Teaching & Learning Grammar
Lesson Plan
Preliminary Information
CLASS PROFILE
Level:
No in Class:
Previous Contact
with English:
With this Teacher:
Elementary A2 level
10-14
One month of intensive English 2-3 hours p/d
First Lesson with this teacher
AIMS OF LESSON
Primary aim: to teach the Infinitive of Purpose.
Form(s):
He's taking a
clock to tell the time.
blanket to keep warm.
Why are you taking a map?
To find my way.
a radio ?
To listen to music.
Function: to give reasons / to describe the purpose of actions and
objects.
Context for presentation: A sailor about to set off on a trip round
the world.
Secondary aims:
1. to revise / recycle present continuous with present or future meaning
2. to revise present simple as in "We use it to tell the time.' (See further
practice)
Skills involved:
Speaking (controlled practice, pyramid discussion,
unusual activities)
Materials/ aids: Picture of sailor on boat, his home, his wife, flashcards of various
objects, picture of a boat, the earth, sail around the world
Assumed knowledge:
 Present tenses (include. future meaning); going to future
 Giving reasons with " because".
New Lexis:
T will try to elicit or revise only familiar vocabulary but can introduce lexis
requested by the Ss
© CELT Athens  Marisa Constantinides 1
Teaching & Learning Grammar
ANTICIPATED PROBLEMS
STRATEGIES / REMEDIES
Lexical load – Some of the
vocabulary needed for the infinitive
word phrases may not have been
taught previously
The Ss may not have enough lexical
knowledge to suggest why the sailor
is taking various things with him
An extended lead in in which the T
will try to revise the Present Simple
and the uses objects (We read books,
etc) to connect this with the TL
Either have F/C’s with word prompts
ready or elicit the response by
miming
Phonological – full articulation of ‘to’
in infinitives
Model clearly and insist on fast
rhythm of delivery which encourages
syllable reduction
Avoid introducing verb phrases with
prepositional objects; if Ss make this
mistake in the freer activities, use
positive reinforcement but do not
insist; this can be picked up in later
unit which introduces Ss to: You use
a sleeping bag for sleeping in
Elliptical answers with preposition at
the end may be a problem; prep.
may be omitted, e.g. Why is he a
taking a hammock? Answer : * To
sleep
Commentary
A Presentation Practice Producation approach has been selected in order to be able
to model the TL for form and for pronunciation.
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Teaching & Learning Grammar
PROCEDURE p.1
1
WARM-UP
STAGE ACTIVITY
Show picture of
sailor and his
yacht.
Ask: Who is he
?
Ss give his
name
Ask: What is he
going to do?
Elicit: Sail
around the
world, or cross
the Pacific
Ocean.
Ask : Is he
taking many
things with
him?
What things do
you need on a
trip like this?
Elicit from Ss &
list on BB. Pre teach new lexis
if possible here.
PURPOSE/AIM
to set the
situation and
provide a
context for the
new language
to elicit ideas
and
vocabulary
MATS
ORG
TIME COMMENTS
e.g.
I will use
class
google
Picture (plen)
images to
of
find the
sailor
pictures. I
will share
Board
my screen
for learners
Pics of Pairto see the
objects share
pictures.
to preteach/review
vocabulary
necessary for
the
presentation
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Teaching & Learning Grammar
2
PRESENTATION
Show pics of
wife & sailor –
she asks why
taking this and
that as she
thinks he’s
taking too
much stuff
Show picture of
clock or other
object from st
list. Get
students to ask
why he's taking
it with him.
S1: Why are
you taking a
clock?
T: To tell the
time.
He's taking a
clock to tell
the time.
Ask class to
repeat chorally
& individually
Ask the
following
Concept
Questions:
1. Do we know
what he is
taking?
(blankets,
etc.)
2. Do we know
why he is
taking these
things?
(Yes)
3. Which words
in the
sentence
give us the
to
As
elicit/introduce above
a suitable
context for
using the TL
As
above
Introduce
forms
to model the
marker
sentence for
form and
pronunciation
to make sure
the Ss
understand
the basic
concepts in
the new
pattern; to
invite them to
notice the
forms that
express these
concepts
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Teaching & Learning Grammar
reason? (to
keep warm)
PROCEDURE p.2
3
Restricted Practice 1
STAGE ACTIVITY
Point to two
more things
from the BB list
& elicit
sentences or
questions and
answers from
Ss. Show F/C's
of other objects
that he is taking
with him and get
Ss to ask why is
he taking each
object.
Prompts:
 a fishing rod
- to catch
fish
 matches - to
make a fire
 a pan - to
cook the fish
 a radio - to
listen to
music
 books - to
read
 a camera to take
pictures
 paper - to
write letters
 blankets - to
keep warm
PURPOSE/AIM MATS
to check
board
understanding pics
thru
individual
responses
to promote
accuracy with
regard to
form and
pronunciation
ORG
indiv.
Ss
Flash
Cards
(F/Cs)
with
Class
pics of
objects
© CELT Athens  Marisa Constantinides 5
TIME COMMENTS
1-2
mins
5
mins
5
Freer/Communicative Practice
4
Restricted Practice 2
Teaching & Learning Grammar
Put F/ C's on
the WB together
with list
suggested
earlier.
Direct one
student to ask
another one
across the class
as an example
first.
Pairs ask each
other about the
items, e.g.
A: Why is he
taking some
books?
B: He's taking
some books to
read.
T monitors, and
corrects if
necessary
Guessing game
Ss work in small
groups. Pack of
cards of various
objects face
down on table.
S1: (Picks up a
card) We use it
to clean our
teeth.
S2: It's a
toothbrush!
S1: Yes, it is.
It's yours.
How to play
Ss must describe
the purpose of
various objects;
the student
who guesses
correctly keeps
the card. If no
one gets the
answer, the
asker returns it
to the bottom of
the pack.
Object: to collect
as many cards
as possible
As
above
as above but
this time at
students' own
pace
to encourage
freer use of the
target
language in a
slightly
different
context
Open
pairs
first
Closed
pairs
Small
cards
with
names
or
images
of
simple
objects
5-6
mins
Groups 10
or 3-4 mins
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PROCEDURE p.3
STAGE
ACTIVITY
PURPOSE/AIM
Pyramid
Discussion
to motivate &
involve Ss; to
give them a
reason/purpose
for talking to each
other
6
Productive Skills activity
Show picture of
desert island. Ss
works in pairs or
small groups .
Tell Ss : 'You are
going to spend 10
days on this island.
Choose three things
only from the list
and pictures on the
BB to take with
you and explain
why you want
them.'
Check instructions
to activity.
Give an example of
language:
S1: First, I'm going
to take an axe.
T: Why are you
going to take it ?
S1 : We can use it
to cut wood.
T: And why do you
want to cut wood?
S1: To make a fire.
to explain ahow
activity works
to make sure they
have understood
to supply
language needed
for the interaction
part of the
activity
to promote oral
fluency & use of
negotiation skills
& interactive
speaking &
listening
MATS
ORG
TIME
all
material
(words,
phrases
on the
board,
pics)
used so
far
class
15
mins
ind
pairs
groups
class
How to play:
Individuals choose
3 things first.
Then pairs
negotiate and
decide on 3 they
both agree on.
Do same with
groups of four.
Class discusses and
decides, or votes on
three things
majority votes for!
T monitors for
serious error on
target language
© CELT Athens  Marisa Constantinides 7
COMMENTS
7
Feedback
Teaching & Learning Grammar
Groups present
their solutions
to all justifying
their decisions
T invites whole
class to listen, then
final votes are cast
Error Correction
Slot
If serious errors
have been noted
down: T says or
writes mistake on
the board; invites
Ss to correct their
own & each other's
mistakes
T praises Ss for
ideas & language
use
to have a public
checking stage
to raise
grammatical and
functional
awareness of
language during
activity
to motivate &
reward Ss
none
class
5
mins
board
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Teaching & Learning Grammar
PROCEDURE p.4
STAGE
ACTIVITY
PURPOSE/AIM
Alternative or Additional
activity for a stronger
class
Team/Group Competition:
UNUSUAL USES!!!
Show pics or realia of four
objects,
e.g. umbrella, shopping bag,
chair, pencil, etc.
Establish usual uses of
object first.
MATS
ORG
TIME
Class
to motivate and
involve Ss
pictures
to avoid using
those during
competition
&/or
7/8
Productive Skills Activity
realia
Ss brainstorm in their
groups; one person should
write/make notes only;
others in group/team should
just talk and offer ideas
Ss work in groups or teams,
and list as many unusual
uses for these objects as
they can think of within a
strict time limit
Feedback
At end, Ss report back,
e.g. You can use a cup to
put your pencils(in), to eat
ice cream, to drink soup, to
put flowers, to save money,
etc.
Opposing teams may
challenge a use; T listens to
reasons & decides to accept
use or not.
to establish
competitive
atmosphere
groups
or
teams
to encourage oral
fluency; to develop
creative thinking
skills
class
to present
decisions and listen
to other group
decisions;
to promote
listening & arguing
to reward Ss
At the end, the group or
team with most uses are
declared winners.
Error Correction Slot
(as for previous activity)
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Comments