Sample Lesson Plan

Teaching Grammar

Grammar point: present continuous

Target group: Elementary students (20 students)
Aim: “Introducing and practicing “Imperative”
Note: T= Teacher; Ss = Students; mns = minutes; Ex = Example
Stages Techniques / Activities Time Material Comments
 Greeting
-T greets and chats with Ss.
-T writes date and fills in Class Information Box at the corner of the
board.
-Some Ss may arrive late.
-T checks Ss’ attendance.
 Warm Up (Technique: Clues in Sentences) -During activity in warm
-T writes 5 sentences containing language points which are going to be -White board up some Ss may not give
taught. -Marker the correct answers, in
I. Opening 8 mns
-T underlines the language points and lets Ss guess what they are. -Teacher’s File order to save time, T can
1. Make your bed. give the answers for
2. Don’t play games too much. them, and tell them that
3. Be on time. all this grammatical point
will be learnt soon.
(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 it forgiving instruction”
II. Presentation  Technique 1: Deductive Approach 12 mns -Poster -During technique 1, Ss
-This technique is used because it can save time for making Ss -White board are not allowed to copy.
understand the usage of the imperative directly and efficiently. -Marker Ss will be given time to
-T writes the usage of imperatives on the white board. copy the rule and
-Text book
examples once the T has
Ex: Imperative is used for giving instruction.
finishes explaining.
-T distinguishes between the use of positive and negative statement.
-T sticks the poster with the prepared examples on the board.

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  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.
-T posts matching exercise on the white board.
-Ss are required to guess the meaning in L2 with the meaning in L1 in
the poster.
Ex:
1. under
2. next to
3.behind
A. đằng sau
B. bên cạnh
C. bên dưới
(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.
III. Practice  Technique 1: Gap Filling 18 mns -Text book
-Ss are asked to do exercise (1) that teacher had prepared. -A ball
-T models one sample to guide Ss to do this technique. -As exercise “A” and
-T sets time 5 mns for Ss to do this technique. “B” is located next to
-After 5 mns, Ss are required to compare the answers with their each other in the course
neighbor. book, T must tell Ss to do
exercise one by one and
-T gives the answers as the whole class.
must follow the
 Technique 2: Preposition Completion instruction carefully.
-Ss are asked to do exercise (2).
- 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
classmates.
-T gives the answers as the whole class.

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  Technique 3: Where is my toy 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 a toy around any objects in the classroom.
-Ss are asked to say the preposition of place that they have learnt when
they see a toy whether it is near, between….and, in front of, or opposite
to any objects in the class.
 Technique 1: Description Writing
-T writes some clues on the board so that Ss can see the clues and they
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.
-T sets time 5 mns to write on description each.
IV. Production  Technique 2: Guessing my Direction 18 mns
-After finishing writing their descriptions, Ss are assigned to work with -Text book
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.

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 -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.

 This lesson plan is subject to change due to unexpected circumstances.