Gramar Lesson Plan

Hatice KURT
O70565075
GRAMAR LESSON PLAN

Time: 20 min.
Level: Intermediate
Gender: M/F
Age: 15
Materials: Pictures - Worksheet
Interaction: Ss/Ss – T/Ss
Assumptions: The teacher assumes that students know tenses and if clause Type0 and Type1.
Anticipated Problems: The students may have difficulty in understanding
OBJECTIVES
By the end of the lesson, the students
1.will have learnt the grammar structure of “If clause Type”
2.will have covered “expressing unreal present events”
3.will have produced senteces with “if clauses Type2”
4.will know how and where they use the structure in daily life.
WARM UP
Time: 2’
Materials : pictures
Interaction : T/Ss-Ss/Ss
What students do: The students are asked some questions about the pictures and they get
involved in the lesson with their background knowledge.
Grouping: Whole class
Aims :
1. To draw their attention to the text.
2. To motivate students to get the topic
3. To activate their background knowledge.
STEPS:
1. The teacher shows some pictures of famous places around the world and asks
questions “Do you know this place?”, “What do you know about it?” etc.
2. After collecting their ideas, the teacher makes a link to the text and distributes it.
LEAD- IN TO CONTEXT
Time: 3’
Materials: Text
Interaction: Ss/Ss – T/Ss
What students do: Ss are asked to understand the text.
Grouping: Whole Class
Aims:
- To have students understand the reading text.
- To take the sentences on which the teacher and the students will work new grammar item.
STEPS
1. The teacher gives the reading text to the students and asks them to read it.
2. The teacher asks questions about the text after the students read “What is the text
about?” “What is the one of the biggest problems for historic places?” “What is
experts’ first idea to solve the problem?” “What is their second idea to solve the
problem?” etc.
3. The teacher collects the answers.
4. The teacher elicits the sentence”If every site had more guides it would be easier to
look after these famous places. ” and she focuses on this sentence while she is
teaching new gramar item.
ELICITATION
A) MEANING
Time: 2’
Materials:
Interactıon: T/Ss
What students do: Ss are asked to focus on the meaning of the sentence which includes the
grammar item.

Aims:
-To have students cover the meaning of the new structure.

-To clarify the new structure.
STEPS:
1. The teacher asks, “Does every site have enough guides now?” “Is it easy to look after
these famous places now?” “Is it real at the moment?”
2. The teacher elicits the meaning of the new grammar structure.
B) FORM
Time : 2’
Materials:
Interaction: T/Ss
What students do: Ss are asked to focus on the form of the sentence which includes the new
gramar item.
Aims:
-To have the students understand the form of the new structure.
STEPS
1) The teacher asks “How many clauses are there?”,”What comes after if?” “What comes
after the subject?”, “What is the subject in the second clause?” “What comes after the
subject in second clause?” “Which form of the verb is it?”
2) The teacher collects their answers.
3) The teacher elicits the form of the new grammar structure.
C) FUNCTION
Time : 2 min.
Materials:
Interaction: T/Ss
What students do: The students are asked to focus on the function of the sentence which
includes grammar structure.
Aims:
-To give the students the usage of the new grammar item.
- To have the students understand the function of the function of new grammar item.
STEPS
1. The teacher asks “When do we use if clause Type2?” “In which situation do we use
it?”
2. The teacher collect their answers and gives the function of the new structure.
RESTRICTED USE ACTIVITY
Time : 3’
Materials: flash cards
Interaction: Ss/Ss T/Ss
What students do: They come to the board and re-order the jumbled sentences. Grouping:
Group working
Aims:
- To have students understand better the form of the new grammar item.
- To have students focus on the accuracy of the structure.
- To restrict the language needed and require the use of the target items.
STEPS
1. The teacher divides the class into two groups and explains the steps of the activity.
2. Groups come in front of the board and stand in line. There are some jumbled sentences
on the board.
3. When the teacher says ‘start’, students put the words in correct order and each student
put only one word.
4. The group which completes the sentences firstly will be winner.
AUTHENTIC USE ACTIVITY
Time : 5’
Materials:
What students do: They are asked to produce sentences with the new grammar structure. They
work in groupsand they create a situation and write a dialog about it. Then, they come to the
board and act out it.
Grouping: Groups of five
Aims:
- To have students produce something by using the new grammar item.
- To have students focus on the fluency of the structure
STEPS
1. The teacher asks them to work in groups.

2. The students create a situation and write a dialog between a reporter and four persons
in a tv show . The reporter asks some questions and the other students will answer the
questions.
3. After they finish, they act out the dialog in front of the class.
WRAP-UP
Time : 1’
Materials:
What students do: The students are asked some questions about new grammar item.
Aims:
-To summarize the new grammar item.
-To check the students’ understanding of new grammar item.
STEPS
1. The teacher asks “What have we covered today?” “In which situation do we use it?”
etc. “Is there any problem?”
2. After collecting their answers the teacher sums up the main points.

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Hatice KURT

GRAMAR LESSON PLAN

By the end of the lesson, the students

1.will have learnt the grammar structure of “If clause Type”

2.will have covered “expressing unreal present events”

3.will have produced senteces with “if clauses Type2”

Grouping: Whole class

1. To draw their attention to the text.

2. To motivate students to get the topic

3. To activate their background knowledge.

Interaction: Ss/Ss – T/Ss

What students do: Ss are asked to understand the text.

Grouping: Whole Class

Grouping: Whole class

-To have students cover the meaning of the new structure.

AUTHENTIC USE ACTIVITY

Grouping: Groups of five

- To have students produce something by using the new grammar item.

- To have students focus on the fluency of the structure

1. The teacher asks them to work in groups.

-To check the students’ understanding of new grammar item.

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