Lesson Plan 1

English For All – CLASS NAME: BEGINNER
DATE: 10/02/2014
Teacher: Yustika


Lesson Objectives
  1. Ss will be able to understand the use of this, that, those, and that and be able to use those demonstratives with appropriate singular/plural nouns to refer to particular object(s).
  2. Ss will be able to differentiate between how many and how much.
  3. Ss will able to use comparative adjectives in sentences.
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Materials
Blackboard,  screen, projector, power point,  grammar worksheets, audio, real objects (pens, books, pencils, etc), price tags/fake money.
Procedure































No
Preparation/Warm up
-erase boards
-turn on the lights
-arrange desks in a semi-circle
-put date on the board
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1.  Singular vs Plural: Introduction  (Time allotted: 20 mins)

Objective:  Ss will be able to make the plural form of nouns and be able to pronounce the correct ending of plural nouns.

Pre:
  • T will show a PPT of singular/plural nouns and explain to the students. The PPT will explain the use of indefinite article a with a singular noun and plural marker -s with a plural noun. Then, it will show further about different kinds of plural markings (-s/-es). T will try to explain this as simple as possible.

Note:  T will try to recycle the vocabularies Ss have learnt from the previous meetings.

While:
  • T will distribute a handout to the Ss.
  • The first part of the handout will contain more examples of plural nouns (ending in -s/es). There will be additional information about the pronunciation of plural forms (-s, -z, -iz) in the handout, about which T will explain a little bit.

Note:
Since the examples of plural forms in this handout is the nouns that will be used in the second activity of the handout (post activity), T will explain their meaning by referring to the pictures of the nouns in the second part of the handout. It will make the Ss easier to understand the meaning as well as to do the next activity.

  • The first activity of the handout contains a dialogue that T will ask Ss to read along together and then practice in a pair.

Post:
  • Ss will do the second activity of the handout in which they have to substitute the noun(s) in the dialogue with the noun(s) of the pictures available in the handout. Ss will practice this activity in a pair.

Evaluation: T will assess whether the Ss be able to use the correct forms of plural nouns and will assess their pronunciation.

TRANSITION: “After we have learn singular/plural, we will use them in a following practice.”
  1. Review on Demonstrative, How Much, and the verb Cost from the previous meeting (Time allotted: 25 mins)

Objective: Ss will be able to review the use of demonstratives (this/that/these/those) and asking and answering a question about price using ‘how much’ and ‘cost’.

Pre:
  • T will review the use of this/that/these/those.
  • T  will hold one pencil and say, “I like THIS pencil” and ask Ss “Which pencil do I like”. Then T will hold two pencils and  say, “I like THESE pencils” and ask Ss “Which pencils do I like?”
  • T will hold several items, such as pencils, magnets, camera and ask the Ss the same questions as in the previous one. T can also put the objects in various places in the classroom.
  • T will write down How Much is __________? in the blackboard and fill out the blank with any appropriate nouns. At this time, T can also make a distinction between how many (in singular/plural activity) and how much (for money).

While:
  • T will ask Ss various questions using real objects and price tag/fake money, “How much is this pen?” (by showing a pen and a price tag to the Ss) to which the Ss have to answer, “That pen costs $3.  T will also write down the __________costs  $_________on the blackboard.

Post:
  • T will ask the Ss to work in pair and give them price tags/fake money. Ask the Ss to repeat the same activity as in the while activity. Ask students to change turn too.

Evaluation: T will be able to assess how well Ss use ‘that/this/these/those’ to refer to specific objects from their own point of reference and use ‘how much’ and ‘cost’ in asking questions about price.

TRANSITION: “Now, we are going to compare two or more things in English. for example, how to compare this pencil (referring to a pencil she is holding) and  that pencil (referring to a pencil on the table).”

  1. Comparative Adjectives (Time allotted: 25 mins)

Objective: Ss will be able practice comparisons with adjectives.

Pre:
  • Using the blackboard, T will explain the function of adjectives (words that describe nouns) and then write an example in a complete sentence.
  • Then, T will start making and explaining comparative adjectives (-er and more). Since this will be quite complicated for the Ss to understand the various forms of comparative adjectives, T will explain the forms one by one, starting from 1 syllable adjective (with -er along with doubling the consonant in CVC adjectives), 2 or more syllable adjectives (with more), and the exception with (-y).  
Note:
  1. T will explain what a syllable is as clear as possible prior to the explanation.
  2. T will also explain a little bit of the use of than in comparative adjectives.

While:
  • T will distribute a handout to the Ss. Ss have to make comparisons using the words given. Give Ss time to answer the questions individually and then share with a class.

Post:
  • T will ask Ss to work in a group and write down 2 sentences comparing their partner (physical appearance or belongings) and the ones of their own.
E.g:.
You are taller than me.
My pen is more expensive than your pen.

Evaluation: Ts will be able to assess the Ss understanding of the comparative adjectives through their work on the worksheet practice as well as their ability to make a comparative sentence.

TRANSITION: “Before we end our class today, let’s do some quick review.”

4. Wrap Up and Review (time allotted: 10 mins)

Objective: Ss will be able to retain the information they have learned in class better.

Activity: Ts will quickly review material from class with students
Assessment
In singular/plural activity, T will be able to assess whether the Ss be able to use the correct forms of plural nouns and will assess their pronunciation.

In the review of demonstratives, how much, and verb cost, T will be able to assess how well Ss use that/this/these/those to refer to specific objects from their own point of reference and use how much and cost in asking questions about price.

In comparative adjectives, Ts will be able to assess the Ss understanding of the comparative adjectives through their work on the worksheet practice as well as their ability to make a comparative sentence.
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Anticipated Problems
Some problems I anticipate in this class include:

 1. The content will be heavy of grammar materials, since the LP include singular/plural nouns and comparative adjectives, especially with the irregularities those two topics have in their forms.
Proposed solution: T will teach the singular/plural nouns first and then comparative adjectives. Besides, T will try to explain the concept as clear and as simple as possible and give much practice to the Ss so they are able to grasp and familiarize themselves with the concept.

 2. T might not be able to cover the whole LP if the Ss get difficulty in understanding the lesson, causing them to take more time than planned.
Proposed solution: T will address this in the next lesson.



Material Lesson Plan