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45 Comments

hespa001 · June 6, 2019 at 10:59 pm

Ask students to create simple sentences using a substitution table. For those who complete the task quickly and correctly grasp the structure, push them by giving them a new scaffold for complex/compound sentences. If students are struggling with the substitution table, give them some vocabulary which they can then use to make sentences in the table. Ask students to share their sentences at the end to assess how well the students have grasped the sentence structure. If students are working well, ask them to make more complex sentences or, if they found this task easy, make sentences without using the substitution table.

jackmainwaring · June 9, 2019 at 7:53 pm

This is an example learning cycle to introduce the complex sentence structure using the theme of travel.

1. Teacher starts the lesson by introducing a couple of example complex sentences with an independent and dependent clause (e.g. Jack went to France because he wanted to go skiing).
2. The teacher then introduces a substitution table to the class, with the form ‘Name__Place, because __’
3. The students then use this template to construct their own sentences. It would be good to ask the students to use a mixture of tenses during the activity as well, for extra grammar practice. The teacher should encourage the use of different synonyms, such as ‘went’, ‘travelled’, ‘visited’.
4. Once students have grasped the use of the substitution table, they should be encouraged to make sentences more complex, such as including a time of travel, multiple reasons for going there etc.

The substitution table is a great way for students to learn and practise different sentence structures, and so would probably be used fairly often. To make sure students don’t start to get bored with the activity, other activities could easily be incorporated for use, together with the substitution tables, to provide some variety between lessons.

Sneha Lala · June 11, 2019 at 9:10 pm

Activity: Students are given five sentences with no grammar and asked to add the grammar in correctly.

Assessment: Teacher assesses whilst going around the class. At the end of the session do peer assessment- teacher not only gives answers but explains them. At the end all eyes closed and teacher asks who’s partner got one right, two right, three right, four right and five right.

Feedback: If many students are struggling, teacher goes through more examples of them as a group using class interaction. Writes a punctuation free sentence on the board and the students as a whole class work to add punctuation in the right places.

jla2g18 · June 13, 2019 at 11:47 am

Students are given pieces of paper with various independent and subordinate clauses. They work in pairs to create one compound and one complex sentence. As a class we then go through each pair’s sentence and add punctuation.

If students struggle with punctuation the teacher will go through the first two sentences, and write the two examples on the board for reference.

Evie Burrows · June 14, 2019 at 5:01 pm

Lesson topic: imaginary worlds (e.g. imaginary futures, or situations)
Sentence structure: conditional sentences
Activity: the ‘conditional stories’ game (form conditional sentences using a verb from a stack of verb cards): students form small groups of 3 to 5. The teacher introduces the game by saying a few example sentences. Students use the traffic light to show if they have understood.
Assessment: listen to groups as they produce sentences. If they appear confused (or if they have red traffic lights), provide scaffolding (e.g. useful vocab, vocab focussed on in the lesson) and run through a few more examples with them. Provide scaffolding for the grammatical structures if necessary.
Feedback: green light students are encouraged to present their funniest sentences to the class!

Patricia-Ioana Sfagau · June 20, 2019 at 4:15 pm

The topic of the lesson would be emotions so students would first learn 5 words describing emotions then for the grammar sentence structure part they will learn the structure “I feel (happy, hungry, tired,…)” and then the structure “How do you feel?”. This way students learn the basic English sentences structure and the question equivalent of it. Additionally they learn to put in practice the newly learned vocabulary items as well.

Patricia-Ioana Sfagau · June 20, 2019 at 4:16 pm

The topic of the lesson would be emotions so students would first learn 5 words describing emotions then for the grammar sentence structure part they will learn the structure “I feel (happy, hungry, tired,…)” and then the structure “How do you feel?”. This way students learn the basic English sentences structure and the question equivalent of it. Additionally they learn to put in practice the newly learned vocabulary items as well.
For feedback students will say their sentence out loud and then ask a classmate therefore the teacher listens and observes.

GeorgiaHarris · June 21, 2019 at 5:35 pm

Have images or objects that represent vocab that has been previously learnt in another class, and arrange them on the desk. Students practice prepositions by asking questions about the objects.
“Where is the apple?”
“The apple is on the desk, next to the banana.”
This can also test the students to recognise the difference between countable and uncountable nouns.
“What is next to the banana?”
“An apple.” vs “The rice.”

To make this even more challenging this can be combined with the memory game to look at the past tense.
“The apple is missing, it was next to the banana.”

This activity can be done as a class or in groups depending on the class size. The teacher can circulate, observing the different groups and prompting where necessary. Groups can be mixed up by the teacher if some are particularly struggling.

ear42 · June 23, 2019 at 6:05 pm

Topic: Hobbies. Sentence structures: ‘I like baking in the kitchen with my sister’ ‘I enjoy going to the theme park because the rides are really fast’ ‘In my spare time, I read exciting adventure books’. In one lesson I would focus on two or three sentence structures.
Activity: Substitution table. Having gone through examples of some complex sentences as a class, each student would be given a worksheet where they have to fill in the gaps of a sentence this could focus on verbs, adjectives and connectives. This could be turned into a team game where one person from each team is required to go up to the front of the call to pick up a card with a word on it, then take it back to the team and place it in the correct slot before going back to pick up another card. The group that completes the task first wins.
Assessment: The teacher can visibly see how the group are progressing. At the end of the task the teams can compare answers to see if they put the words in the correct places
Feedback: If the students are struggling with the activity, then an easier task would be to match the start of the sentence to the end. If students are finding it too easy then unscrambling sentences could be an extension activity or students could come up with their own sentences and share them with the class.

Emma Walsh · June 23, 2019 at 9:00 pm

This short learning cycle if for introducing complex sentences in a lesson focused on hobbies. The activity is a sentence jigsaw with pieces of paper with different independent clauses, full stops, and the conjunctive ‘and’. In pairs, students can make simple sentences and compound sentences describing what hobbies people like to do. Then, they can be asked to try to make complex sentences, by being given new jigsaw pieces with connectives such as ‘because’ and ‘to’, and new subordinate clauses. The teacher can walk around the class and observe how students are doing, help those that are struggling and push those who are doing well to think of some of their own complex sentences describing their own interests.

Lizzie Avery · June 24, 2019 at 1:24 pm

Level: beginners. Lesson topic: travelling. Activity: substitution table. Sentence structure: compound sentences.

Activity: In pairs, students are given a substitution table focused on using the conditional tense in compound sentences to express where they would or would not like to go. The first column would include: ‘I would like,’ and ‘I would not like,’ ‘I would love,’ and ‘I would hate.’ The second column would include verbs such as to go to, to visit, to travel to etc. The third column would have the names of countries, cities or places. The next column (introducing the next independent clause to make it a compound sentence) would have a list of conjunctions (such as and, but, however, on the other hand etc) followed by the same columns previously mentioned prior to the conjunction column (in the same order). Taking it in turns, students must form compound sentences using this scaffold and tell them to their partner, who listens and replies with their own. This therefore practices reading, speaking and listening skills as well as grammar.

Assessment: The teacher walks around the classroom observing and listening as the activity is taking place. If he/she sees students finding the task easy he/she could push and challenge them by asking them questions such as: ‘how much would you like to go there?’, ‘why would you like to go there?’, ‘who would you go with?’ etc. It may be useful to have differentiated substitution tables for more advanced learners, for example ones including adverbs (e.g. I would really like to, I would quite like to etc.). At the end of the activity, students should stick a post it note of one example sentence they made and place it on the board.

Feedback: Teacher goes over the example sentences students have posted to the board, correcting any errors, explaining where necessary. This is good since post its are anonymous so students should not feel embarrassed or singled out.

Leandra Thomson · June 25, 2019 at 5:24 pm

Through this learning cycle, students will learn the proper sentence structure to compare/contrast two nouns. The teacher will hand out a gap fill activity with mock sentences. The sentences provide different nouns for each sentence, but leaves the adjective up to the students. For example, “Antarctica is _(ex. cold)_er than Asia.” Through this, students are able use adjectives they have learned and apply them while also learning the sentence structure to compare/contrast. The teacher will walk around and see where students are at with the activity and if there are any questions. If the teacher finds some students are struggling, they can go over and explain the answers as a class. This way, students who understand the activity can also gain practice giving an explanation as to why the answers are the way they are. If all students do well with the activity, the teacher can give a few topics (ex. animals, food, etc.) and have students write their own sentence for each. This way, students can use the sentence structure they have just learned and use it to create their own sentences.

mifei99 · June 25, 2019 at 11:10 pm

Alibi game for questioning superhero villains.
Activity: Two students of different abilities are paired together to help each other come up with alibis. This activity will help students practice using the past simple and past continuous tenses.
Assessment: Students are mixed into larger groups and the students have to defend their alibi. The teacher listens into these group conversations, asks their own questions and can give prompts.
Feedback: go over common mistakes as a class. Encourage a variety of students of different abilities to perform their alibis publicly and give each student feedback in the form of ‘what went well’ and ‘even better if’

Andrés López Schrader · June 26, 2019 at 9:30 am

Substitution table for comparatives and superlatives
Activity: 2 truths and a lie with substitution table. Example sentence is Trains are faster than bicycles, with the mold being X is/are Y than Z. In groups, students come up with 2 truths and a lie about seasons and transportation.
Assessment: After the table is ready, students present their sentences to the rest of their group. It is everyone else’s job to figure out which is the lie.
Feedback: The teacher listens to the sentences and can repeat the sentence with proper grammar and pronunciation if students need improvement.

jsm89 · June 26, 2019 at 12:26 pm

Activity:
Students are given a set of cards, with one word or punctuation mark each, and their task is to form coherent sentences of increasing complexity.
Assessment:
When they have formed a simple sentence, they should read it out to me, and I will assess the sentence for correctness and complexity.
Feedback:
I will let them know how I feel about the sentence, and whether they should progress to try a more difficult sentence, maybe suggesting a particular structure if they cannot think of anything else.

juliazlot · June 26, 2019 at 2:21 pm

Sentence scramble – SVO sentence structure under the topic of summer holidays.

Activity: the class would be divided into groups, each of which would be given a number of cut up sentences based around the topic of summer holidays, which they would need to rearranged following the subject-verb-object sentence structure. Each group would also be asked to come up with their own sentence which they would write on a post-it and stick on the board.

Assessment: during the activity, I would walk around the groups to see how they are getting on and offer help as necessary.

Feedback: we would go through all of the sentences as a class and make corrections where necessary. I would then read out all of the sentences on the board, correcting any errors and give a small prize to the team which came up with the best sentence.

Stephen Grech · June 26, 2019 at 7:22 pm

The students will play ‘alibi’ to practice the past simple and past continuous tenses with the theme of being accused of committing a classroom related crime (stealing a pen, writing on the walls, talking in class). I will give them feedback on their sentence structures.

louisajc · June 26, 2019 at 9:59 pm

Activity: The teacher will write a sentence on the whiteboard with a gap for the verb. The students will take it in turns to come up to the whiteboard to fill in the missing verb, and have to conjugate it correctly. This will be a timed activity – the class will be split into two teams and the children will race to complete the sentences the most quickly.
Assessment: The teacher will prompt students who are struggling and provide support where necessary.
Feedback: The teacher will revise particular conjugations that were errors or that took more time.

SammyLappage · June 27, 2019 at 12:48 am

Activity= Students are given a short paragraph written in the present tense about a holiday activity e.g. going to the beach. They are asked to rewrite the short paragraph into the past tense.
Assessment= A ball is thrown to one student who reads out the first sentence of the paragraph in the rewritten past tense. They pass the ball to the next person who reads the next sentence of the paragraph also in the past tense. This is continued until the paragraph is completed.
Feedback= The teacher gives verbal feedback after each sentence, praising each student and making any corrections e.g. if they used an incorrect past tense verb.

Ross Moncrieff · June 27, 2019 at 11:31 am

Aim: Students learn how to conjugate verbs in the past and present tense.
Activity: Teacher demonstrates on the board several standard verb conjugations in past and present tense. The students, in pairs, then play “Grammar Jigsaw”, matching stems of words to the correct ending in the past or present tense.
Assessment: Teacher can go round during the activity and see how the students are doing, helping those that are struggling and asking follow up question to the more advanced students.

sk948 · June 27, 2019 at 6:31 pm

1. Presentation on the lottery, what it is etc.
2. Grammar point: If I won the lottery, I would…
3. Get students in pairs to discuss what they would do if they won the lottery – provide dictionaries to help with extra vocabulary, they are practicing grammar here rather than vocabulary.
4. Ask students to feedback to the class what their partner would do if they won the lottery.

angolanta · June 28, 2019 at 8:37 am

Activity: Provide students with a timeline, e.g. “yesterday”, “now”, “tomorrow” and a list of conjugated verbs, e.g. “I played”, “I am playing”, “I will play”. Ask them to stick the verbs to the corresponding part of the timeline. If this is too easy the game can be extended by asking students to form sentences using the time period, conjugated verb and their imagination.

Assessment: Go around the class to check the students’ work. Ask students to share their sentences with the class.

Feedback: The teacher repeats the sentences and corrects any mistake. Example sentences can be written on the board as reference for the next game (e.g. role play to talk about experiences and plans).

caisealbeardow · June 29, 2019 at 9:48 am

Using poetry as the theme for the lesson, complex sentences are introduced through a sentence jigsaw. Pieces of paper/card with different independent clauses, conjunctions, commas and full stops are included. In pairs or threes, students first make simple sentences and then compound ones, with the aim of familiarising themselves with the sentence structure. Then, they are asked to try making complex sentences and provided with extra jigsaw pieces, introducing words such as ‘because’ that allow creation of subordinate clauses. The sentences are made with the view of combining both simple and complex sentences (perhaps around 4 total) into a short poem about a topic of their choice.The teacher walks around the class and observes (using the traffic light system) how the students are doing, providing extra support or challenges accordingly. A few more confident students (green) can be asked to present their poems at the end as examples to the class.

Laura Fantuzzi · June 30, 2019 at 2:52 pm

Topic: hobbies. New sentence structure to learn: I like / I don’t like.
1) Write on the board a table with 3 columns and several rows. The 2 right columns are entitled “ 😊 “ and “ ☹ “. The rows will be dedicated to the hobbies.
2) Present them with pictures of common hobbies in China. For each hobby, ask them who likes them and who does not. Have a student write the number on the board, under the right entries.
3) Then, after they have selected a few hobbies, the teacher adds next to the smileys, “I like …” and “I don’t like …”.
4) Have a few students read them out loud for the class
5) introduce the questions “What do you like to do?”, “What do you not like to do?” and “Do you like …?” and write it on the board for their support
6) Have them go in pairs and ask each other what they like and don’t like.

    Laura Fantuzzi · June 30, 2019 at 2:55 pm

    Assessment is done by going around and listening to the pairs, plus asking some pairs to say their dialogue out loud. The feedback is given in real time, when the teacher goes around the groups.

Gayatri · July 1, 2019 at 3:18 pm

Activity: students divided into groups, and given a scenario that will allow them to practice their different tenses e.g doing an activity in the past, present and future. The students will write out a script of a dialogue, using the correct tenses.

Assessment: the students will perform their dialogues to the class, and the teacher can provide feedback, and correct any mistakes in the sentences used. Peer review can also be done, with other students writing EBI and WWW.

Feedback: given after the performance, or even during the task of writing the dialogue – the teacher can walk around the classroom to give feedback on correct grammar.

RebeccaRM · July 1, 2019 at 3:53 pm

Topic: animals/pets
Activity: students in pairs, with a set of cards with different comparative adjectives (bigger, smaller, faster, slower etc). The teacher puts two animals on the board and the students pick an adjective, and must make a sentence involving them. The first 5 mins involve scaffold sentence from teacher and the class practicing, with thumbs up/down for understanding.
Assessment: Thumbs up/thumbs down for first part, then teacher walks around for second part.
Feedback: If struggling go back to scaffold structure, if easy then introduce more adjectives.

ioanadiac · July 2, 2019 at 2:14 pm

Lesson topic; sightseeing

Learning the conditional sentence structure for zero conditional on the topic of sightseeing. To introduce the new sentence structure, I first need to make sure the students know some key sightseeing vocab so I would introduce key words of attractions such as ‘museum, statue, public square, historical building, church, temple, park.’ I would then explain the components of the zero conditional sentence structure before getting the students to complete a sentence scramble activity where they have to reconstruct sentences in which the word order has been scrambled. To make this activity more difficult, the next level would require the students to conjugate the verbs themselves.

ciaran duncan · July 2, 2019 at 8:53 pm

To get students familiar with complex sentences expressing simultaneous actions I would first, as an interesting hook, challenge them to do two things at once- such as pat their head and rub their tummies or tie their shoelaces and listen to music. They then have to come up with sentences describing what they have done in the style ‘while I did x, I also did why’. I would correct any mistakes and check the students were content before moving on to other sentence structures.

Alec · July 3, 2019 at 11:41 am

Activity: Students are split into groups and given a selection of independent clauses and subordinate clauses and need to order them to make a story. This practices identifying what makes a clause independent or subordinate whilst also practicing reading.
Assessment: Go round the class during the activity correcting mistakes and asking students why they have put the clauses in the order that they have.
Feedback: If students are found to have struggled, I will go over the correct answer and explain why the clauses are either independent or subordinate. I might try a similar task with simpler clauses.

laiq.nagi · July 3, 2019 at 11:26 pm

The lesson could start with an example sentence which is fairly simple, but provides the students with scaffolding for the rest of the lesson. I would then give them substitution tables so that they coulld construct their own sentences. Students that grasp this quickly will be asked to include an extra subordinate clause.

AhmedImam · July 4, 2019 at 2:01 am

A potential lesson to learn more about comparatives and superlatives whilst also reviewing adjectives could be to describe a jungle. First introduce the students to the scenario of looking into a jungle/zoo with a variety of different animals such as lions, elephants etc. Then give them a range of adjectives that could describe animals. The task is then for students to produce lots of comparative and superlative sentences on the animals in the zoo e.g. the lion is scarier than the penguin or the elephant is bigger than the monkey. The difficulty could be increased for the students to use their own adjectives or ask them to provide some reasoning behind their statements e.g. the lion is scarier than the penguin because it has big claws.

lun3rzhu · July 4, 2019 at 6:43 pm

Activity: The students practice on the concept of past, present, and future tenses to describe their daily routines e.g I washed my hair this morning/ I will eat dinner tonight by matching pictures with writing the sentences beneath.

Assessment: The class is divided into groups, where they can role play their daily activities to the correct tense e.g what they did this morning, what they will do this afternoon.

Feedback: Post-its for the teacher to assess the extent of their understanding.

dkatsanos · July 8, 2019 at 12:06 am

The activity would have to do with role playing. The teacher pretends to be an investigator and the students pretend to be civilians in a crime scene. As an investigator, the teacher would ask them questions about what they were doing the previous day and the students would have to formulate sentences in past simple and past continuous. The students would be paired up and would have to come up with a variety of sentences in order to “prove” that they did not commit the crime. As for assessment, the teacher will be going around to each group as they prepare their sentences and mostly correct any mistakes related to the grammar as this is the main focus of the activity. As for feedback, the teacher could potentially write some of the sentences on the board and explain them in more detail and outline the most common mistakes at the end of the lesson. If the students are too young and have a hard time coming up with their own individual sentences, the teacher could use some scaffolding such us fill in the gap exercises.

    dkatsanos · July 8, 2019 at 12:07 am

    such as*

Issy · July 8, 2019 at 3:09 pm

As a extension of the class story activity. Halfway through writing the story the teacher and the class together fill in the punctuation points.The students then write down the last half of the story that the class as written and fill in he appropriate punctuation points. The students then self mark their punctuation. The teacher then asks the students to write down what they didn’t understand and goes through common issues with the class or with individual students.

cbourne · July 8, 2019 at 6:58 pm

Give students a piece of English text with no punctuation at all. Ask students to put in the correct punctuation and start a timer. When the timer goes off, see who has identified the most punctuation points correctly!

keyasajip · July 8, 2019 at 7:37 pm

In a lesson on the topic of family, comparatives and superlatives can be introduced. A learning cycle could consist of an activity in which a list of adjectives are given to the class and in pairs they must discuss the comparative and superlative for each of the adjectives and then come up with a rule for how to structure them into sentences. Irregular comparatives and superlatives could also be introduced. To assess this pairs could be asked to put comparatives and superlatives into sentences to describe their family. For example: ‘My sister is older than me.’ The teacher can ask pairs to share their sentences with the class and if needed, ask students to post-it the irregular comparatives/ superlatives on the board as a reminder for students who are struggling.

Jenni.Visuri · July 9, 2019 at 2:08 pm

Activity: Learning tenses. Students should write some sentences on what they used to do as hobbies as a younger child in the past tense. They should then write some sentences about what they currently do as a hobby in the present tense. They should then write sentences on what they will do as their hobbies in a few years time in the future tense.
Assessment: Get students to read out sentences and other students to hold up cards to say if it is in the past, present or future tense.
Feedback: Give feedback on the students sentences.

ld557 · July 9, 2019 at 9:32 pm

Activity: give students simple sentences related to the topic of emotion e.g ‘Lucy felt sad. She dropped her ice cream.’ and ask them to change these into complex sentences with more detail e.g. ‘Lucy was very sad because she dropped her ice cream’, using newly introduced and existing knowledge of adverbs, adjectives, and conjunctions.
Assessment: listen to and observe students work, before asking a few at random to read aloud the new complex sentences they have created.
Feedback: if the students appear to have a good grasp of creating complex sentences using this scaffolding, perhaps teaching them some new variations on this sentence structure, or move on to clarifying the difference between complex and compound sentences, using materials related to the subject matter. However, if they appear to have struggled, perhaps to an activity or game which revises some simple conjunctions or adjectives and adverbs related to emotion.

philippakirby · July 10, 2019 at 1:00 pm

activity: The grammar topic is impersonal sentence structures. The activity is writing a letter to a friend at home while you are on holiday. The student describes this using impersonal sentence structures such as it started to rain today or it takes 5 hours to get here by train.
assessment: the teacher can go round and see how fluently people appear to be righting, they can stretch students with further questions to develop and expand on their sentences
feedback: if students appear to have struggled activities of consolidation can be used such as drawing small pictures on the board and asking the students to describe them using impersonal sentences. Alternatively the same activity can be adjusted for less confident students by having pre written sentences that need to be matched up to pictures or just put in order.

gskaza · July 11, 2019 at 12:06 am

Sentence scramble on the topic of healthy eating.

Activity: The class would be divided into groups, each of which would be the component words of sentences based around the topic of breakfast foods, which would need to be rearranged in the correct order. Each group would then be asked whether or not each of the sentences represent a healthy eating choice.

Assessment: I would walk around the classroom to make sure the children were doing the task correctly.

Feedback: We would go through all the sentences as a class and correct any mistakes before moving on to having the children write their own healthy eating choices for breakfast and other meals if they wish.

AliceKennedy · July 11, 2019 at 12:29 pm

On interests, likes/dislikes

Activity: Have students answer 8 questions on their likes/interests (what is your favourite food/sport/subject etc). The put students in pairs. Ask them to combine their answers, first with a conjoint word such as “and”, and then by recording the sentence (eg. “we both”). If students find this easy, have them justify their answers (eg. Toby like basketball because he likes running. Jane does not like running so she does not like basketball)

Assessment: Have the groups share with each other. The group listening should try to record what each member of the group presenting answered to the list of questions, and then compare with the actual answers to see if they understood.

Feedback: ask students to share what structures they found difficult to understand. If there is disagreement over whether a sentence was constructed or understood incorrectly, ask students to share it with the class and talk it through as a group.

Hayley Hilson · July 12, 2019 at 12:11 am

Activity: Students are given a passage in the present tense, which they must rewrite in the past tense. Students are allowed to work in groups to encourage engagement and to help each other with challenging parts.
Assessment: Teacher goes around the class and helps students that may be struggling, giving them individualised feedback such as corrections and providing them with a cheat sheet for forming the past tense
Feedback: Teacher praises and corrects individual students, and goes over any common errors (eg. irregular past participles) with the whole class

serenalhayes · September 11, 2019 at 3:35 pm

‘True or False’ game based on tenses.

Activity: Teacher writes a series of grammatically correct and incorrect sentences on the board.
Sentences may include: “I walked to the park” (correct); “It is rained outside” (incorrect); “I will played tennis” (incorrect) and “I am running quickly” (correct).

Assessment: The class is split into teams of four on each table. Each table is awarded a point when they correctly identify a sentence as true or false.

Feedback: The team with the most points wins a small prize. Whole class are praised.

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