shape of grammar lesson plan

Teacher check understanding/ mean/ stress… Teacher elicits the meaning of the word by using one of 7 techniques.. Students repeat chorally Students repeat individually some students... -

GRAMMAR LESSON PLAN

Warm Up

1.1.New word s

3.1.

Free controlled practice

Grammar lesson plan

1

Presentation

2

Practice Production 3

• Definition

Vocabulary of a language is all its words, compounds and idioms used to convey and receive information in oral and written communication

• Kinds of Vocabulary

* Active vocab: The words can understand, pronounce correctly, use effectively in speaking and writing.

* Passive vocab: The words can recognize and understand in the context.

How to teach a new word?

Presenting a new word need:

- Present in meaningful contexts

- Check is essential.

5 Teacher corrects mistakes (if necessary)

6 Teacher copys the word on the board

7 Teacher check understanding/ mean/ stress…

Teacher elicits the meaning of the word by using

one of 7 techniques

Teacher models (pronouces) 2 or 3 times

Students repeat chorally

Students repeat individually (some students)

- Charts, maps, diagrams…

- Real people

- Real things

Words with the same or opposite meaning

to the new word

-What does this mean in Vienamese?-How do you say it in Vietnamese?

Use the new word in different contexts

Teacher gives a detailed description of the new word to make Ss imagine the meaning

Steps for presenting the model dialogue

• Set the scene

• Teacher says the dialogue one time.

• Practice saying the dialogue

• Draw conclusion (model structure)

• Concept check

Dialogue Build

Show the characters and the situation

Teacher models one time, then asks students to repeat while writing on the board Teacher ~ Students *

Opened pairs (Group A ~ Group B) * Closed pairs (Student A ~ Student B) *

* Change roles

Write the model structure on the board

Checking: form, meaning, use and pronunciation/ intornation

The questions must be:

• Simple + no difficult language

• Don’t use new (target) grammar

• Use familiar vocabulary

• Use as many as possible

• Closely related to the target concept

• Avoid asking Do you understand? Or OK?

• Ask “Is that clear?” instead.

Example1:

Look! They're painting the wall

Is this the past, present or

Concept Checking

Questions

Example2:

She's a shop assistant.

She works in a shop

Does she work there every

Example3:

If I won the lottery, I'd buy a new car

Am I going to win the lottery? Probably not

Am I going to buy a new car? Probably not Has he got a lottery ticket? Maybe

Is this real, or imaginary? Imaginary

Concept Checking

Questions

Question/ Answer

Repetition

Drill s

Repetition

Easiest for Students.

Students do nothing creatively but only repeat the model in chorus, in group, in pairs, individually or vice versa.

Substitutio

n

E.g: practice Did you see… there?

T: ( a book ) Did you see a book there?

Ss: Did you see a book there?

T: (a car) Ss: Did you see a car there?

Repeat several times

Students are given a sentence pattern then required to substitute different items in a given place in it.

Conversion / transformation

Students are given a sentence to transform in some ways.

E.g:

From positive into negative or questionFrom active into passive…

Conversion / transformation

T: I have got a car

The car is red

Ss: I have got a red car

Drills

Matching

Students are given two columns

of halves of sentences in disorder They are supposed to select suitable pairs to make a correct sentence.

E.g:

arrangement

Re-Students are given some groups

of words in disorder to rearrange into correct sentences.

E.g:

exercises, already, John, five, did

~ John did five exercises already

E.g:

T: How many books/ pens are there on the table?Ss: One/ three

Less Controlled practice

Meaningful

Transformatio

nCompletion

Making true sentences about yourself

Situational Response

Picture, object, person description

Games

In this stage, students are given opportunities to practice the use of new structure in situation close to the real life They do the practice more freely and meaningfully, basing themselves on their opinion experience or knowledge of real life They focus on meaning and use rather than on the accurate form of the structure

Interviews/

Survey

Problem solving

Role play

Personalizatio

n activities

Simulation

Free Controlled practice

• Students produce the new language the have learnt on their own (without the teacher)

• This stage is more free than the other stages So students have an opportunity to talk about the things which they like, base on teacher’s instruction

• Production stage can be the transitional stage

communicative activities of the language teaching learning process

• At this stage, the new language which students have learnt becomes students’ knowledge

Is this stage Important?