GRAMMAR LESSON PLAN

Time: 20 min.
Level: Intermediate
Gender: M/F
Age: 15-16
Materials: Some pictures of diaries, computer blogging
Interaction: Ss/Ss – T/Ss
Assumptions: the teacher assumes that ss knows simple tense and present continuous tense.
Anticipated Problems: The time management can fail because it is limited. Students may
have difficulty in understanding some vocabulary items in the context.
OBJECTIVES
By the and of the lesson, the students
1) will have covered ‘past tense and present perfect tense’.
2) will have learnt the grammar structure of ‘ simple past tense: Subject+ past form of the
verb’ and ‘present perfect tense: Subject+ have +past participle form of the verb’.
3) will have produced sentences using the structure.
4) will have known where they use the structure in daily life.
WARM-UP
Time: 3’
Materials: Picture-Text
Interaction: T/Ss
What students do: Students gives answers to teacher’s questions with the help of their
background information. They are involved in the lesson.
Grouping: Whole Class
Aims:
a) to motivate the students
b) to get them involved in the class
c) to activate their schemata
d) to get their attention to the text
STEPS
1) Teacher shows some pictures to the students and pastes them to the board. There is a
picture of a diary, a computer and a blog page. Having shown the pictures teacher asks
‘ Do you keep diary?, What do you write in it? Daily events or something special?’ for
the first picture. Then she points to the computer picture asking ‘ Do you know any
ways to keep diary with the help of computer?’ Finally, she shows them the last photo
which is a blog page, and she asks ‘Do you know what blog is? If so do you have blog
pages?’ After that she asks ‘Do you think keeping a diary is something addictive?’
2) After collecting their ideas, the teacher makes a link to the text and distributes it.
LEAD-IN TO CONTEXT
Time: 3’
Materials: Text-Song
Interaction: Ss/Ss – T/Ss
What students do: Ss are asked to understand the text.
Grouping: Whole Class
Aims:
- To have students understand the text.
STEPS
1) The teacher asks questions about the reading text ‘What is ben talking about? Does he
keep a diary? When did it start? What does blogging make people do? How does Ben
feel when he gets messages from people?’
2) The teacher collects the answers.
3) And the teacher elicits the sentence ‘It started as a way of keeping in touch with family
and friends when i moved away from home to university.’ with the assistance of the
question ‘ When did it start?’ and she also elicits the sentence ‘It has exercised my
mind into finding something extraordinary day or event, like an argument I have
overheard, or a newspaper headline I have noticed.’with the help of the question of
‘How does keeping a personal diary effected Ben in terms of extraordinary events?’.
ELICITATION
A) MEANING
Time: 2’
Materials:
Interaction: T/Ss
What students do: Students are asked to focus on the meaning of the sentence which
includes the grammar item.
Aims:

- To clarify the new grammar structure.

- To have students understand the meaning of the new structure.
STEPS
1) The teacher asks ‘When does Ben start to keep a personal diary? Is it happening now
or is it before?’
2) The teacher elicits the meaning of the new grammar structure.
3) The teacher asks (for the second sentence), ‘Did keeping a personal diary exercise his
mind in the past? Does it begin in the present? Does it begin in the past? ‘Is it going
on in the present?’
4) The teacher elicits the meaning of the new grammar structure.
B) FORM
Time: 2’

Materials:

Interaction: T/Ss

What students do: Students are asked to focus on the form of the sentence which includes
the new grammar item.

Grouping: Whole Class

Aims:
- To give students the form of the new structure.
- To have students understand the form of the new structure.
1) The teacher asks ‘How many subjects do we have? What comes after the subject?
2) The teacher elicits the form of the new grammar structure.
3) For the second sentence teacher asks ‘How many subjects do we have? What comes
after the subject? What comes after ‘have’?’
4) The teacher elicits the form of the new grammar structure.
C) FUNCTION
Time: 2’
Materials:
Interaction: T/Ss
What students do: Students are asked to focus on function of the sentence which includes
the new grammar item.

Grouping: Whole Class

Aims:
- To give students the usage of the new grammar item.
- To have students understand the function of the new grammar item, which means
where and when they use this structure.
RESTRICTED USE ACTIVITY

Time: 4’
Materials: Worksheet

Interaction: Ss/ss- T/Ss

What students do: Students work in pairs and find the answers to the questions in the
worksheet given by the teacher.

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 worksheet in which there are ten sentences consisting of two
options.

2) Teacher asks students to study individually and choose the correct answer.

3) After students are done, the teacher asks students to work in groups and check their
answers.
4) Teacher checks their answers.

AUTHENTIC USE ACTIVITY

Time: 4’
Materials:
Interaction: Ss/Ss – T/Ss
What students do: Students are given different situations containing wacky addiction stories.
They are asked to work in groups. They are in a group therapy and one of them is the
counsellor. The ones who have an addiction shares their experiences using the structures
newly covered. The one who are the counsellors will try to make suggestions for them.

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.
1) The teacher asks students to work in groups of five.
2) The teacher creates a therapy centre atmosphere.
3) Teacher gives them some different situations.
4) Students get ready for the act-out.
5) They preform their act-out in front of the class.
WRAP-UP
Time: 1’
Interaction: Ss/Ss - T/Ss
What students do: Students are asked to tell the teacher something they have covered that
day. If the teacher cannot get the anticipated answers she wants them to tell them what they
studied that day.
Aims:
- To check their understanding of the new grammar item.
- To summarize the new grammar item.
STEPS
1) Teacher asks students to tell her something that comes to their mind about the thing
that they covered that day.
2) The teacher writes what the students say on the board.