GRAMMAR LESSON PLAN

Time: 20 min.
Level: Intermediate
Gender: F / M
Age: 15-16
Materials: Handouts, pictures
Interaction: T/Ss, Ss/Ss
Assumptions: Ss have known many grammatical patterns of the intermediate
level. Such as tenses, passives and ‘who, which, that’ in relative clauses
Anticipated Problems: The time management can be a problem because there
is not only one point to touch.

OBJECTIVES
By the end of the lesson the students;
1. will have covered where they use ‘when’ in relative clauses.
2. will have covered where they use ‘where’ in relative clauses
3. will have learned grammatical structure of ‘when’ and ‘where ‘in relative
clauses.
4. will have known where they use the structures of ‘when’ and ‘where’ in daily
life.
5. will have produced sentences using these structures.
6. will have used their reading, speaking and writing skills.

WARM-UP

Time: 2 min.
Materials: pictures
Interaction: T/ Ss
What students do: The students talk about the flowers, their favorite ones
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 ‘Do you like flowers?’
2. The teacher collects their answers.
3. Then the teacher asks ‘Which one do you like most?’
4. The students talk about their favorite flowers.
5. After collecting their opinions the teacher puts some pictures of ‘tulips’’
and asks ‘What about this one? Do you know which one it is?, what do
you know about this one’
6. After the students’ answers the teacher asks ‘Do you know its history? ,
for example, where or when they were first grown?
7. Then the teacher says’ ok then lets read some and learn more about it.’
And moves on the text

LEAD-IN TO CONTEXT
Time: 3 min.
Materials: Text
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.
- What did you understand from the context?
- Were they valuable in the past?
- Was it popular to grow tulips?
2. The teacher collects their answers.
3. The teacher elicits the sentence ‘. They were first cultivated in Turkey where
they were highly valued for their beauty.’ which the teacher focuses on while
teaching grammar item with the help of the question ‘In which country of the
Central Asia they were first cultivated?’

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. (They
were first cultivated in Turkey where they were highly valued for their
beauty.)
2. The teacher asks some questions like ‘Where were the tulips first cultivated?
Were they valuable? Where were they valued for their beauty? , Does the
second part give us extra information about Turkey?’
3. The teacher elicits the meaning of the first sentence.
4. The teacher takes the second sentence from them and writes it on the board.
(More and more people wanted to buy tulips in 1634 when 'Tulipmania'
began.)
5. She asks ‘When did more and more people want to buy tulips? , When did
‘Tulıpmania’ begin? Does second part give us extra information about 1634?
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 ‘How many clauses are there? Which one is the main clause?
and What comes after Turkey? Is it a place or something else?, Does ‘where’
refer to Turkey?’ for the first sentence.
2. The teacher elicits the form of the new grammar structure for the first
sentence.
3. Again the teacher asks ‘How many clauses are there? Which one is the main
clause? , what comes after 1634? , Is it a time or something else?, Does
‘when’ refer to 1634’
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 says ‘Have a look at the text again. Is there any other sentence
like this?
2. Students tell the second sentence.
3. The teacher asks’ then in which situation we use ‘when/where’ in a context?
4. Then the teacher says ‘So we use ‘when/where’ to give extra information
about a place/time.’

RESTRICTED USE ACTIVITY

Time: 4 min.
Materials: Worksheets
Interaction: T/ Ss, Ss/ Ss
What students do: Students match the clauses given and join them by using
‘when/where’
Grouping: Whole class
Aims:
- To practice the grammar points.
- To have students understand better the form of the new grammar items.
- To have students focus on the accuracy of the structures.
 - To restrict the language needed and require the use of the target items.

STEPS
1. The teacher tells them to turn over their page and match the clauses and join
by using ‘when/where’
2. The teacher does the first one as an example.
3. The students read the clauses, match them and join by using’ when/where’
4. After completing the task, the teacher checks their answers.
5. After checking, the teacher distributes the answers.

AUTHENTIC USE ACTIVITY

Time: 4 min.
Materials: Situation cards
Interaction: Ss/ Ss
What students do: Students divide into groups of five. One of them is the
tourist guide and the others are the tourists. The tourist guide gives some
information about a historical place in Istanbul. The tourists ask some questions
about there. They can add whatever they want. They work with their group
members and prepare some questions according to the cards they are given.
Then they act it out on the stage.
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 divides the class into groups of five.
2. Then, she distributes the situation cards to each group.
3. The students read their situation cards and write some questions.
4. After that, the students act it out.

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 items.
- To summarize the new grammar items.
STEPS
1. Students are asked to work in pairs and discuss what they have covered
today.
2. The students are asked to tell the teacher what they have covered today
before they go out.
 CEYLAN
YILMAZ
070565123