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CANSU YILDIRIM

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GRAMMAR LESSON PLAN

Time: 20 min.
Level: Intermediate
Gender: F / M
Age: 15-16
Materials: Handouts, board,music(as a background)
Interaction: T/Ss, Ss/Ss
Assumptions: Ss have known many grammatical patterns. Such as
talking about the past events, gerund and infinitives.
Anticipated Problems: The time management can be a problem
because it is limited.

OBJECTIVES
By 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: None
Interaction: T/ Ss
What students do: The students talk about their experiences about the
magazine or newspaper columns. If they have written about their
experiences, feelings or thoughts to a magazine or a newspaper, they
mention about it. If they have read any, they talk about it.
Grouping: Whole class
Aims:
- To motivate the students to get the topic.
- To activate their background information.
- To draw their attention to the text beforehand.
STEPS
1. The teacher asks to the students ‘have you ever write to a
magazine or a newspaper about your feelings, thoughts or
experiences?’ If their answer is yes, the teacher asks ‘what was it
about?’ If their answer is no, the teacher asks ‘have you ever
read 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- and
a reader (Tony Russel) wrote his experience. Would you like to
learn his experience?’
4. Then she distributes the text.

LEAD-IN TO CONTEXT

Time: 3 min.
Materials: Text, song
Interaction: T/ Ss
What students do: The students read the text and answer the questions
the teacher asked
Grouping: Whole class
Aims:
- 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 item
with the help of the question ‘why did Tony decide to go into the
jungle?’ and she elicits another sentence ‘Kamal made Tony wear shoes
and trousers.’ with the assistance of the question ‘what did Kamal do to
protect Tony from snakes?’ , which the teacher focuses on while
teaching grammar item.

ELICITATION
A) MEANING
Time: 2 min.
Materials: None
Interaction: T/ Ss
What students do: Students are asked to focus on the meaning of the
sentence which includes the grammar item.
Grouping: Whole class
Aims:
- To clarify the new grammar structure.
- To have students understand the meaning of the new structure.
STEPS
1. 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) FORM
Time: 2 min.
Materials: None
Interaction: T/ Ss
What students do: The students answer questions about the form of the
grammar point.
Grouping: Whole class
Aims:
- To have students get the form of the new structure.
- To make students infer the form of the grammar point.

STEPS
1. The teacher asks ‘What comes after the subject? What comes after the
let? and What comes after Tony? Is it participle or bare infinitive?’ for
the first sentence.
2. The teacher elicits the form of the new grammar structure for the first
sentence.
3. Again the teacher asks ‘What comes after the subject? What comes
after 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) FUNCTION
Time: 2 min.
Materials: None
Interaction: T/ Ss
What students do: Students are asked to focus on the function of the
sentence which includes the new grammar item.
Grouping: Pair work
Aims:
- 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.
STEPS
1. The teacher asks some questions ”In which situation do we use this
form? How
do 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 new
sentences.

RESTRICTED USE ACTIVITY

Time: 4 min.
Materials: Worksheet and words in envelops
Interaction: T/ Ss, Ss/ Ss
What students do: Students read the sentences given and make new
sentences using make and let.
Grouping: Whole class
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 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 cards
Interaction: Ss/ Ss
What students do: Students divide into groups of four. They work with
their group members and write a dialog according to their situation cards.
After talking about their roles, they act it out on the stage.
1st situation: a mother, a father and two children. Children broke the vase
and talking to their parents to explain it. They blame each other, the
parents 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 lesson
One of them; a friend of you, always wanted to be the group leader
One of them; not want to go to school, your parents obliged you to go
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 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-UP
Time: 1 min.
Materials: None
Interaction: T/Ss, Ss/Ss
What students do: Students work in pairs and discuss what they have
covered then they say that to the teacher.
Grouping: Pair work
Aims:
- To check their understanding of the new grammar item.
- To summarize the new grammar item.
STEPS
1. 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.

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