical and whole
repeat after a robot all the forms enjoyable way) class
once again ( they are provided -to practise togethe
with a chart). The teacher plays the pronunciation r
recording. chorally

The teacher asks the ss to do -to practise the use of 5 min. T-SS
exercise 2 (they are supposed to negtive sentences wih SS-T
use 3 forms:’m not, isn’t, aren’t to the verb ‘to be’ in a
complete a short text about a meaningful context
mouse). The teacher asks the ss to -to practise spelling
describe the picture and then of newly introduced
complete the task.After a few forms and
minutes, the teacher asks a pronunciation(individ
volunteer to read the text aloud. If ually)
there ary any problems with the -to practise speaking
spelling, the teacher asks (describing a picture)
volunteers to write them down on
the blackboard.
The teacher asks the ss to T-SS
complete exercise 3.The ss are -to practise the use of 5 min. SS-T
supposed to correct mistakes in negated sentences in
sentences looking at the pictures a context (building
and write them down in their sentences)
notebooks.
5. The teacher asks the ss to act out -to develop the ss’
Practice mini dialogues. The ss are speaking skills (mini 8 min. T-SS
(guided) supposed to work in pairs and dialogues) SS-SS
build negative sentences ( one ss -to pratise the use of (pair
says a false sentence, the other the verb ‘to be’ work)
corrects a friend ( for instance:I’m (positive and negative
English…You’re not English, sentences) in a
You’re Polish). The teacher asks meaningful context
the ss to present dialogues in front -to activate the ss
of the class. (pair work)

6. The teacher asks the ss to write -to practise newly

Finishing down 3-5 setences in ther introduced structures 1 min. T-SS
the notebooks about people they know (homework) SS-T
lesson/as and use a correct form of the verb -to bring in the sense
signing ‘to be’ ( negative sentences). The of closure
homewor teacher distributes additional
k exercises that the ss will be doing
during the next class.
The teacher says goodbye and
finishes the lesson.
Evaluation:

1.Have all the lesson aims been achieved? To what extent? Why not?
2.Which aspects of planning or conducting the lesson have been satisfactory?
3.How could the lesson (which aspects) be improved?

1.All the lesson aims have been achieved. The last activity (acting out mini-dialogues) has
been shortened due to the scarcity of time ( some ss didn’t manage to present their dialogues
in front of the class but were asked to act out their mini-dialogues next time, during the next
lesson).

2. Warm-up activity that has been aimed at revising relevant information from previous
classes, namely the conjugation of the verb ‘to be’ – positive sentences (new knowledge is
build upon something the ss already know, there is a sense of continuation and purpose). Pair
work ( mini-dialogues) encouraged engagement and prevent boredom during the lesson.
Moreover, distributing charts with negative forms of the verb ‘to be’ helped the ss to
memorise particular forms (the ss could rely on the chart to check problematic forms).

3.The last activity (developing speaking skills by using negative sentences in a meaningful
cointext) has been shortened due to the time limit. Additional exercises (further practice) have
been only distributed ( time constraints prevented the ss from starting to do additional
exercises).