| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | English |
| What topic | Grammar |
| What length (min) | 30 |
| What age group | Doesn't matter |
| Class size | 20 |
| What curriculum | |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 5 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Grammar
Unspecific (suitable for a variety of students)
English
20 students
This lesson corresponds to the English national curriculum standards, focusing on grammar proficiency and application.
| Step Number | Step Title | Length (minutes) | Details |
|---|---|---|---|
| 1 | Introduction | 5 | Briefly introduce the topic of grammar, emphasizing its importance in English communication. |
| 2 | Homework Check | 5 | Review homework assigned from the previous lesson without asking any student to present. Ensure students understand common errors. |
| 3 | Explanation of Topic | 5 | Explain key grammatical concepts that will be practiced during the lesson. Use examples to illustrate. |
| 4 | Activity Introduction | 5 | Distribute printable cards to each student, explaining how to fill them out and their purpose in the lesson. |
| 5 | Grammar Practice | 7 | Allow students to work individually or in pairs to fill out the cards, applying the grammatical structures discussed. |
| 6 | Random Checking | 3 | Collect or randomly check the cards filled by the students to assess understanding and provide immediate feedback. |
| 7 | Conclusion | 5 | Summarize key points learned during the lesson and answer any final questions. Briefly discuss the next steps or future lessons. |
“Good [morning/afternoon], everyone! Today, we’re going to dive into an important topic: grammar. Grammar is the backbone of effective communication in English. It helps us convey our thoughts clearly and helps others understand us. It’s essential not just in writing but also in speaking. Let's keep that in mind as we go through today’s lesson! Are we ready to improve our grammar skills together?”
“Now, before we jump into our new material, let’s take a moment to check your homework from our last lesson. I will discuss some common errors I noticed without pointing anyone out. This is to help us all learn together.
[Pause for a moment]
I saw that many of you had issues with sentence structures, particularly with subject-verb agreement. Remember, the subject and verb must agree in number. For example, 'He runs' is correct, while 'He run' is not. It’s vital to pay close attention to these details.
Does anyone have questions about the homework before we move on?”
“Great! Now let's explore the key grammatical concepts we’ll be focusing on today. We're going to look at [specific grammatical structures such as present simple tense, past tense, etc.].
[Write examples on the whiteboard]
For instance, consider the present simple tense: ‘I eat breakfast.’ The structure is simple: subject + verb. It’s important because we use it for habitual actions.
Let’s also think about how we can change this into a question. What would it be? Right! ‘Do you eat breakfast?’ Let’s keep these examples in mind as we go forward!”
“Now, it's time for our main activity! I have prepared printable grammar cards for each of you. I’ll hand them out now.
[Distribute the cards]
These cards will help you practice the grammatical structures we've discussed. Your task is to fill them out using the examples we've talked about in class. When you complete them, they will serve as a handy tool to remind you of these structures.
While filling them out, feel free to ask your classmates for help. Working together is a great way to enhance your understanding. You have five minutes to complete this activity. Ready, set, go!”
“Now that you have your cards, I want you to start filling them out! You can work either by yourself or with a partner. If you have any questions or need help, don't hesitate to ask your peers or me.
[Walk around the classroom, observing students]
You’ve got seven minutes for this. Remember to apply the grammatical structures we discussed. Let’s get to work!”
“Time's up, everyone! Now, I’d like to do a quick check of your cards. I’m going to randomly call on some of you to share your responses or hand in your cards.
[Collect cards or ask students to share responses]
As I'm reviewing, I’ll provide some immediate feedback. Remember, this is a learning experience, so don't worry if you made mistakes. We all do, and this is how we get better!”
“Thank you all for your hard work today! To wrap up, we’ve covered some key concepts in grammar, particularly about [briefly recap what was learned].
Does anyone have any final questions or points they would like to discuss?
[Pause for responses]
Wonderful! Next time, we will build on these skills and tackle new grammar challenges together. Keep practicing, and I look forward to seeing your progress! Have a great day, everyone!”
| Question | Answer |
|---|---|
| What is the backbone of effective communication in English? | |
| Why is grammar considered essential in both writing and speaking? | |
| What common error did many students have with their homework regarding sentence structures? | |
| How can you ensure subject-verb agreement in your sentences? | |
| What are the components of a present simple tense sentence? | |
| Can you convert the statement "I eat breakfast" into a question? | |
| What activities did we use to practice the grammatical structures today? | |
| Why is it beneficial to work with classmates while filling out the grammar cards? | |
| What are some examples of common grammatical structures we discussed in today’s lesson? | |
| How does immediate feedback during random checks help improve your grammar skills? | |
| What key concepts in grammar did we cover today? | |
| What should you practice before the next lesson on grammar? |