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Student Name: Claudia Walukouw Class: English Grammar and Structure Methods

Date: September 2, 2018 Assignment: Grammar Lesson Plan

Instructor Name: Sapir Levin Standards/Format: PPP

CONTEXT
Level: Intermediate

Teaching Context: High school exchange students

Student Age: 15-17

Skill: Grammar

Topic: Articles (a, an, the)

Function: Make selections and clarify meaning

RATIONALE

Since articles are often used in English sentences, it is important for students to be able

identify them and use them correctly. This may be particularly difficult for students whose native

languages do not use articles. By introducing the concept clearly and providing effective

examples, students will be able to better communicate their ideas in a variety of situations. With

this lesson, students will gain a better understanding of how articles modify nouns or groups of

nouns, and which articles to use based on specificity of subject. Students will also apply concepts

learned through an interactive activity that challenges them to make selections using articles,

and, later on, to produce their own sentences using the three articles.
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OBJECTIVES

1. Students will be able to correctly identify definite and indefinite articles, and recognize

when a phrase does not need an article.

2. Students will be able to verbally produce a minimum of five examples of article usage.

TARGET EXPRESSIONS OR MAIN TEACHING POINTS

1. A 4. Definite articles

2. An 5. Indefinite articles

3. The

SOURCES

Articles | Mixed articles 2. (2008). Retrieved from ESLPDF: http://www.eslpdf.com/esl-

pdfs/articles_mixed2.pdf

Bubert. (n.d.). Cartoon body parts. Retrieved from VectorStock:

https://www.vectorstock.com/royalty-free-vector/cartoon-body-parts-vector-18718045

Heads, Shoulders, Knees, and Toes Flashcards. (2014). Retrieved from Super Simple Learning:

https://supersimpleonline.com/downloads/head-shoulders-knees-and-toes-flashcards.pdf

Karen. (2015, May 19). Body Parts Flashcards (Set A). Retrieved from ESL Flashcards:

https://www.eslflashcards.com/set/body-parts-flashcards-set-a/

Trusler, T. (2016, February 11). Teaching Articles: A, An, and The. Retrieved from ESL Library:

http://blog.esllibrary.com/2016/02/11/teaching-articles-a-an-and-the/
TESOL Certificate Programs
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What Are Articles in English Grammar? Definition, Use, & Examples (Chapter 16/ Lesson 3).

(n.d.). Retrieved from Study: https://study.com/academy/lesson/what-are-articles-in-

english-grammar-definition-use-examples.html

MATERIALS

Articles worksheet (15-20 copies) + answer key

Game materials: Cutouts of target image + various pictures to choose from

Lesson Plan Phases:

Warm Up

5 minutes

1. The teacher (T) writes down several sentences on the board (may be done prior to

start of class), such as:

a. He is best player in the team.

b. She works in restaurant.

c. The London is a big city.

d. I ate apple.

e. He got an A in the English.

2. Once written, T asks students (Ss): “Can anyone tell me what might be wrong with

these sentences?”
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a. If Ss are hesitant, follow-up questions may be: “Is there anything missing

from Sentence A?” or “What is not needed in Sentence C?” [Ss: It’s missing

‘the’, ‘an’, etc.]

b. T: “Very good!”

3. T asks Ss to dictate correct version of sentences, while writing it out on the board.

Presentation

8 minutes

1. T: “So today we will be learning about English articles, and how to use them

properly. Based on our warmup, who can tell me what the three articles of English

are?” [Ss: a, an, the] “Very good!”

a. T passes out worksheet on which Ss can take notes by filling in the blanks as

T introduces new concepts. See “Worksheet 1” below.

b. T: “The first type of articles we’ll discuss are INDEFINITE ARTICLES, which

are A and AN” (T writes out words on the board) “A and AN are used for any

noun—which means that it is not a specific thing or person.

i. T: “Use an before words that begin with a vowel and a before words

that begin with a consonant.”

ii. T: “Other types of sentences where you can use a/an include:

1. When you are talking about something for the first time

a. I made a cake last night.

2. As a synonym for the number one

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a. They bought a computer.

3. When you are talking about jobs or job titles

a. I am a student/I am a library page.

c. T writes down the words DEFINITE ARTICLE on the board. T says: “Now,

the other type of article is the definite article, can anyone take a guess which

one of the three is the definite article?” [Ss: the!] T: “Great job!” T writes

THE on the board.

d. T: “The definite article, THE, is used to identify a specific person or thing.

Examples of using THE includes (T writes on the board as she speaks):

i. -the apple I ate.

ii. -the man I spoke to.

iii. -the cake I made.

e. T: “Another rule for using THE is that we use it when there is only one of

something, such as the moon, the teacher, the library (in town).”

i. I work at the library.

f. T: “Other situations where we would use the include:

i. Before plural countries or other plural regions and bodies of water

1. The Netherlands; the United States

g. T: “How are we doing so far? Good?” [Ss: good] “So what is the definite

article?” [Ss: the!] “Good job!”

h. T: “So, if you are talking about me as your teacher—specifically—would you

say that I am the teacher, or that I am a teacher?” [Ss: The teacher!] “Great job

everyone!”
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Practice:

12-15 minutes

1. To introduce practice phase, T passes out another fill-in-the-blank worksheet which

Ss completes on their own. See “Worksheet 2” below.

a. T may go around to give feedback or answer individual questions if needed.

After several minutes, T gives Ss a time warning. T goes over each question

and the correct answer.

2. Upon finishing worksheet exercise, T asks Ss to find a partner for a practice game and

begins passing out materials. T explains the rules of the game as follows:

a. Student A will receive photos of craft materials that Student B will “shop” for

to make a project.

b. Student A will lay out their photos for Student B to see, but Student B will not

reveal what the project will look like.

c. From the photos, Student B will select items using key phrases such as “I need

a flower” and/or “the blue yarn”, with the goal of asking for the correct items

to complete their craft.

d. T may decide whether or not to set a time limit for an added challenge. When

pairs are finished, T may ask them to switch roles and switch sets with another

group.

e. See “Game Example 1”

3. T may walk around to give feedback. At the 10 minute mark, T gives time warning

and comprehension check.

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a. T: “How did we do?” “Who thinks they had a really difficult project to shop

for?” “Was there a word that you had trouble finding the article for?”

b. T: “Fantastic job everyone!”

Production

15-20 minutes

1. T asks everyone to hand in the game materials and begins introducing the final

activity. T: “So we just practiced using articles to select what we need for a project.

For our next activity, you’re also going to be creating something, but this time it is

going to be a recipe. You are going to choose an easy, simple recipe that you

remember the steps for, and you’re going to describe it for me as best as you can.”

a. Main points of writing exercise: be specific, list out the ingredients, write out

the directions step-by-step.

b. T should reassure Ss that recipes do not have to be complicated (it can be as

simple as making a bowl of cereal), but that Ss should be using articles to

clarify their meaning.

2. T gives time warning and tells Ss to wrap up their recipes as best they can.

3. T: “All right, great job, I see some awesome recipes going on here. Now, as we’re

waiting on the last few students to finish up their instructions, I’d like to do a quick

exercise on the board here.”

a. On the board, T has written down another set of sentences where Ss fill in

missing articles.
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b. T gives Ss who are finished with the recipe exercise a chance to go up to the

board and choose a sentence to complete.

c. Once all sentences are done, T may either move on to wrap-up or give time

warning to those who are finishing their recipes.

Wrap Up

4 minutes

1. T: “Now, you’ve all done a fantastic job, does anyone want to share with us their

recipe and instructions?” [Ss volunteers to share.]

2. T: “Thank you very much for sharing! Great job to everyone. Now, as I was walking

around, I heard a few things that I’d like to review with you all.”

a. T writes out “I take cup of water” on the board. T: “Does this sentence need

an article or not?” [Ss: yes, it needs an article] T: “Which article should we

use for this?” [Ss: a/the] “Very good!”

3. T: “All right, so tell me, what are the three articles we learned today?” [Ss: a, an, the!]

“And what two categories are there for articles?” [Ss: definite/indefinite!] “Great! So,

will you be using articles in your sentences now?” [Ss answer]. “You all did a great

job today!”
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Worksheet 1 – Fill in the blank

A, An, The

Indefinite articles: ____ / ____

• Used with ________ noun.

• Used when you are talking about something _________________________________.

o Ex: I made a cake last night.

• Used as a ______________ for the number ________.

o Ex: They bought a computer.

• Used when you are talking about _________.

o Ex: I am an engineer.

Definite article: ______

• Used to identify a ______________ person or thing.

o Ex: the cake I made

o Ex: the woman I spoke to

• Used to identify something that is _______________.

o Ex: the moon

o Ex: the library in town

• Used before ___________ plural countries/regions/and bodies of water

o Ex: the Netherlands

o Ex: the United States of America

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Worksheet 2 (Articles | Mixed articles 2, 2008)

ARTICLES | Mixed articles

Choose whether each sentence needs an indefinite article (a, an), a definite article (the), or no
article.

1. ________ Beatles were a rock band.

2. She wore ________ orange dress on her birthday.

3. I don't like ________ Sylvia.

4. ________ sun is shining brightly today.

5. 5. Q: Which dress do you want? A: ________ white one.

6. He’s ________ really good boss.

7. ________ birds that we saw yesterday were beautiful.

8. Kitty is _______ lazy cat.

9. ______ Earth is a planet.

10. What ________ pretty children!

Complete the story using articles.

Mr. Brown is _____ fireman. He puts out fire with water. Water comes out of ______

water hose. Mr. Brown rides _____ fire truck. _____ fire truck goes very fast. One day

Mr. Brown got _____ phone call. John’s cat was stuck on _____ tree. Mr. Brown went to

_____ tree. He showed _____ cat ____ egg. _____ cat came down.
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Game Example 1

Target Image

Selections