Grammar minilessonintro


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Here is the PowerPoint that introduces my lesson executed in the video clip (link at the end).

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Grammar minilessonintro

  1. 1. There is/There are There isn’t/There aren’tThis PowerPoint is an explanation of the methodology and flow of the lesson that you can view by clicking on the link at the end. Patrick Heusner Grammar Mini-Lesson ESL-502 Wilkes University
  2. 2. Lesson Objectives• Given the specificity of the grammar point (there is/are; there isn’t; aren’t) I wanted to address speaking, listening and writing.• The specific objectives, therefore, are for the student to – Orally describe the presence of familiar vocabulary using the there is/are structure correctly in terms of number (‘There is (a)’ for singular objects, ‘There are’ for multiple countable objects; ‘There aren’t’ for indicating a lack of a certain countable object) – Listen to and distinguish between singular and plural descriptions that use the there is/are structure. – Produce written description of his own drawing using the there is/are structure correctly in terms of number.
  3. 3. Lesson Flow• Activity I (ORAL PRODUCTION): The video begins after Activity I has begun, where the student is describing the presence of farm animals on a pre-drawn ‘farm.’ He is coached to use one correct form “I see…” in favor of the newer form, “There is/There are/There aren’t.”• Activity Ii (LISTENING COMPREHENSION): After practicing this structure in oral production, the student is then cued to determine which farm is being referred to based on the oral description he hears. For example, when the teacher says “There are pigs,” the student must recognize “There are” indicates that the farm does have pigs (as opposed to “There aren’t”) and there must be more than one pig on this farm. This is turned into a game.
  4. 4. • Lesson Flow (continued) Activity III(WRITTEN PRODUCTION): At the conclusion of the game, the student is coached in writing accurate examples of each of the structures: There is, There are, There aren’t, so that he can use them later on his own final ‘annotated drawing.’ (For example, this student, for there aren’t, wrote “There aren’t any Patricks ”) *Note: there isn’t was saved for a later lesson when students can more readily understand the difference between ‘countable’ and ‘uncountable’ objects/ideas. This can easily be added for ELL learners who are ready for this distinction.• Activity IV (ANNOTATED DRAWING): The video does not show the student’s final product, displayed below. This was also used a formative assessment of his understanding, as his written production was unassisted and he was asked spontaneous questions about his drawing, which he answered using the there is/there are/there aren’t structure.
  5. 5. Video• Disclaimer : Due to issues with internet connections in Bogotá, the video had to be clipped repeatedly in order to upload it to YouTube; as a result, it begins after the introduction and cuts off during Activity III (Slide #4).• The video may be accessed by clicking on the link below: P0