Creating Lesson Plan about possessive pronouns in English for ESL/EFL Arab students
Budget: $15 – $25 USD
Your lesson plan must be written on the provided template, and it must include the following:
• Topic (use a formal-ish name; e.g., “adjective placement in noun phrase”)
• Key vocab/grammar (less formal description/example/skeleton; e.g., “adj. + N”, “There is a(n) adj. N in the
picture”; list key vocabulary, if any)
• Objectives/Outcomes (What will students be able to do by the end of the lesson? Avoid objectives that merely
restate the grammar point (e.g., “SWBAT place adjectives in front of nouns correctly”); instead, prefer objectives
that focus on the application of the grammar point (e.g., “SWBAT describe items in the classroom using the
correct adj. + N order”))
• Anticipated problems (including those arising from negative transfer) and solutions (which will often be incorporated into the lesson itself)
• Materials (attach a copy of any worksheets/handouts you will use)
• Scaffolded instruction that includes:
– modeling (demonstrate how to use the grammar point; demonstrate how to do an activity)
– guided practice (practice the grammar point/activity together with the class to ensure understanding)
– independent (individual/group) practice
• Practice involving each of the four main areas of language:
– listening
– speaking
– reading
– writing
(note that many activities can target more than one of these areas at a time)
• Assessment/Evaluation (this can occur during or after practice, and it can be formal or informal)
• Topic (use a formal-ish name; e.g., “adjective placement in noun phrase”)
• Key vocab/grammar (less formal description/example/skeleton; e.g., “adj. + N”, “There is a(n) adj. N in the
picture”; list key vocabulary, if any)
• Objectives/Outcomes (What will students be able to do by the end of the lesson? Avoid objectives that merely
restate the grammar point (e.g., “SWBAT place adjectives in front of nouns correctly”); instead, prefer objectives
that focus on the application of the grammar point (e.g., “SWBAT describe items in the classroom using the
correct adj. + N order”))
• Anticipated problems (including those arising from negative transfer) and solutions (which will often be incorporated into the lesson itself)
• Materials (attach a copy of any worksheets/handouts you will use)
• Scaffolded instruction that includes:
– modeling (demonstrate how to use the grammar point; demonstrate how to do an activity)
– guided practice (practice the grammar point/activity together with the class to ensure understanding)
– independent (individual/group) practice
• Practice involving each of the four main areas of language:
– listening
– speaking
– reading
– writing
(note that many activities can target more than one of these areas at a time)
• Assessment/Evaluation (this can occur during or after practice, and it can be formal or informal)