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Community English Program Fall, 2014

Teachers College, Columbia University


Lesson Plan Unit 1 Lesson 3

Teachers: Grace Chang, Yinan Gong


Level: Intermediate 4 (I4)
Date/Time: September 25, 2014, Thursday, 7:10 - 9:10pm
Goal:
To have students understand the use of already, yet, still by incorporating teachings of
past vs. present perfect, common past participles, and the word placement through
authentic language tasks.

Objectives (SWBAT):
Students Will Be Able To
1. Speak, ask questions, and respond using already, yet, still in the appropriate context.
2. Write sentences using already, yet, still in the appropriate context to describe a
situation.
3. Use present perfect tense through performing structured role-play
4. Pronounce words ending in -ed adhering to NAE pronunciation rules
Theme: Making Progress
Extensions: Practice pronunciation using online resources. Complete worksheets
individually if they have time.

Aim/Skill/Microskill

Activity/Procedure/Stage

Interaction

Time

Review from Last Class:


Listening Skills +
Homework

Review from Last Class


-T briefly reviews the importance of
being an active listener and the
necessary skills involved.

T-SS

1 min

Homework Check:
-T asks Ss to take out their homework
from last night and have them share
with their partner sitting next to them.
-T goes around the classroom and
listen in what the Ss has to say while
also giving compliments and
encouragement. T will ask S who

SS-SS

3 min

demonstrated a good understanding of SS-SS


the homework to share with the class.
-T asks one to two people to share with
the class by saying, Did anyone find a
helpful listening their partners used?
Can someone please share with the
class? I heard ______ had a good
example of practicing his/her listneing
skill. Could you please share with us?
Transition to #2:
T compliments Ss on
completing their homework
and utilizing good listening
skills to help them
comprehend better. T
transitions by stating, last
class the T mentioned we
will be reviewing some
grammar skills and thats
what we will be doing next.

Activity 1:
Distinguishing Differences
between Past Tense and
Present Perfect Tense

Tangible Outcome & T. feedback/peer


feedback:
The homework is the tangible outcome
that the T will collect and provide
feedback on. On this homework, the T
will provide feedback on the
assignment but also feedback on what
the T has observed from the S on week
one (usually compliments and
encouraegment and asking them to
participate more in class, etc). Peer
feedback is accomplished by Ss speak
with each other and share what
listening skills they practiced for the
homework.
Grammar Lesson Part I
1. Pre-Stage:
-T explains the difference in meaning
between Past Tense and Present
Perfect. (Coming into I4, Ss should
already know this so this would be a
review).
-T uses powerpoint slides to show the
relevance and specificity of
time/duration of occurrence. The slides
will include a diagram (time) and
important teaching points.
1.2. During Stage:
-Now T will have Ss practice using the
two tenses while review some common
past participles by filling out a
worksheet. Ss will work in pairs.
-T will go around helping students.

1 min

(5)
T-SS

5min

SS-SS
10min

1.3 Post Stage:


-T now instructs the pairs to join
another pair to quickly review the
answers. T will go around helping
students.
-T then pulls class back together and
asks students whether they have any
questions on the problems.
-T now transitions to the next activity
of introducing already, yet, still, by
explaining these are common words
used with present perfect tense.

Transition to #3:
Now that the T have
refreshed the Ss of the two
tenses, it is now time to
introduce already, yet,
still.

SS-SS

5min

Tangible Outcome & T. feedback/peer


feedback:
The tangible outcome is the worksheet
they have filled out. Peer feedback is
given during pair/group work. T
feedback is given during stage while
the T walks around helping and also in
the post stage when the T asks if there
was any specific question S struggled
on.

(20)
Activity 2:
Already, Yet, Still
Have you done it yet
Activity

Grammar Lesson Part II


2.1 Pre-Stage:
-T writes on board already, yet, still
and its sample sentences.
I have already seen the movie.
I have already turned in my homework.
I have not written the letter yet.
I have not given him my gift yet.
Have you booked the tickets yet?
Have you seen the movie yet?

T-SS

10min

I still havent finished the book.


She still has not fed her dog.
-T points out the position of the words
by saying already is before the past
participle, yet is at the end of the
sentence and is usually used with
questions, still is before have/has.
2.1.1 Pre-stage for Activity:
-T now demos the Have you done it
yet? activity by using the powerpoint
to show the Ts schedule for the day. T
explains that partner A will try to guess
what time it is by asking questions
using the following sentence starters:
Partner A:
Have you ______ yet?

Then partner B will reply by using the


sentence starter below.

Partner B:
Yes, I have already ________.
No, I havent ___________ yet.
No, I still have not __________.

Yinan: Grace, have you written the


report cards yet?
Grace: Yes I have already written the
report cards.

T-SS

5min

Yinan: Have you taken the students to


the library yet?
Grace: No I still have not taken them
to the library yet.
Yinan: Have you eaten lunch yet?
Grace: Yes, I have eaten lunch.
Yinan: Is it 1 oclock?
Grace: Yes it is.

2.2. During Stage:


- T passes out the schedule along with
SS-SS
the current time written on it. Each
partner in the pair is supposed to guess
what time it is by asking the questions
using the sentence starters written on
the board.
-T will go around monitoring Ss and
helping them with sentence structures
and the usage of already, yet, still.

10min

-This exercise will challenge Ss to


think logically and also practice
speaking by using already, yet, still
along with past participles.
T-SS
2.3 Post Stage:
- T now wraps up the exercise.
- T now demos the written portion of
this activity by saying, Now that you
know what time it is. We will write a
few sentences about what we know
about our partners.
-T will give examples like the
following:
Grace has already written the report

5 min

cards.
Transition to #3:
So far youve already
learned the form, the
meaning and the use of
present perfect tense but
theres one more aspect of
the present perfect that we
havent really looked at yet
which is the
sound/pronunciation. In
terms of form, we add -ed
at the end of the verb, but
what sound did we add? In
another word, how does the
-ed pronounce?
Activity 3:
-ed Pronunciation
Practice

Grace has already arrived at school.


Grace has not read students essays
yet.

Tangible Outcome & T. feedback/peer


feedback:
The tangible outcome is the written
portion of the activity given out in the
post stage. The Ss will write 1~2
sentences in class and complete the rest
of the 3 sentences as homework.

3.1 Pre-Stage:
-T writes down a couple of irregular
words on the board (reduced, laughed,
checked, talked, watched; learned,
joined, subscribed, performed group
the words based on the voicing feature
of the final consonant when writing on
the board)
- T asks ss how is the -ed
pronounce? ([t][d])
- T asks ss what makes the -ed
pronounced differently (the sound at
the end of the regular verbs)
- T asks ss if they noticed when-ed is
pronounced as [t] and when as [d],
gives hints (underline the final
consonant of the regular word)
- T asks ss to read the regular form of
the words above aloud to themselves
and ask them if theyve noticed what
features the sounds at the end of the
words share in common in each set
(consonant & voicing)
- T Introduces the concept of voiced
and voiceless sounds and consonant
clusters (asks ss to plug their fingers in
their ears or put their fingers on the
throat and pronounce the final

(30)

T-SS

15min

consonants from both the voiced and


voiceless group on the board and ask
them if theyve noticed any difference
sound vs. no sound; vibration vs. no
vibration)
- T concludes -ed pronounced as
[t]after voiceless consonant and as [d] T-SS
after voiced consonant
-T introduces the exception: words that
end with the sound [t] and [d] painted,
graded (-ed in such cases is
pronounced as [id])
-T gives ss instruction on the
pronunciation activity (categorize the
words based on how the -ed is
pronounced at the end, and asks ss to
read them aloud to themselves after
they finish the exercise)

Transition from #3 to #4:


Ok, now lets do something
fun; something that can have
you use everything youve
learned today about the
present perfect: irregular
verb, already, yet,
pronunciation of -ed
(Role play!)

4.2. During Stage:


- Ss do the exercise and practice
SS-SS
reading the words
- T tells ss they can try the plugging
ear/ putting finger on throat method
when they are unsure about the voicing
feature of certain words on the list.
4.3 Post-Stage:
- T goes over the answer with the class
by asking ss read the words they put in T-SS
each category
Tangible Outcome & T. feedback/peer
feedback:
- Tangible outcome: the worksheet of
categorizing words based on -ed
pronunciation they completed
- Both peer feedback and T feedback
(corrective feedback) are given when
ss read their answers from the
worksheet

15min

5min

5min

(25)

Activity 4:
Present Perfect Integrated
Skill Activity Role play

4.1 Pre-Stage:
T-SS
- Have ss pick a card (with number on
it 1 and 2) randomly
-Ss with number 1 will be assigned
role 1 (parent), ss with number 2 will
be assigned role 2 (daughter/son)
- T reads the description of each role
(projected on the screen) with ss,
explain to them the situation and the
goal of each role
(Role 1: Parent. You have a teenage
daughter/son who wants to talk to you.
You think s/he wants to stay out late
tonight with her friends because there
is a party. However you dont want
her to go because you dont think s/he
has finished her homework or
housework yet. You want to check
whether or not shes done them yet.
Role 2: daughter/son. You are a
teenager. You want to stay out with
your friends tonight but you havent
finished all your homework or
housework yet. Your mom is going to
check whether or not you have finished
your work yet. Tell your mom what you
have done and what you havent done
and try to persuade her to let you go to
the party)
- T elicits from ss the sentences they
are going to use.
For role 1, what question do you ask
if you want to check whether or not
your child has finished his/her chores?
have you .yet? For the role of I
haventyet Ive already (For
role 2, what should you answer if you
have finished your work I have
already If you havent finished I
have notyet) sentences written on
the board
- T explains that in order for the child
to successfully persuade the parent s/he
needs to give
reasons/promises/excuses, so T asks ss
to add BUT________ after the

10min

sentence I havent .yet


- T models the activity by
showing ss the script that she
created:
Daughter: Hey mom, can I talk to
you for a minute?
Mom: Sure honey, what do you
need?
D: Well, you see, some of my
friends are going to a party tonight
and I want to go, too. I havent
seen them for a while and all their
parents are letting them go.
Mom: Have you finished all your
chores yet?
D: Well, Ive done most of them.
M: Most of them? Like what? Have
you done cleaned your room yet?
D: Well..umno, but I can do it
tomorrow.
M: Have you walked the dog yet?
D: No but I always walk it after
8pm.
M: Lets see. You havent cleaned
your room, walked the dog, what
exactly have you done?
D: Ive already finished my
homework.
M: But have you prepared for your
class tomorrow?
D: no, not yet.
M: So you cant go!
D: Fine!
- T emphasizes that at the end of
the
conversation one has to
compromise
(either Mom/Dad says Ok, you
can
goOr the daughter/son says Fine,
Ill
stay and do all my homework and
housework!) Leaves the decision
for

the ss to make
- T Asks ss to write down their
conversation on a piece of paper
3.2. During Stage:
- Ss work in pairs and discuss and
prepare for the role-play they are going
to do in front of the class

SS-SS

15min

SS-SS

10min

3.3 Post-Stage:
- Each pair does the role play in front
of the class
Tangible Outcome & T. feedback/peer
feedback:
- Tangible outcome: The script
of the conversation ss created that
is written down on a piece of paper
- T feedback is given during ss
pair by helping them creating their
conversation
-T will remind students of the
homework for the day.

5 min

Wrap-up
Lesson Evaluation Procedures:
Practicing and Assessing already, yet,
still; Complete the homework for
Have you done it yet by writing out
3 sentences using already, yet, still.

Materials:
-Powerpoint file explaining grammar points; As backup plan, content may be written out
on whiteboard should technology fail.
-Past Tense vs Present Perfect worksheet (14 copies)
-Have you done it yet worksheet (14 copies)
-Practice speaking worksheet (14 copies)
-Whiteboard markers/eraser

Anticipated Problems & Suggested Solutions:

(5)

Grammar lessons are always difficult given students are not consistently at the same
level. A major problem we anticipate is that students will not be able to understand the
already, yet, still lesson given they do not remember or have never learned about the
present perfect tense. To assure the already, yet, still lesson is meaningful, we decided
to dedicate a good portion of the time on reviewing past tense vs. present perfect and also
some of the commo past participles used, including irregulars ones.
Another problem associated with the discrepancy in levels is that two people of lower
level may be paired together (ie. They often sit next to each other) and so the T may need
to pair the lower level students with a higher level one. Or if necessary, the T may
provide one-on-one assistance to make sure the S is caught up.
Lastly, as T we recognize that grammar lessons are not always very fun. Some students
will be bored and some will be unwilling to participate and/or be very quiet. We believe
it is important to be honest with our students in letting them know that it is not the most
fun topic, but that is important to learn already, yet, still as it is commonly used. We
will try to create a more lively atmosphere by conducting group/pair activity and even
incorporating a mini Have you done it yet game. Students who are more quiet may be
called on to share with the class as a way to get them more involved with the class.
An anticipated problem for the role play may be that there is are odd number of students
in the class. The suggested solution would be for the teacher to be students partner.

Contingency Plans (what you will do if you finish early, etc.):


If the lesson ends early, we will add an extension activity related to the already, yet,
still grammar lesson from the textbook on page 4~5, activities 2 and 3. Students can
choose to work individually or work with a partner quietly until the class ends. Students
who find the unit harder will want to pair up with a partner while those who find it easier
can work alone.
For the speaking section, the T will provide online resources that students can use to
practice pronunciation at home.

Post-Lesson Reflections:
After the lesson, we believe that the unit could have been better if the grammar
worksheets were better tied into the Making Progress unit. Instead of giving pure
practice and out-of-context grammar worksheets, it would have been better to build a
worksheet around the unit theme. This way, old and new vocabulary may be
reintroduced/introduced and previous content may be reviewed while practicing
grammar.
The role-play activity went really well and was effective in terms of students learning
how to practice using already, yet, still and the present perfect tense. Students were
actively participating and were eager to share with the class their role-play.

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