Zeynep TÜRKSOY

070565112

GRAMMAR LESSON PLAN

Time: 20 min.
Level: Intermediate
Gender: M/F
Age: 15-16
Materials: Pictures – Text - Board Pages – Music - Worksheet
Interaction: Ss/Ss – T/Ss
Assumptions: The teacher assumes that students know how to build a sentence via “reported
speech”.
Anticipated Problems: The time management can fail because it is limited.

OBJECTIVES
By the end of the lesson, the students
1) will have covered “expressing request from somebody to do something”.
2) will have learnt the grammar structure of “ask/tell sb to do sth”.
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: Ss are asked some questions about the picture and got involved in the
lesson with their background knowledge.
Grouping: Whole Class
Aims:
- To motivate students to get to the topic.
- To have students involve in the class.
- To activate their background information.
- To draw their attention to the text beforehand.
STEPS
1) The teacher shows a picture of a mixed photograph of an old and a modern place to
the students and asks questions “What do you see on the board?”, “What does this
picture remind you?”
2) The teacher sticks a figure of a man on both side of the picture and asks ss, “What do
you think of the man living thirty or forty years ago and the man living these days?”
3) 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 “How many people are there? Who
are they? Is Glenn married? Where was I going to meet Jennifer? Was I going to go
there alone? Did we meet Jennifer? Why was I insisting on meeting Glenn? Would he
come? “
2) The teacher collects the answers.
3) And the teacher elicits the sentence “I asked Becky to join us”, which the teacher
focuses on while teaching grammar item, with the assistance of the question “Why
was I insisting on meeting Glenn?”

ELICITATION
A) MEANING
Time: 2’
Materials:
Interaction: T/Ss
What students do: Ss 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 asks, “Did I call her to join us? Is there a request? Did I want Becky to
join us? Did I request her to join us?”
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
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.

STEPS
1) The teacher asks “What do you see, how many pronouns do we have? What comes
after the first pronoun? Which verb form follows Becky, the object pronoun?”
2) The teacher elicits the form of the new grammar structure.

C) FUNCTION
Time: 2’
Materials:
Interaction: T/Ss
What students do: Ss are asked to focus on the 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.

STEPS
1) The teacher asks “When do we use ‘ask/tell somebody to do something’ in daily life?
2) The teacher collects answers and gives the function of the new structure.

RESTRICTED USE ACTIVITY

Time: 4’
Materials: Worksheet-Board pages
Interaction: Ss/Ss - T/Ss
What students do: First, students are asked correct the mistakes of the given worksheet.
Second, students are asked to work in groups and contested for candies.
Grouping: First work in pairs, later work in groups
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 fifteen sentences, some of which
are correct and some of which have some mistakes.
2) The teacher asks students to work in pairs and to correct the mistakes.
3) After students are done, the teacher asks students to work in groups and check their
answers.
4) The teacher asks one speaker from each group and has them play a game with their
groups.
AUTHENTIC USE ACTIVITY
Time: 4’
Materials:
Interaction: Ss/Ss – T/Ss
What students do: Ss are asked to produce sentences just like below. They work in groups of
five and are given a situation which is as the following:
“You work in groups of 5. You have a friend who is very upset nowadays, and you don't
know why. You meet in a cafe and start to talk about your friend's situation. Share what you
did to have her feel better with your friends. For example, "I asked her to come to the cinema
with me, but she refused to come", "we asked her to stay with us tonight." etc.
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 students to work in groups of five.
2) The teacher creates a cafe atmosphere.
3) The teacher gives the same situation to the whole class.
4) Ss prepare an act-out.
5) After they finish, groups are acted out the situation in front of the class.

WRAP-UP
Time: 1’
Materials: Board pages
Interaction: Ss/Ss - T/Ss
What students do: Ss are asked to work in pairs and to look through the pages they have
covered, and they have the teacher guide to form the correct chart of the form of the new
grammar item on the board.
Grouping: Pair work
Aims:
- To check their understanding of the new grammar item.
- To summarize the new grammar item.
STEPS
1) The teacher tells students, “turn to your partner and in 30 seconds look through the
pages we have covered today. Is there any problem? Then tell me how I can build a
sentence using this structure?”
2) The teacher forms a chart by doing how students guide him/her.