Sample Lesson Plan

Teaching Grammar

Teacher’s Name: LY Sam Ath Branch: BT2 Room: 17 Time: 5:30-6:30 P.M.
Date: September 29, 2014 Course Book: World English Intro Unit 6: Getting There Page: 65
Aim: “Introducing and practicing a new grammatical point.”
Objective: By the end of the lesson, the students will be able to:
-use imperatives with both positive and negative statements in order to do exercise “A” gap filling correctly,
-identify prepositions of place (on the corner of, across from and between…and) for doing exercise “B” on page 65 accurately, and
-read a map in order to write a description for giving direction correctly and logically.
Note: T= Teacher; Ss = Students; mns = minutes; Ex = Example

Stages Techniques / Activities Time Material Comments

I. Opening  Greeting 8 mns -White board -Some Ss may arrive late.
-T greets and chats with Ss. -Marker
-T writes date and fills in Class Information Box at the corner of the -Teacher’s File -During activity in warm
board. -Poster up some Ss may not give
-T checks Ss’ attendance. the correct answers, in
 Revising (Technique: Stand Up and Recall) order to save time, T can
give the answers for
-T calls a few Ss to stand up and say words which they have learnt them, and tell them that
during the previous session. all this grammatical point
-T gives some corrections for Ss if needed. will be learnt soon.
-T summarizes the vocabulary which Ss have already learnt in the
previous session as the whole class.
 Warm Up (Technique: Clues in Sentences)
-T writes 5 sentences containing language points which are going to be
taught.
-T underlines the language points and lets Ss guess what they are.
1. Turn right on this street, and you will see a park.
2. Don’t watch TV too much.
3. Cross this street, then turn left, and you will see a cinema.

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 4. Chop this carrot.
5. Don’t come to class on Sunday.
(Answer: imperative with positive and negative statement.)
 Transition
-T says “Today, you are going to learn a new grammar point about
imperative with positive and negative, and use these imperative
statements for giving direction.”
 Technique 1: Deductive Approach
-This technique is used because it can save time for making Ss
understand the usage of the imperative directly and efficiently.
-T writes the usage of imperatives on the white board.
Ex: Imperative is used for giving instruction.
-T distinguishes between the use of positive and negative statement.
-T sticks the poster with the prepared examples on the board.
 Technique 2: Inductive Approach
-Because the T doesn’t want to use the same style in making Ss
comprehend another piece of grammatical point, this technique is used
to make Ss discover the use of preposition of place by themselves. -Poster -During technique 1, Ss
-T posts matching exercise on the white board. -White board are not allowed to copy.
-Ss are required to guess the meaning in L2 with the meaning in L1 in -Marker Ss will be given time to
II. Presentation the poster. 12 mns
-Text book copy the rule and
Ex: examples once the T has
1. on the corner of finishes explaining.
2. across from
3. between…and
A. នៅចន្លោ ះពីអ្វីមយ
ួ ហើយនឹងអី្វមយួ
B. នៅទល់មុខគ្នា
C. នៅកាច់ជ្រុងនៃ
(Answer: 1-C, 2-B, 3-A)
-T asks a volunteer to do matching on the white board.
-Ss need to discover the meaning of preposition of place by themselves.
-T gives examples for Ss to illustrate the meaning by using picture in the
course book on page 65.

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  Technique 1: Gap Filling
-Ss are asked to do exercise “A” on page 65.
-T models one sample to guide Ss to do this technique.
-T sets time 5 mns for Ss to do this technique.
-After 5 mns, Ss are required to compare the answers with their
neighbor.
-T gives the answers as the whole class.
 Technique 2: Preposition Completion
-As exercise “A” and “B”
-Ss are asked to do exercise “B” on page 65.
is located next to each
- T models one sample to guide Ss to do this technique. -Text book other in the course book,
III. Practice -T sets time 5 mns for Ss to do this technique. 18 mns -A ball T must tell Ss to do
-After 5 mns, Ss are required to compare the answers with their exercise one by one and
neighbor. must follow the
-T gives the answers as the whole class. instruction carefully.
 Technique 3: Where is my ball at
-This technique helps Ss to practice the language point they have just
learnt and reinforces meaningful repetition so that Ss can quickly
understand the target language being taught.
-T places the ball around any objects in the classroom.
-Ss are asked to say the preposition of place that they have learnt when
they see the ball whether it is near, between….and, in front of, or
opposite to any objects in the class.
IV. Production  Technique 1: Description Writing 18 mns
-T writes some clues on the board so that Ss can see the clues and they -Text book
will be able write their description.
Ex:
From….walk….block(s) up/down…. Turn….And you will see….
-T models one sample as a guide for Ss to do this task.
Ex:
From the bank walk two blocks up Long Avenue. Turn right on
Queen Street. And you will see…..across the museum.
(Answer: train station)
-Ss are asked to write their description individually.

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 -T sets time 5 mns to write on description each.
 Technique 2: Guessing my Direction
-After finishing writing their descriptions, Ss are assigned to work with
their partners.
-Ss are required to exchange their description and then they have to
follow their partner’s description and see where his or her direction is.
-T sets time 5 mns for Ss to do this technique.
 Technique 3: Whole Class Guessing
-T asks a few volunteers to read out loud their descriptions two or three
times.
-All Ss except for their partners will have a change to guess where the
direction is.
-The owner of the description need to say whether their classmates’
answers are right or wrong.
-T gives comments as the whole class.
-T asks Ss what they have learnt today.
-T wraps up the lesson.
V. Closing 2 mns
-T praises and thanks Ss for their active participation and cooperation.
-T says “Goodbye” to Ss.

Remark:
 The lesson is planned for 58 minutes, and some activities may take more or less than the estimated time.
 In production stage, Technique 3 can be skipped if the time is exhausted.
 This lesson plan is subject to change due to unexpected circumstances.