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Northwestern Connecticut Community College/Adult Education:
Technology-facilitated Lesson Plan (Two-Word Verbs)*
Teacher:
Sandra Haas
Class/Level:
ESL, Low-Intermediate
Lesson Duration:
1.5 hours
Objectives (Learning Goals):
Casas #
0.1.2 Identify or use appropriate language for informational purposes.
0.1.3 Identify or use appropriate language to influence or persuade.
1.7.5 Interpret information to obtain repairs.
1.9.6 Interpret information related to automobile maintenance.
4.5.7 Demonstrate ability to identify and resolve problems with
machines
and to follow proper maintenance procedures.
Rationale:
- Reading
- Writing
- Math
- Other: grammar
Technologies Used:
- SmartBoard
- LCD Projector
- MS PowerPoint
Other Materials:
Workplace Plus: Living and Working in English
2, Joan Saslow, published by Longman.
Learning and Teaching Activities:
Presentation: Review two-word verbs on page
31. Elicit other two-word verbs from the class. Project PPT slide
show on SMART Board. Show Slide 1. Read the list of two-word verbs.
Students listen and repeat. Convey meanings of unfamiliar words.
Show Slide 2. Review one-word verbs and the use of object pronouns.
Examples use language relating specifically to the unit theme,
“My Equipment and Machines”. Use Smartboard markers
to identify verbs and to relate object nouns and pronouns. Show
Slide 3, focusing on two-word verbs with these words: up/down,
in/out, on/off, aside, away, back, over. Explain general rules
for the placement of direct object nouns and pronouns. Show Slide
4 containing other examples. Students listen and repeat.
Practice: Return to Slide 3, General Rules.
Students open book to page 34. Students work individually. Circulate
and provide assistance as needed. Have student volunteers read
their answers.
Application/Transfer (Assessment): Have students
close books. Return to Slide 1. Have students choose at least
three two-word verbs from the list and write sentences. Students
take turns reading their sentences.
Evaluation of Learning:
Informal student feedback indicates students
appreciate a structured PPT slide show grammar presentation. This
form of presentation eliminates many of the difficulties individual
students have in following a textbook presentation. Students are
better able to follow the presentation, and the instructor is
better able to gauge their understanding of it.
Comments:
A well-prepared slide show provides for a very
smooth, focused, and understandable grammar presentation. The
ability to overlay colored markings is especially helpful.
*from Technology
Implementation — End-of-Year Report as of June 30, 2003, compiled
by Denise Linden, Director
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