Munise

ÖZTÜRK

A GRAMMAR LESSON PLAN

Time: 20’

Level: Upper-intermediate

Gender: M/F

Age: 17-21

Materials: Handouts, Flashcards

Interaction: T-Ss, Ss-Ss

Assumptions: It is assumed that the students have already covered

adjectives, adverbs and conjunctions. They also know tenses and relative
clauses.

Anticipated Problems:
1. As the Ss have just covered “adj/adv”, they may forget the meaning of some adjectives
/adverbs. The T gives the meaning of those by using appropriate technique.
2. The Ss may think that “annoyed” is the past participle form of the verb-to annoy. If
they think so, the T reminds them past participle forms of some verbs can be also
adjective.
3. The Ss may have difficulty in making sentences while they are doing
exercises/activities. The T helps them by giving en example at first.

OBJECTIVES

By the end of the lesson, the students

1.will have covered “expressing a consequence by using the structure

of so adj/adv that.”
2. will have known where, how and when to use the structure of ‘so
adj/adv that’.
3. will have produced sentences by using this structure.
4. will have practiced their reading, speaking and writing skills.

WARM-UP

Time: 3’
Materials: Handouts

Interaction: T-Ss

What the students do: They share their opinions about reading books.
They talk about what type of books they like reading.

Grouping: Whole class

Aims:

- To motivate the Ss to get to the topic

- To arouse interest and curiosity about the topic

- To set the stage for reading the text

STEPS

1.The teacher asks the Ss whether they like reading books.

2.She asks what type of books they like reading and then whether they
like reading book that contain some facts or anecdotes from the life.

3.According to the students’ answers, the teacher asks whether they

want to read a book whose name is Air Babylon.

4.After getting the answer “Yes” from the Ss, the teacher gives the
texts out and asks what the book is about.

5.The book is about mysteries behind the airline industry. The teacher
asks whether they want to learn some of these mysteries.

6.After the Ss give the answer “Yes”, they start reading the text. The
teacher gives them one minute to read.

LEAD-IN TO CONTEXT

Time: 3’

Materials: Handouts

Interaction: T-Ss
What the students do: They read the text and answer the questions
asked by the teacher. (context questions)

Grouping: Whole class

Aims:

- To have the Ss understand the text

- To contextualize the grammar rule

- To practice reading skills

- To get the sentences from the Ss on which the teacher and

students will work new grammar items

STEPS

1.The teacher asks some questions about the text:

• What is the first problem for airline staff?
• What do people who don’t need wheelchairs do?
• What does one flight attendant do and how does she feel when she
sees that the passenger gets out of the chair?
• What is the second problem for airline staff?
• Why are birds problem for any airport?

2.The students answer the questions.

3.The teacher writes the sentences on which they will work on the
board.

4.These sentences are on the board:

• One flight attendant gets so annoyed that she shouts ‘Ladies and
gentlemen!’…
• A swan or any large bird can cause an accident so easily that it
destroys totally itself and the machinery…

ELICITATION

A) MEANING
Time: 2’

Materials: --

Interaction: T-Ss

What the students do: They answer the questions asked by the teacher
to make the meaning of the sentences clear. (concept questions)

Grouping: Whole class

Aims:

- To elicit the meaning of the structure

- To clarify the new grammar structure

- To have the Ss understand the meaning of the sentences

STEPS
1. The teacher asks these questions for the first sentence on the board:
• Does she feel very angry or not?
• Does she shout as a result/because of her feeling/anger?
2. After getting the answers from the Ss, the T says: “then she feels
very angry, therefore she shouts.”
3. The teacher asks these questions for the second sentence on the
board:
• Is it very easy or not for a swan or any large bird to cause an
accident?
• It can cause an accident very easily, can’t it?
• Does it destroy totally itself and the machinery as a
consequence of this?
4. After getting the answers from the Ss, the T says: “then a swan or
any large bird can cause an accident very easily, consequently it
destroys totally itself and the machinery
5. The teacher elicits the meaning of the new grammar structure.

B) FORM

Time: 2’

Materials: --

Interaction: T-Ss
What the students do: They answer the questions asked by the teacher
to give the form of the new structure.

Grouping: Whole class

Aims:

- To give the Ss the form of the new structure

- To have the Ss understand the form of the new structure

STEPS
1. The teacher asks these questions for the sentences on the board:
• How many clauses are there? Which one is the first one, which
one is the second one?
• What comes firstly?
• What comes after the subject? What comes after the verb?
• What is annoyed/easily? Is it n, adj or adv?
• Why do we use adj/adv here?
• What follows the structure of so adj/adv that?
2. The teacher elicits the form of the new grammar structure.

C) FUNCTION

Time: 2’

Materials: --

Interaction: T-Ss, Ss-Ss

What the students do: They discuss with their partners in which
situations they use this structure and answer the questions asked by the
teacher about the usage of this structure.

Grouping: Pair work, Whole class

Aims:

- To give the Ss the usage of the new grammar item

- To have the Ss understand the function of the new grammar item

STEPS

1.The teacher asks the Ss to discuss with their partners:

 • In which situations do we use this structure?
• When, where and how do we use the structure of so adj/adv
that in daily life?
2. After getting the students’ answers, she gives the function of this
structure and writes it on the board. “to express a consequence. So
functions like ‘very’.”

RESTRICTED USE ACTIVITY

Time: 3’

Materials: Worksheets

Interaction: T-Ss

What the students do: They try to do the exercises on the worksheets.

Grouping: Whole class

Aims:

- To have the Ss focus on the accuracy of the structure

- To have the Ss understand better the form of the new grammar item

- To practice the grammar point

STEPS

1.The teacher hands out the worksheets and asks the Ss to make a
sentence with “so…that” from two sentences.

2. The Ss try to do the exercises in two minutes.

3.After they do the exercises, the T gives the correct answers and the
Ss check their answers.

AUTHENTIC USE ACTIVITY

Time: 4’
Materials: adverbs and adjectives written on pieces of papers in
envelopes

Interaction: Ss-Ss

What the students do: They write a dialogue with their partners by
using adjectives or adverbs given in envelopes.

Grouping: Pair work

Aims:

- To have the Ss focus on the fluency of the structure

- To have the Ss produce something by using the new grammar item

STEPS
1. The teacher gives the Ss some adjectives and adverbs written on
pieces of papers in envelopes.
2. She asks them to work in pairs and write a dialogue and create a
situation by using these adjectives or adverbs and the structure of
so…that and create a situation in two minutes. She also gives an
example.
3. After they write their dialogues, they read it or act it out on the
stage.

WRAP-UP

Time: 1’

Materials: --

Interaction: T-Ss

What the students do: They tell the teacher what they have covered
that day.

Grouping: Whole class

Aims:

- To check their understanding of the new grammar item

- To summarize the new grammar item

STEPS
1.The teacher asks what they have covered that day and the Ss
answer the question.
2. The teacher summarizes the lesson with a few sentences.