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 word s 1.2. New structure  Home work 2.1. Drills or Controlled practice 2.2. Less controlled practice 3.1. Free controlled practice Grammar lesson plan 1. Presentation 2. Practice 3. Production 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 1. Eliciting 2. Models 3. Choral repetition 4. Individual repetition 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) Vocabulary Some techniques for eliciting a new word 1. Visuals 2. Mime 3. Realia 4. Example 5. Explanation/ Situation 6. Synonym/ Anonym 7. 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 Example1: Look! They're painting the wall Checking questions Answers Is it happening now? Yes Can you see it? Yes Is the painting finished? No Are they painting now? Yes Is this the past, present or future? Present Concept Checking Questions [...]... Drills Matching E.g: Students are given two columns Column 1 Column 2 of halves of sentences in disorder They are supposed to a – He has got 1 – students of English select suitable pairs to make a correct sentence b – They are 2 – exercise 5 already c – John did 3 – a red scarf Drills Rearrangement Students are given some groups of words in disorder to rearrange into correct sentences E.g: exercises,... 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 Picture, In this stage, students are given object, opportunities to practice the use of Meaningful person new structure in situation close to Transformation description the... description the real life They do the practice Games more freely and meaningfully, basing Making themselves on their opinion true experience or knowledge of real sentences life Completion about They focus on meaning and use rather than on the accurate formyourself of Situational the structure Response Free Controlled practice Is this stage Important? • Interviews/ produce the new language the have Students... about the Problem things which they like, base on teacher’s instruction Role solving • Production stage can be the transitional stage play from pre-communicative activities to the communicative activities of the language teaching learning process Personalizatio • At this stage, the new language which students n activities have learnt becomes students’ knowledge . 3.1. Free controlled practice Grammar lesson plan 1. Presentation 2. Practice 3. Production Vocabulary • Definition Vocabulary of a language is all its words,. GRAMMAR LESSON PLAN Students: Nguyen Thi Thu Trang Dao Thi Diu Tu Thi Bich Dao Do Thi