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 NH Adult EducationEarn & Learn Lesson Plan TemplateSpring 2018Lesson Title:Flipped Classroom - Verb Tense ReviewUnit Title:EFL Level:ESL Level 6+Length of Lesson in # of Hours: 0.5-1 at home and 3 or more in class # of Classes: 1 or 2 (plus prior viewing time out of class)PLANNING for DESIRED RESULTSLearner Outcome/ObjectivesBy the end of this lesson, students will be able to:form and identify the 12 verb tensesidentify time indicators/”clue” words that help determine when to use specific verb tensesidentify differences in meaning of example sentences when different tenses are useduse the most common verb tenses correctly in example sentencesCCRS Level-Specific Standard(s) that Support and Align with Lesson Objective: CCR Language Anchor 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Level CCCR Anchor 2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. Level BAssessment:Learn English Feel Good linksSentence matching cardsIndependent practice worksheetMaterials and Preparation Activities:If you want to have students post comments or questions before class, you will need to set up a class communication tool like Bloomz, Google Classroom, or a Facebook group. You could have students post comments or questions via a group email or text message.Homework directions for watching the videoHome healthcare job applicationSentence matching cardsVerb Tense Review worksheet for independent practiceANTICIPATORY SETThroughout the class period before students watch the video, point out examples of different verb tenses. Make note of how many tenses were used during the class. Discuss how learning the verb tenses is probably one of the most difficult things to do in English. Tell the students that you have a way for them to learn all of the tenses in only 30 minutes! After the doing their homework, they will be verb tense experts! (not really, but they will have a better handle on them and will have a reference that they can continually go back to)ACTIVITIES for TEACHING THE LESSONStep by Step DirectionsThis lesson is meant to be done as a review after having discussed and practiced most of the verb tenses.During the class in which you will assign the video homework, point out instances of different verb tenses being used. Discuss how verb tenses indicate time and how using different verb tenses can creates different meanings. For example, “When it started snowing, she was driving home from the store” vs. “When it started snowing, she drove home from the store.”At the end of class, go over the homework directions. Discuss the use of the simple (present, past, and future) and present perfect tenses that are in the directions.At the beginning of the next class, determine if everyone watched the video at home. If there are students who didn’t, you can have them watch the video while the other students work on a different activity, or you can just have them do the verb practice activities without having watched the video.Tell students that today in class they will be doing some activities to review the verb tenses, with a focus on the most common tenses. Distribute and discuss the verb tense review chart.In small groups or partners, have students complete the Learn English Feel Good exercises. students that you are going to look at verb tenses in the context of a job application. Hand out the Homecare job application and have students find examples of different verb tenses. what they find. Then focus on present perfect and simple past. Discuss how these are often confusing for students. Use examples from the application to discuss how each tense is used.In small groups or partners, have students use the sentence matching cards to practice the verb tenses. As students work, go around the room to help point out how to use their chart to help and how to determine if their sentences make sense.Ways to Use the CardsMatch all 36 sentences at once (very difficult). Then categorize the sentences by past, present, future or simple, progressive, perfect, and perfect progressive.Focus on one or a couple of types of tenses at a time. (past, present, future or simple, progressive, perfect, and perfect progressive)Use the most difficult sentences as a way to pair up students. Give some students the first part of the sentence and other students the last part. Have them find their partner by matching their parts. Then discuss these sentences, and have students take those sentences out of their sentence card sets.Assign the Verb Tense Review as homework or individual in class work. When finished, go over the correct answers (some sentences have multiple possibilities) pointing out clue words and differences in meaning when appropriate.Integration of Technology:YouTube video to be watched outside of classCommenting on class website or group emailLearn English Feel Good exercisesSPIapplicable to all sectorsContextualized Instruction:Use the HW directions to discuss different verb tenses in context.Use home healthcare application to discuss present perfect tense vs simple pastWorkforce Preparation:This lesson addresses effective communication skills. Students also need to use critical thinking skills to determine when to use each verb tense.Essential Components of Reading:Students will improve their reading comprehension through their improved understanding of verb tenses of how each tense indicates time.Other Notes: This lesson can be used as a review at the end of the year or grammar unit. It can also be used as introduction to verb tenses. If used as introduction, each verb tense would be practiced over several classes, and the initial video would be referred back to as each tense is covered.The sentence matching cards are meant to be printed on cardstock and cut at the space between the sentence parts.CLOSUREReiterate that learning the verb tenses is one of the most difficult parts of learning English and that it will probably take a lot of time to be able to use them all correctly. It’s ok if the students still feel some confusion. The idea behind this lesson is to review and to practice so that they can continue to notice and build further understanding of the verb tenses when they hear or read them in different contexts. Also point out that it is not important that students can name the tenses. It’s just important that they can understand what they mean and can use them correctly so as not to cause confusion. INDEPENDENT PRACTICEWebsites for more practice at home or in class: Feedback:Most students liked watching the video at home and having time to practice in class. A few students verbally mentioned that they liked the video so much that they decided to watch other videos in the series. They also found the topic to be very useful. However, there were a couple of students who mentioned that the flipped style can be difficult for some students because they don’t have much time to do work at home. Here is a sampling of their written comments:“Yes I liked this learning method. It was helpful. We were somehow much more prepare for class than before. It was much easier cause we were able to know what we are going to do in next class.”“I liked this lesson because we need to know more grammar that’s will be improve our English, and we loved practice in home.”“I like this kind of lesson because in my opinion we have more practice activity in the class. Also I think that it is very important to be able to speak using correct form of tenses. But this way of studying might be difficult for students who short of time or has problem with discipline.”“I liked this lesson because I have the information from home in class just practice this in class. We bring up all doubt in the classroom.”“I would like to study at school because I didn’t have time to study at home.”“I liked it by reading it in home and again learning in class by teacher teaching many examples and workouts.”Instructor Reflection:Reflect on the lesson by answering the following questions:What, beyond incidentals, stood out for you about the lesson? Why did this stand out?I was worried that most students wouldn’t watch the video, so I sent out a reminder, and I asked students to comment on our Bloomz site so that I would know about how many students watched it. Most of the students watched the video, but only a few posted a comment. This stood out because it made me realize that I hadn’t ever really done a lesson on how important it is to follow directions completely.In what ways did you see students make progress? How did you know they made progress?Students were able to point out clue words to help determine which tense to use in example sentences. I also did the sentence matching exercise twice (on different days with different people in their groups), and the students were able to match the sentences much more quickly and could explain why their sentences made sense.What can you learn about the effectiveness of the lesson from the students’ work?The lesson was effective in that it was an end of the year review. Students’ work showed that they could use the most common verb tenses correctly, but they still had difficulty with the tenses that aren’t as often used. Students were able to refer to their chart to help with completing the different activities and said that they felt more confident with the verb tenses after watching the video and completing the in-class activities. What do the results of student reflection reveal about the class or lesson?Overall, students liked the topic and having a video that they could refer back to. They also liked explicitly reviewing the topic of verb tenses.Based on your responses above, if you taught this lesson again, what would you do differently, and why? What do you hope those changes would accomplish?I wouldn’t have students do the sentence matching activity with all 36 sentences at once the first time they do it. I would probably have them start by only giving them only one set of 12 at a time (all the present tenses, then the past, then the future). Then, I’d give them the sentences again and try to do all of them at once.Name:Lien HarrisCenter:Dover Adult Learning CenterEmail: l.harris@By submitting this Lesson Plan to the NH Bureau of Adult Education, you agree to it being published and distributed for other adult educators to use. ................
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