Sample Lesson Plan 1

ESL XX Grammar and Writing (Tenses and Five-paragraph Structure)

Level: intermediate
Date: Mar/10/2015
Time: 11:15 12:15
1. Objectives
Students will understand the concept of S-V agreement.
Students will understand the tense forms (present perfect, simple progressive and past
progressive)
2. Materials and equipment
PowerPoint Slides, Handouts, White board, Color makers
3. Procedures
Warm-up (15 min)
Aims: Checking students understanding of subject, verb, and object.
1. Ask them the definitions for subject, verb and object.
2. Show them a sample sentence, Sam visits Orlando.
3. Tell them to make a sample sentence and mark signs on subject, verb, and object.
4. Share sentences with classmates. (ask a few students to share sentences)
5. Explain S-V agreement and clauses.
Since some students might not understand the concept of subject, verb, and object, which
they learned in the past classes, I will start with a review of them. To explain the concepts, I
will use not the definitions but a sample sentence, Sam visits Orlando. (Their first letters
correspond with those of subject, verb, and object. And this sentence is easy to imagine.)
After that, the students will make their own sentence and identify the subject, verb, and
object by using signs (highlight, underline, circle, etc) and share them with classmates. I will
ask students who speak Spanish or Japanese to write down their sentences on the white board
(In Spanish and Japanese, subjects are sometimes omitted). By doing this, I will explain that
English always needs a subject and a verb in a sentence.
Activity 1 (15 min)
Aims: Students will be able to identify appropriate combinations of subjects and verbs.
1. Practice sample sentences together by using handouts.
2. Students will do the exercises individually.
3. Ask them to show their palms if they think it is correct or their thumbs up if they think
it is wrong.
This activity focuses on understanding the verb forms according to various subjects. First we
will practice identifying subjects and verbs. Next, they will fill out in the blanks with the
appropriate verb forms. Also, we will review tenses such as present progressive, past
progressive, and present perfect.
If students finish quickly, I will tell them to check their own essay or give them an extra quiz,
worksheet, or extra activities.
Activity 2 (25 min)
Aims: Students will be able to produce sentences using appropriate tensens.
1. By using pictures, they will make sentences individually first. (5 min)
1

2. Make groups of three or four.

3. Try to make sentences as a group. (10 min)
4. Share sentences in the class.
This activity focuses on producing sentences with appropriate verb forms. After individual
work, I will encourage them to make sentences using appropriate verb tenses that they
learned. If there is time, they will share sentences with other groups. If they finish them
quickly and understand it well, move on to the extra quiz or extension activity. In this case,
check questions together.
Closure (5 min)
For closure, I will ask some questions.
1. What is an important rule that you learned today?
2. (What is S-V agreement?)
3. Are they correct or incorrect? (show some sentences from the textbook.)
Reflection
What went well? How do you know?

The students liked the sign that they showed

palms if they thought it was correct or
thumbs up if they thought it was not correct.
At the beginning of the class, I explained this
rule and said to them, Lets practice. They
all laughed. In activity 1, I asked them if this
sentence was correct or not, and they
answered by showing their palms or thumbs
up.
It took time for me to explain the topic that
the students would learn. I should have
decided some points that I would mention to.
Also, I underestimated time for each activity.
One hour was not enough to cover all the
activities.
Students understood the concept of S-V
agreement, and finished activity 1. There
were more students working on the extra
activity than I expected.
After we finished activity 1, there was not
enough time to finish the next activity. I
changed the plan, and practice extra activity
with all the students.
Since there was not enough time to do group
activities, students killed the drill
individually even though I included a group
activity as activity 2. I would try to include
group activities in the next lesson.
Third person present singular s was still
difficult for them because they still made
mistakes in their essays. However, some of
them seemed to learn and use every +
singular noun, both + plural noun, and
all + plural noun in their essays.

What didnt go as planned?

What contingency plan did you employ?

What would you do differently next time?

Did your students meet the purpose and

objectives for this lesson? What is your
evidence?

What do your students need next? What is

your evidence?

They need to practice using them in their

essays. Some students try to use them, but
most of them do not use them in their essay.
Since there are 28 students in a classroom, it
is difficult for me to support all the students
and lecture with appropriate speed. I might
need to prepare some worksheets and while
advanced levelled students work on extra
worksheets, I would support other students.

What did you learn about your glows and

grows as a teacher? What can you do to
work on your areas needing growth?