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GRAMMAR LESSON PLAN

Time: 20 minutes
Level:Upper intermediate
Age: 16-17
Materials: Pictures
Interaction: Ss-Ss and Ss-T
Assumptions: The students know “ıf clause type 1 and type 2” “ simple past, present
perfect,past perfect tenses”

OBJECTIVES

By the end of the lesson , the students


1) will have learnt for what the students can use “ıf clause type 3”
2) will have understood the difference between “ıf clause type 2” and “ıf clause type
3”

WARM-UP
Time: 2-3 minutes
Materials: Pictures
Interaction: T- Ss
What students do: the students tell their ideas thoughts experiences about the pictures and
answer the teacher’s questions.

Aims:
- To arouse their curiosity about the text.
- To lead them to the text .
- To motivate them to read a text.

STEPS
1) The teacher shows pictures of some films directed with 3-D system
2) The teacher asks ıf they watched these films before and ıf they had liked it.
3) The teacher says there is a common quality in these films and asks what it is.
4) If the teacher gets true answer from the students, she will ask ıf they like watching
films with 3-D and then share her own thoughts about it with them.
5) At the end she asks ıf they want to learn about it much more about 3-D system

LEAD-IN TO CONTEXT
Time: 3 minutes
Materials: Text
Interaction: T-Ss
What students do:Read the text and answer the teacher questions’ about the text.
Aims:
- To help the students to get the gist of the text.
- To move into the grammar smootly
STEPS
1) The teacher asks several questions about the text. These are “ What is the text about ?”
“How long ago was 3-D sytem was developed” “How was the quality of images in the
past?” . “Is James Cameron pleased with the latest technology for making a film?” “
How did he direct “Avatar”?”
2) With several questions the student will get the general idea of the text .

ELICITATION

A) MEANING
Time: 4 minutes
Materials: Pictures
Interaction: T-Ss
What students do:Answering the questions
Aims:
- To help Ss to infer what the sentence on the board means
- To get the meaning of this structure from the students

STEPS
1) The teacher asks “Was 3-D popular when it was developed” and then asks the second
question “why” in this way the teacher tires to get the sentence from the students and write it
on the board.
3) The teacher asks “Was 3-D system sophisticated when it was developed” and waits for a
while to get the answer from the students. When they say that “No it wasn’t”, the teacher
writes their aswer under the the sentence in paranthesis. Then the T goes on asking “ “so was
it popular” when the teacher gets the answer “no” she writes it in paranthesis under the
sentence too.
4) The teacher continues asking “Did 3-D system’s popularity depend on system’s being
sophisticated?”
5) When the student answers “yes” the teacher says that 3-D system wasn’t popular because it
wasn’t sophisticated or 3-D system wasn’t sophisticated in the past so it wasn’t popular.
6) To clarify much more the T turns to the second sentence. The sentence is “ ıf he had a
chance to have his own 3-D cameras in 1990s ,he would have directed Titanic with these
cameras.”
7) The teacher asks “Did James Cameron have a chance to have his own cameras in 1990s”
and “Did he direct Titanic with 3D cameras”
8) After getting answers the teacher says that he didn’t have his own 3D cameras in 1990s so
he couldn’t direct Titanic with 3D system.

B) FORM
Time: 2 minutes
Interaction: Ss-Ss and T- Ss
What students do:Answer the questions
Grouping: indiviual
Aims:
- To help the Ss to learn the form on their own
- To get them to infer the form by making a connection with the structure they have
learnt before.
STEPS
1) The teacher tries to make a connection between “ıf clause type 2 and 3” the students have
learnt in last lesson and “type 3”.
2) “How many clause are there” “Which tense is used for ıf clause” and “Which tense is used
for the main clause” and what do we need to add after “would”
3) The teacher writes one of the examples related to ıf clause type 2 on the board so that the
teacher tries to make a connection between ıf clause type 2 and type 3 to clarify the form of ıf
clause type 3 much more.

C) FUNCTION
Time: 1 minute
Interaction: Ss-Ss and T-Ss
What students do: pair work and think about the usage of the subject
Grouping: by Partner
Aims:
- To get the students to see when they can use “ıf clause type 3”

STEPS

1) The teacher asks in which situations they can use “ıf clause type 3 and ıf we can use it for
the events in the present or in the past or if it is possible that we can also use this type for
regretfullnes or while making criticisms about the events happening in the past.
2) Ss work in pairs and discuss about it.
3) The teacher gets their answers.

RESTRICTED USE ACTIVITY


Time: 3 minutes
Materials: Picture and worksheet
Interaction: T-Ss
What students do: use ıf clause type 3 according to the situations.
Aims: To understand whether the students have understood or not.
To make them practise the subject.
To make the subject more permanent in the students’ mind.

STEPS
1)The students are asked to write their own sentences by using ıf clause type 3 according to
the situations given.
2) After two or three minutes, the teacher checks the answers.

AUTHENTIC USE ACTIVITY


Time: 3 minutes
Interaction: Ss-Ss
What students do: create a situation in which thay can use “ıf clause type 3”
Grouping: pair work
Aims:
- To help Ss communicate
- To show ss the subjects they have covered in their daily life
STEPS
1) The teacher tells them to imagine that they are in “Time Machine” and they will go
back to the past what would you like to change and ıf you had changed ,what would
have happened.
2) Asking these questions, teacher tells them think about these questions for a while and
and to work in pairs then the partners will ask the same questions to each other.
3) The teacher wants them to express their thoughts in front of the class.

WRAP-UP
Time: 1
Interaction: T- Ss
What students do: Tell T about what they have covered today
Aims:
- To summarise the lesson.
- To make it meaningful.
STEPS
1)The teacher asks what we have covered in the lesson.
2) When the students say “ıf clause type 3” , the teacher asks why we use “ıf clause type 3”
3) The teacher asks how we make “ıf clause type 3”
4) The teacher gets the answers.