Lesson Plan Teacher/s: Yutong Chen Level: Advanced 4 Date/Time: March 13, 2013

Goal: To help students review the three grammar points for Midterm Exam Objectives: Students will be able to 1. Use Gerund and infinitive verbs correctly through Flashcards Trading activity 2. Use the three grammatical points through Guess the Fib activity ----the subjunctive, gerunds and infinitives, order of adjectives 3. create a role play of any content to use the subjunctive mood Theme: Reviewing for the subjunctive, gerunds and infinitives and order of adjectives Extensions: More advanced gerunds and infinitives verbs (both gerund and infinitive) Stage/Aim/Skill/Microskill Warm-up Discussing homework Review Activity 1 Flashcards Trading Stages: Pre Teacher give Instruction During Post 2. Pre: Teacher gives instruction by modeling with the teaching partner During: 1. Each student gets two cards, one card with the first verb on it (e.g remember, forget, avoid), the other card with the second verb that can be in the form of Gerund and/or infinitive on it Students are supposed to trade the cards with each other until they can use the two words to make a reasonable sentence Post: Teachers give feedback on linguistic performance, pointing out the mistakes of the sentences they make Activity 2 Guess the Fib Pre: Teacher explains the rules by modeling with the SS-T 5mins SS-T 5mins SS-SS 10mins SS-SS 2mins SS-T 3mins and about Peer Activity/Procedure Students pair up and exchange their homework (fill in the blanks for gerunds and infinitives) and correct them for each other. Then they exchange back and discuss the mistakes with each other. SS-SS 10mins Interaction Time

Stages: Pre Teacher gives instruction During Students make statements.

teaching partner During: 1. Each student prepare three statements, two truths and one fib about themselves, and the three statement should involve the three grammar points respectively 2. Each student tell the statements, and the other give peer 3. students make notes on the SS-SS 10mins worksheet about the reality of the statements and the grammar accuracy. Students point out whether the statement is true or false and point out the grammatical mistakes, peer correction. Post: Students get into pairs and give each other feedback on what they thought was interesting or what was incorrect. SS-SS SS-T 5mins 5mins SS-SS 3mins SS-SS 7mins

Post Students worksheet. feedback according to the

Activity 3 Role play Stages: Pre Students filling in the blanks in a conversation using correct subjunctive mood and according to their own situations During Students students act take out notes the other of conversation, linguistic mistakes Post Peer Feedback Wrap-up Giving Mid-term and exam Discuss

Pre: Students fill in the blanks of the model conversation sheet, which is supposed to let students exercise the correct usage of the Subjunctive Mood. During: Students get into pairs and prepare to act out the conversation, while other students have a checklist of the subjunctive mood points, and they take notes of other students performance. Post: Students discuss about each other performance and give feedback to each other according to the checklist. SS-SS 5mins SS-SS 10mins SS-SS

Teacher gives detailed instruction about the Mid-term exam, and give an example of the

SS-T

15mins

instruction

about the legislative issues

Speaking Section of the midterm exam, using different topics

Materials: Flashcards with Gerund and infinitive verbs, fill in the blank sheet for subjunctive mood model conversation, worksheet for guessing the fib peer critique Anticipated Problems: In the guess the fib section, students might not be able to point out other students mistakes, in which case my team teaching partner will facilitate them and give them hints. Contingency Plans (what you will do if you finish early, etc.): I will review the writing part by asking students to write supporting paragraphs using the quotes I provide for the research topic that they chose at the beginning of the semester. Post-Lesson Reflections: Modeling is a very effective way to give instruction; on the contrary, giving oral instruction by repeating is of low efficiency.