85 Esl Grammar Lesson Plans

By Grant Panter

Grant Panter grew up in England and went to Canada as a young man, where, while managing a store, a customer recommended that he consider teaching English as a Second Language in Toronto. After many years at George Brown College he was asked to evaluate student teachers and found, that although they had theoretical knowledge, they were not able to prepare clear, understandable lesson plans and he resolved to remedy that with this book. He taught students from all over the world for 27 joyful years and, now retired, lives aboard his boat in the summer and travels to South America in the winter.

This book contains 85 complete English grammar lesson plans that cover all the essential English grammar.

Are you a new teacher, perhaps going abroad?

Are you a substitute teacher who is given a class at short notice?

Are you a non-native speaker who needs help to explain grammar?

Are you a more experienced teacher who doesn’t want to prepare lessons anymore?

If the answer to any of these questions is yes, then this is the book that you have been looking for.

The methodology is simple and effective.

1. Written lesson plan...(for blackboard)

2. How to teach each lesson

3. Oral practice drills for each lesson

4. Homework suggestions

5. Daily review

In addition, there are Oral Verb Drills and Written Verb Review exercises.

This book, for teachers, can be used to teach beginner, intermediate and advanced students.

• Language: English
• Publisher: AuthorHouse
• Release date: Jan 29, 2009
• ISBN: 9781467051637

Book preview

thorHouse™

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Phone: [phone]

© 2009 Grant Panter. All Rights Reserved.

No part of this book may be reproduced, stored in a retrieval system, or transmitted by any means without the written permission of the author.

First published by AuthorHouse 1/26/2009

ISBN: 978-1-4389-2528-8 (sc)

ISBN: 978-1-4670-5163-7 (ebook)

TABLE OF CONTENTS

Acknowledgements

About This Book

Lesson Plan 1 - Alphabet (Numbers, Days, Months, Seasons)

Lesson Plan 2 - To Be

Lesson Plan 3 - Present Continuous

Lesson Plan 4 - Present Habitual

Lesson Plan 5 - Vowels

Lesson Plan 6 - Possessive Adjectives

Lesson Plan 7 - To Be (Past)

Lesson Plan 8 - Time

Lesson Plan 9 - Possessive Pronouns

Lesson Plan 10 - There Is, There Are

Lesson Plan 11 - Locative Phrases

Lesson Plan 12 - Adjective Sequence

Lesson Plan 13 - Word Order

Lesson Plan 14 - Present Habitual (WH Questions)

Lesson Plan 15 - Present Continuous (WH Questions)

Lesson Plan 16 - Past of To Be (WH Questions)

Lesson Plan 17 - Now - Everyday - Past of to Be

Lesson Plan 18 - Past Tense - Regular Verbs

Lesson Plan 19 - Reflexive Pronouns

Lesson Plan 20 - Comparative

Lesson Plan 21 - Superlative

Lesson Plan 22 - How Much, How Many

Lesson Plan 23 - Past (Irregular)

Lesson Plan 24 - Non-Action Verbs

Lesson Plan 25 - Adverbs and Adjectives

Lesson Plan 26 - Want (Non-action verb)

Lesson Plan 27 - Want + To + Infinitive

Lesson Plan 28 - Can (Ability)

Lesson Plan 29 - Why - Because + Too

Lesson Plan 30 - Direct and Indirect Objects

Lesson Plan 31 - Frequency Adverbs

Lesson Plan 32 - Why? In Order To - To - For

Lesson Plan 33 - Could and Would (Polite Request)

Lesson Plan 34 - May and Can (Permission)

Lesson Plan 35 - Future (Will)

Lesson Plan 36 - Future (Going To)

Lesson Plan 37 - Must

Lesson Plan 38 - Comparative (More, Less)

Lesson Plan 39 - Superlative

Lesson Plan 40 - Present Perfect (with Since and For)

Lesson Plan 41 - Should (Present)

Lesson Plan 42 - During and While

Lesson Plan 43 - Present Perfect (Ever, Never, Once, Twice, etc.)

Lesson Plan 44 - Should (Past)

Lesson Plan 45 - Had Better

Lesson Plan 46 - Verb + Gerund or Infinitive

Lesson Plan 47 - Ought To (Present)

Lesson Plan 48 - Have (Has) + To

Lesson Plan 49 - Meanings of Get

Lesson Plan 50 - Have (Has Got) = Possession

Lesson Plan 51 - Anyone, No One, etc.

Lesson Plan 52 - Had To

Lesson Plan 53 - Present Perfect Continuous

Lesson Plan 54 - Have Got to = Must

Lesson Plan 55 - Present Perfect (Yet, Already)

Lesson Plan 56 - Past Perfect

Lesson Plan 57 - Present Perfect

Lesson Plan 58 - Wish (Imagination - Not Real)

Lesson Plan 59 - Wish (Past - Not Possible)

Lesson Plan 60 - Hope

Lesson Plan 61 - Indirect Questions

Lesson Plan 62 - As Far As, Until, Till

Lesson Plan 63 - Relative Pronouns

Lesson Plan 64 - Relative Pronouns

Lesson Plan 65 - Relative Pronouns

Lesson Plan 66 - Relative Pronoun (Whose)

Lesson Plan 67 - In Spite of, Despite, Although

Lesson Plan 68 - Must (Deduction)

Lesson Plan 69 - Might, May (Possibility)

Lesson Plan 70 - Too, Very

Lesson Plan 71 - Conditional

Lesson Plan 72 - Demand (Suggest)

Lesson Plan 73 - Question Tags

Lesson Plan 74 - So …. That, Such …. That

Lesson Plan 75 - Passive

Lesson Plan 76 - Suppose

Lesson Plan 77 - Use(d) To

Lesson Plan 78 - Have and Get (Causative)

Lesson Plan 79 - Copula Verbs

Lesson Plan 80 - Continuous Tenses

Lesson Plan 81 - Indirect Speech

Lesson Plan 82 - Indirect Commands

Lesson Plan 83 - Sense Perception Verbs

Lesson Plan 84 - Could (Was, Were, Able)

Lesson Plan 85 - What …. For?

SUPPLEMENTAL MATERIAL

Regular Verbs

Irregular Verbs, with Past Tense

Irregular Verbs, with Past Tense and Past Participle

Oral Verb Drills

Clocks

ACKNOWLEDGEMENTS

I would like to thank my wonderful daughters, Claire Martineau and Susan Panter, for their support and encouragement while writing this book; Linda Goodman for her sterling work on the original draft; my colleague and friend, Frank Joy (1929-2007), for his invaluable input; the friendly and efficient service of Jama St. John (www.gulfcoastos.com) in Georgia for typing; and Freya Godard of Toronto ([e-mail]) for copy editing.

Grant Panter

Outer Harbour Marina

Toronto, Canada

October 2008

To order this book go to www.esl-lessonplans.com. Worldwide distribution available.

ABOUT THIS BOOK

I taught ESL to immigrants at George Brown College in Toronto for 27 years, and this teachers’ book is the result of refining a methodology which proved very effective. At the risk of sounding immodest, I can report that I received very favourable feedback from the students.

I would like to state here that grammar is the framework of any language and, most importantly, verbs and verb tenses are the core of the grammar. Therefore, grammar and verb tenses is where most of your teaching should be directed.

You can tell your students that if they can reproduce, orally, the grammar presented here, they will speak English very well, and that is the truth.

The method is simple and effective. Each lesson consists of the following elements:

1. Written Lesson Plan

2. How to Teach

3. Oral Practice

4. Written Homework

5. Daily Review

N.B. Please ensure the students have three notebooks. One for grammar lessons, one for homework, and one for new vocabulary.

WRITTEN LESSON PLAN

This is simply the lesson plan to be written on the board and copied in their grammar books at the start of each lesson.

HOW TO TEACH

I explain how to teach a particular grammatical point.

Since we teach in a foreign language the delivery must be slow, and the vocabulary easy to understand. You should repeat any key points, and speak clearly. It’s important that students listen to your explanation and not write, so as to have their undivided attention. Do ask if there are any questions and be prepared to repeat the explanation if necessary.

You may have taught the lesson, but your mission is only complete when they understand and can reproduce it orally, and in writing. In other words, you will probably have to re-teach the lesson many times, especially when correcting homework or practising orally.

Please note that the grammar explanations are not taken from a grammar book, but expressed in simple English that the students can understand.

ORAL PRACTICE

I have given oral practice exercises with almost all of the lessons. This is tremendously important for reinforcing a particular grammatical point.

Make sure you include all students and start with the stronger students, as this enables the weaker students to hear the correct responses and build their confidence. If the class is fully alert, you can ask the students to respond sequentially since this eliminates having to remember who has responded but immediately you see the attention of some students wandering, ask those students to respond. This makes sure everyone is fully participating. Do switch between a sequential and random form of oral practice.

Controlled oral practice, mostly in the question and answer format, is highly beneficial because the students are practising perfect English. If grammatical errors are allowed at this stage, they quickly become ingrained and it’s almost impossible to correct them later.

Practise until the responses are smooth and error-free. Remember, this question- and-answer format incorporates both speaking and listening. Unless you have lots of extra time, I do not recommend putting the students in groups. This is not teaching them to speak, but merely giving them an opportunity to speak, and my students said they didn’t want to talk to their classmates but wanted to talk to the teacher and have any mistakes instantly corrected. The question-and-answer method achieves this objective.

WRITTEN HOMEWORK

The teacher must assign homework every evening. The assignment will obviously be related to the lesson, but, in addition, verb reviews should be included. I can’t stress enough how important it is to review verb tenses until they are thoroughly mastered. After all, every sentence contains a verb.

Correct the homework at the start of each lesson. Ask the students to write their answers on the board, but make sure that other students don’t try to correct their answers until all answers are written. At this point the teacher may ask questions to probe their understanding of a particular grammatical point and re-teach it if it isn’t understood or has been forgotten.

I would like to recommend the following books as a resource for written homework.

1) New Edition, Graded Exercises in English, Prentice-Hall, Inc., Englewood Cliffs, NJ 07632; Robert J. Dixson;

2) Tests and Drills in English Grammar.

Search on the Internet for these titles. Online and other sites are able to mail the books worldwide.

DAILY REVIEW

At the beginning of each lesson I have indicated that the previous lesson, or lessons, should be reviewed orally and the homework corrected. Sometimes, on the oral review, you can go over all the previous lessons so that the students are constantly reminded - it’s so easy for them to forget!

I have devoted a section to oral review of verb tenses, (affirmative, question and negative). These should be practised daily. If you don’t have access to a language laboratory you can practise in the classroom. I suggest a total of about 45 minutes a day. It’s a tremendous confidence booster if students can give you a verb in all tenses and in the question and negative. If a language lab is not available, I suggest oral verb drills be split into three, 10 or 15 minute sessions.

Use a regular and an irregular verb list (found in Supplemental Material, Page 293) to make up short, simple sentences for daily oral verb review.

N.B. The section devoted to oral review of verb tenses in the supplemental material can be used as a format for written verb exercises too.

To order this book go to www.esl-lessonplans.com. Worldwide distribution available.

LESSON PLAN 1 - ALPHABET

ON BOARD - Students copy the following into their grammar notebooks.

A. ALPHABET

A B C D E F G

H I J K L M N O P

Q R S T U V

W X Y Z

B. NUMBERS - CARDINAL

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

30 40 50 60 70 80 90 100

1000 100,000

C. DAYS OF THE WEEK

Monday Tuesday Wednesday Thursday Friday Saturday Sunday

D. MONTHS OF THE YEAR

January February March April May June July August September October November December

E. SEASONS OF THE YEAR

Spring Summer Autumn (Fall) Winter

F. SINGULAR (one) Demonstrative Pronouns

(near) (far)

What is this/that?

It’s a(n) ___ .

Is it a(n) ___ ?

Pronunciation

Yes, it is (Yes i tiz)

No, it isn’t (No i tizunt)

G. PLURAL (2 or more) Demonstrative Pronouns

(near) (far)

What are these/those?

They are.

Are they?

Yes, they are. No, they aren’t.

HOW TO TEACH

ALPHABET

• Repeat the alphabet clearly and slowly one line at a time.

• Ask each student to say the alphabet.

• For the students who don’t know the alphabet take their names, ask them to learn it at home and test them the next day.

NUMBERS - DAYS - MONTHS - SEASONS

• Repeat the above clearly and slowly one line at a time.

• Ask each student to repeat.

• For the students who don’t know, take their names, ask them to learn at home and test them the next day.

N.B. For the stronger students you can ask them to repeat all the above items and if they can, you then insist on perfect pronunciation. E.g., many students mispronounce April and August among others.

N.B. When teaching a new item:

• Write lesson plan on board.

• Ask them to copy into their grammar notebooks.

• Only begin your explanation when they have finished writing and you have their undivided attention.

• Please print your lesson plans. It’s clearer than cursive writing, which many students find difficult to read.

(near) (far)

SINGULAR What’s this/that?

• Explain singular and near and far.

• Ask what’s this/that using objects in the classroom and parts of the body. This is an excellent way of building vocabulary and their verbal skills, which gives them confidence. Always ask students individually. For the stronger students ask more questions at a slightly faster pace. For the weaker students ask fewer questions at a slower pace.

N.B. Don’t use nouns beginning with a vowel yet until you teach Lesson Plan 5. (near) (far)

PLURAL What are these/those, etc.

• Explain plural and repeat explanation of near and far.

• Ask what are these/those using objects in the classroom and parts of the body. See advice above.

• Write vocabulary used on blackboard. To be written in their vocabulary books.

LESSON PLAN 2 - TO BE

N.B. First, review orally Lesson 1. Especially ask those students whose names you wrote. Cross off the names of students who have learned the

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