Grammar Review

Teacher/s: Vincent Phinouwong

Level: Advanced 4
Date/Time:
Goal: Get students to talk about their most memorable vacation using grammar
points weve studied in Units 1-3
Objectives (SWBAT):
Students Will Be Able To
1. Talk about their vacation using grammar point from the past three units (intensifiers,
participial phrases, expressing sufficiency, neithernor, eitheror, comparisons
with asas, expressions of contrast/concession) .
2. Ask questions about vacations using question tags.
3. Use expressions of contrast/concession to make decisions about hiring someone.
4.
Theme: Most memorable vacation
Extensions: ____________________________________________________
Aim/Skill/Microskill

Activity/Procedure/Stage

Interaction

Activity 1:

1.1 Pre-Stage:
I want everyone to think of their
dream/ideal vacation.

SS

Time

10
now share your dream vacation with
the people sitting at your table.
Transition to #2:
Presentation of my favorite
vacation

T nominates SS to share their ideal

vacation with the class.
1.2. During Stage:
So today Im going to tell you about
my favorite vacation.

SS-SS

T-SS

T presents power point slides about

vacation
1.3 Post-Stage:
So when we got back to California,
our friends had a lot of questions for

T-SS

10

us.
Some of the questions they asked
were

10

T brings up slide with questions and

answers on it.
What are some questions you usually
ask a person after they come back from
a trip?
SS volunteer questions and T writes
them on the board.

SS-T

Tangible Outcome & T. feedback/peer

feedback:
Activity 2:
Go over grammar points
from Units 1-3

Transition to #4 or Wrapup: Now its your turn to

think about your favorite
vacation.

2.1 Pre-Stage:
T elicits what SS know about grammar
points studied in the past units
2.2. During Stage:
T briefly goes over each of the points,
asking the students to identify
examples of each point from the
narrative told earlier by the T.
2.3 Post-Stage:
T asks SS to look at Ts narrative one
more time and come up with 2
questions (with question tag) that they
could ask about Ts vacation.

SS-T

10
T-SS

5
SS

Tangible Outcome & T. feedback/peer

feedback:
Activity 3:
Write your own narrative
about your favorite trip

3.1 Pre-Stage:
Take 2 minutes to think about the best
vacation youve ever had. I want you
SS
to take notes about this vacation on
this piece of paper.
3.2. During Stage:

Transition to Wrap-Up:
___________________

T brings up power point slide with

instructions.

T-SS

I want you to write at least 8

sentences about your vacation.
Remember to try and use the grammar
points we studied in units 1-3. You
have about 15 minutes to complete
your narrative.
T gives SS time to write their
narratives.

SS

15-20

Now I want everyone to pick a

partner and share your narratives with
that partner.
After youve listened to your
partners vacations, make 3 questions
to ask your partner about their
vacation. If you can, try to include
question tags in these questions
10-15
SS talk in pairs

3.3 Post-Stage:
T brings class together and nominates
SS and asks them to share what they
hear from their partners. T writes
down errors on the board for class to
go over together

SS-SS

SS-T

10

Tangible Outcome & T. feedback/peer

feedback:
Wrap-up

Lesson Evaluation Procedures:

T asks SS if they have any lingering
questions.
T assigns homework.

Materials:
Power point slides, Writing worksheet, whiteboard, markers
Anticipated Problems & Suggested Solutions:
Students may need more than 15 minutes to write their narratives.
o If so, more time can be allotted for students to complete their writing.
Students may reach a roadblock by trying to force themselves to use specific
grammar points from the textbook.
o T will let SS know that they are encouraged to use the grammar structures
when appropriate but its okay to not use them.