CANSU YILDIRIM

8/8/2019 CANSU YILDIRIM

1/5

CANSU YILDIRIM

302 070565122

GRAMMAR LESSON PLAN

Time: 20 min.Level: IntermediateGender: F / MAge: 15-16Materials: Handouts, board,music(as a background)Interaction:T/Ss, Ss/SsAssumptions: Ss have known many grammatical patterns. Such astalking about the past events, gerund and infinitives.Anticipated Problems:The time management can be a problem

because it is limited.

OBJECTIVESBy the end of the lesson the students;1. will have covered expressing to force someone to do something.2. will have learnt the grammar structure of make sb do sth.3. will have produced sentences using the structure.4. will have known where they use the structure of make sb do sth in

daily life.5. will have covered expressing to allow someone to do something.6. will have learnt the grammar stucture of let sb do sth.7. will have produced sentences using this structure.8. will have known where they use the structure of let sb do sth in daily

life.9. will have used their reading, speaking and writing skills.

WARM-UP

Time: 2 min.Materials: NoneInteraction:T/ Ss

What students do:The students talk about their experiences about themagazine or newspaper columns. If they have written about theirexperiences, feelings or thoughts to a magazine or a newspaper, theymention about it. If they have read any, they talk about it.Grouping: Whole classAims:

- To motivate the students to get the topic.

- To activate their background information.

- To draw their attention to the text beforehand.

STEPS


2/5

1. The teacher asks to the students have you ever write to amagazine or a newspaper about your feelings, thoughts orexperiences? If their answer is yes, the teacher asks what was itabout? If their answer is no, the teacher asks have you everread about them?

2. The students talk about their experiences.3. After the teacher collects their answers, she says we have a text

and it was taken from a magazine called it happened to me- anda reader (Tony Russel) wrote his experience. Would you like tolearn his experience?

4. Then she distributes the text.

LEAD-IN TO CONTEXT

Time: 3 min.Materials:Text, songInteraction:T/ SsWhat students do:The students read the text and answer the questionsthe teacher askedGrouping: Whole classAims:

- To have the students understand the text.- To contextualize the grammar rule.- To practice the reading and writing skills.

STEPS

1. The teacher asks some questions about the text.- Where did Tony go last year?- Why did Tony decide to go into the jungle?- What did Kamal do to protect Tony from snakes?- How did elephants help them?

2. The teacher collects their answers.3. The teacher elicits the sentence the hospital let Tony have a few days

holiday. , which the teacher focuses on while teaching grammar itemwith the help of the question why did Tony decide to go into thejungle? and she elicits another sentence Kamal made Tony wear shoesand trousers. with the assistance of the question what did Kamal do to

protect Tony from snakes? , which the teacher focuses on whileteaching grammar item.

ELICITATIONA) MEANINGTime: 2 min.Materials: NoneInteraction:T/ Ss


3/5

What students do: Students are asked to focus on the meaning of thesentence which includes the grammar item.Grouping: Whole classAims:

- To clarify the new grammar structure.

- To have students understand the meaning of the new structure.STEPS1. The teacher writes the sentence elicited from the text on the board.

(The hospital let Tony have a few days holiday.)2. The teacher asks, Did Tony have a few days holiday? Did he do it by

himself? Did the hospital allow him to have a few days holiday?3. The teacher elicits the meaning of the first sentence.4. The teacher writes the second sentence on the board. (Kamal made

Tony wear shoes and trousers.)5. She asks Did Tony wear his shoes and trousers? Did Tony want to wear

them? Who wanted him to do that? Did he do it by force or willingly?6. The teacher elicits the meaning of the second sentence.

B)FORMTime: 2 min.Materials: NoneInteraction:T/ SsWhat students do:The students answer questions about the form of thegrammar point.Grouping: Whole classAims:

- To have students get the form of the new structure.- To make students infer the form of the grammar point.

STEPS1. The teacher asks What comes after the subject? What comes after the

let? and What comes after Tony? Is it participle or bare infinitive? forthe first sentence.

2. The teacher elicits the form of the new grammar structure for the firstsentence.

3. Again the teacher asks What comes after the subject? What comesafter the make? What comes after Tony? Is it participle or bare

infinitive?4. The teacher elicits the form of the new grammar structure for the

second sentence.

C) FUNCTIONTime: 2 min.Materials: NoneInteraction:T/ SsWhat students do: Students are asked to focus on the function of thesentence which includes the new grammar item.Grouping: Pair workAims:


4/5

- To give students the usage of the new grammar item.- To have students understand the function of the new grammar

item, which means when and where they use this structure.STEPS1. The teacher asks some questions In which situation do we use this

form? Howdo we use in daily life?2. Students turn to their partners and discuss it in thirty seconds.3. The teacher collects the answers and gives the function of the newsentences.

RESTRICTED USE ACTIVITY

Time: 4 min.Materials: Worksheet and words in envelopsInteraction:T/ Ss, Ss/ SsWhat students do: Students read the sentences given and make newsentences using make and let.Grouping: Whole classAims:

- To have students understand better the form of the new grammaritem.

- To have students focus on the accuracy of the structure.- To restrict the language needed and require the use of the target

items.

STEPS1. The teacher distributes worksheets in which there are five sentences

and envelops in which there are make and let.2. The students read the sentences and then write them using the make

and let.3. After writing the sentences, students turn to their partners and check

their answers.4. After completing this task, the teacher checks their answer.

AUTHENTIC USE ACTIVITY

Time: 4 min.Materials: Situation cardsInteraction: Ss/ SsWhat students do: Students divide into groups of four. They work withtheir group members and write a dialog according to their situation cards.After talking about their roles, they act it out on the stage.


5/5

1st situation: a mother, a father and two children. Children broke the vaseand talking to their parents to explain it. They blame each other, theparents give a punishment to them.2nd situation: four friends talks about their school years, teachers etc.One of them; not like his teacher because he gave lots of homework

One of them; parents not allow to watch TV as much, had to study lessonOne of them; a friend of you, always wanted to be the group leaderOne of them; not want to go to school, your parents obliged you to goAims:

-To have students produce something by using the new grammaritem.

-To have students focus on the fluency of the structure.

STEPS

1. The teacher divide the class into groups of four.

2. Then, she distributes the situation cards to each group.3. The students read their situation cards and write a dialogue for

themselves.4. After that, the students act out their dialogues.

WRAP-UPTime: 1 min.Materials: NoneInteraction:T/Ss, Ss/SsWhat students do: Students work in pairs and discuss what they havecovered then they say that to the teacher.

Grouping: Pair workAims:

-To check their understanding of the new grammar item.- To summarize the new grammar item.

STEPS1. Students are asked to work in pairs and discuss what they have learned

today.2. The students are asked to tell the teacher what they have learned

today before they go out.

Documents

CANSU YILDIRIM