Shape of grammar lesson plan

GRAMMAR LESSON PLAN
Students:
Nguyen Thi Thu Trang
Dao Thi Diu
Tu Thi Bich Dao
Do Thi Phuong
Nguyen Thanh Xuan
?
Warm Up
1.1.
New words
1.2.
New structure
?
Home work
2.1.
Drills
or Controlled practice
2.2.
Less controlled practice
3.1.
Free controlled practice
Vocabulary
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.
Vocabulary
How to teach a new word?
Presenting a new word need:
Spoken form  pronounce  written form
Present in meaningful contexts
Check is essential.
Vocabulary
Steps for presenting a new word
Eliciting
Models
Choral repetition
Individual repetition
Teacher corrects mistakes (if necessary)
Teacher copys the word on the board
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)
Vocabulary
Some techniques for eliciting a new word
Visuals
Mime
Realia
Example
Explanation/ Situation
Synonym/ Anonym
Translation
Objects
Pictures
Drawings
Charts, maps, diagrams.
Use your actions, body language.
Real objects
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
New structure
What activities do you use to present new language?

- Dialogue Build
Rub Out and Remember
Picture story
Pictures
Examples and grammatical explanation
.
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.
- Yes/no questions
- Alternative questions
- Simple `wh` questions
Concept Checking Questions
Concept Checking Questions
Concept Checking Questions
Concept Checking Questions
Controlled practice
Substitution
Conversion / transformation
Re -arrangement
Matching
Question/ Answer
Repetition
Drills
Repetition
Easiest for Students.
Students do nothing creatively but only repeat the model in chorus, in group, in pairs, individually or vice versa.
Drills
Substitution
The cues may be words or cards, pictures, actions….
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?
Students are given a sentence pattern then required to substitute different items in a given place in it.
Drills
Conversion / transformation
Students are given a sentence to transform in some ways.
E.g:
From positive into negative or question
From active into passive…

Conversion / transformation
Restatement
Combination
Other forms...
T: I’ve got a book.
Ss: So you’ve got it.
T: I have got a car.
The car is red.
Ss: I have got a red car.
Drills
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.
Drills
Re-arrangement
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.

Drills
Question/ Answer
Common technique for practicing the formation of question and the way to answer in pairs and groups
E.g:
T: How many books/ pens are there on the table?
Ss: One/ three
Less Controlled practice
Meaningful Transformation
Completion
Making true sentences about yourself
Situational Response
Picture, object, person description
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
Personalization 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 from pre-communicative activities to the 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?