COMMENT ON GRAMMAR LESSON PLAN
I like the lessom plan since students learn the second conditional implicitly. The lesson plan is so detailed that
even teacher’s statements are shown. Also, the lesson plan is theme-based. Identifying the second conditional
with the probability of winning a lottery makes easier to perceive it’s meaning. Most of time I learned grammar
without a theme, which is hard and boring. Doing listening activity in pre-reading stage makes the lesson
integrated. However, the song is so long. Most probably students will want to listen it again two times and half of
the lesson will be spend to listening. Activities are well prepared. First, they fill the blanks. Then, they fill the
second part of the conditional sentence. I remember this activity was really funny when it was done in the class.
However, I think students should create a full sentence in the last activity, not only fill blanks. A modification can
be done in the last activity by adding some conditionals whose first parts are blank. Therefore, students both write
first clause and second clause.
LESSON PLAN
Name/Surname: Zeynep DENİZ, Hatice Ekiz, Eda Topal
Institution/ Context of language teaching: Atatürk Anatolian High School / if clause (type 2)/Lottery
Material (Course-book/ Unit) Used: video, handouts, flashcards
Lesson Focus: Grammar
Learners’ previous knowledge:
- Future tense
-Simple tense, simple past tense
- Simple and past perfect tense, if clauses (type1)
Learner profile (Age + Proficiency level/ Number of students): 15-16 ages, Pre-intermediate, 20 students
Anticipated problems & Remedies during Teaching:
-Ss may confuse type1 and type 2 if clauses. When Ss confuse, teacher helps them and explain the difference
between the two.
-Ss may have some problems in relating the new data with their life or previous knowledge, because of this, T
should help Ss with contextualization; that is T should exemplify the new information (if clause) in a sentence.
Goal of your lesson: By the end of this semester:
-Ss will be able to use if clause type 2 in their sentences.
-Ss will increase their grammar knowledge.
-Ss will improve their listening skills.
-Ss will improve their writing skills.
Objectives: By the end of this lesson, students:
-will be able to learn if clause type 2 structures being exposed to input related to this topic.
-will be able to compare type 1 and type 2 by using their previous and current knowledge.
Lesson Plan, 1
-will be able to exemplify these structures by using them in the activity.
-will be able to listen to these structures thanks to the song.
Lesson Plan, 2
Warm up
Time
Allocated
Stage
Procedure
Aids
Rationale
Interaction Pattern
&
Justification
-Teacher greets the students and asks them how they are doing.
Then, she talks about lottery and mentioned about the last
lottery winners. After this, she gave some samples about what
she would do if she won the lottery. After this, she asked the
question to students and makes them brainstorm about the
topic. (see appendix A)
“Hello friends, how are you today? Did you hear the last
week’s lottery winners? A man from Adana has won 40 million
Turkish lira. He is a rich man, now. If I had that money, I
would buy a huge palace. What will you do when you win the
lottery? ”
-Keep
-------------
a good contact with the
students.
T> Ss, S> T
-Activate the Ss’ schemata
and help them to feel ready
for the upcoming activity,
attract their attention to the
topic.
- To give them a chance to
make a brainstorming about
the question which is related
to the new grammar topic?
Lesson Plan, 3
Preteaching
-T gives them instruction about the listening activity.
“Now, we will have a listening activity. We are going to listen
the song called ‘if I were a rich man’ but before it, I will give
you lyrics of this song. (see appendix B and C) However, there
are some blanks in the handout, so you are supposed to fill
those blanks with what you hear. After first one, if you couldn’t
finish the activity, we can listen second time, so don’t worry
about catching song.”
After instruction, she distributes handouts to them. Ss do the
activity and if they want, they will listen twice. After the
activity, T elicits answers and students correct their mistakes.
-
To give them opportunity
to see the form of if clause
type 2 through the song
-
To make them enjoy the
activity, the song is used.
-
To abolish the detrimental
effects of the activity, T
gives them a chance to
listen twice.
-
To make everything clear,
T elicits answers.
Handouts
T> Ss, S> T
Lesson Plan, 4
-
-
-
OnTeaching
-
Teacher takes out a sentence about if clauses type 2 in
the video and write it on the board. Then gives the
instruction by saying:
“Now, I want you to think about this sentence and try to
figure out the rule about Type2. Let’s try together”.
After a minute, teacher put some flashcards into the
board in a mixed order (see appendix D).Then, T calls
one student to come to the board and want him/her to
put the sentences into correct order. The parts of the
sentences are given in the present tense and student is
supposed to put them into correct order and change the
tense according to type2. The student tries to handle
this job. If s/he has difficulty in doing the task, T will
help him/her.
T> Ss,
-The aim of this activity is to
create awareness about the rule
before giving it in deductive way.
Whole
-when students try to do the task
by themselves, they become more
competent to figure out the rule.
Flashcards
Then, all of the students try to figure out rule and
teacher writes it on the board.
-
After they learn the rule, T gives the instruction about
the other activity( see appendix E) by saying:
-
“We learn the rule and let’s practice it with the help of
this activity. I want you to fill in the blanks with correct
items. When you finish, we will together check the
answers”.
Handouts
Individual
Fill in the blanks activity is used
to make students practice on the
new grammar topic. Since they do
not really know it, we start with
an easy activity.
Lesson Plan, 5
Post –
Teaching
In the post part, students will do a funny activity. They
practice both writing and speaking.
- Teacher gives the instruction first
“Let’s do a funny activity now. I want you to make group of 5.
I will give each of you different card containing one statement.
Firstly, the first person reads the statement and writes the
continuum of the sentence. Then, fold the paper and pass it to
the next person. The next person do the same thing on it goes
on like that. When you finish writing 5 different statements,
you read the statements and comment on them whether they
are correct or not”.
-
Then, T distributes the handouts (see appendix F).
While students are doing their job, teacher walks
around the classroom and control the students.
Handout
-
To make sure that the
grammar topic is understood
very well, this activity is used
in the post part. Students are
supposed to produce new
sentences here.
-
Also, it is a funny activity.
Teacher does not want to
make students bored at the
end of the lesson.
Group work
.
Lesson Plan, 6
Contingency Plan (In case you finish early):
If students finish early, Teacher wants them to write a short paragraph about “What
would you do if you win the lottery? They start writing the paragraph in the school but if
they do not finish it, teacher assigns it as homework.
Lesson Plan, 7
APPENDICES:
APPENDIX A:
WARM UP
 When you win the lottery, what will you do?
Lesson Plan, 8
APPENDIX B (transcript activity)
( “If I were a rich man lyrics”)
"Dear God, you made many, many poor people.
I realize, of course, that it's no shame to be poor.
But it's no great honor either!
So, what would have been so terrible if I had a
small fortune?"
If I were a rich man,
Ya ha deedle deedle, bubba bubba deedle deedle
dum.
All day long I'd biddy biddy bum.
If I were a wealthy man.
I wouldn't have to work hard.
Ya ha deedle deedle, bubba bubba deedle deedle
dum.
If I were a biddy biddy rich,
Yidle-diddle-didle-didle man.
I'd build______________with rooms by the
dozen,
Right in the middle of the town.
A fine tin roof with real wooden floors below.
There ______________ one long staircase just
going up,
And one even longer coming down,
And one more leading nowhere, just for show.
I ___________ my yard with chicks and turkeys
and geese and ducks
For the town to see and hear.
And each loud "cheep" and "swaqwk" and
"honk" and "quack"
Would land like a trumpet on the ear,
As if to say "Here lives a wealthy man."
If ______a rich man,
Ya ha deedle deedle, bubba bubba deedle deedle
dum.
All day long I'd biddy biddy bum.
If I were a______________.
I wouldn't have to work hard.
Ya ha deedle deedle, bubba bubba deedle deedle
dum.
If I were a biddy biddy rich,
Yidle-diddle-didle-didle man.
I see my wife, my Golde, looking like a rich
man's wife
With a proper double-chin.
Supervising meals to her heart's delight.
I see her putting on airs and strutting like a
peacock.
Oy, what a happy mood she's in.
Screaming at the servants, day and night.
The most important men in town would come to
fawn on me!
They ______________ me to advise them,
Like a Solomon the Wise.
"If you please, Reb Tevye..."
"Pardon me, Reb Tevye..."
Posing problems that would cross a rabbi's eyes!
And it won't make one bit of difference if i
answer right or wrong.
When you're rich, they think you really know!
If I were rich, I___________ that I lack
To sit in the synagogue and pray.
And maybe have a seat by the Eastern wall.
And I___________discuss the holy books with
the learned men, several hours every day.
That would be the _________ of all.
If I were a rich man,
Ya ha deedle deedle, bubba bubba deedle deedle
dum.
All day long I'd biddy biddy bum.
If I were a wealthy man.
I _________________ work hard.
Ya ha deedle deedle, bubba bubba deedle deedle
dum.
If I were a biddy biddy rich,
Yidle-diddle-didle-didle man.
Lesson Plan, 9
APPENDIX C ( answerkey of transcript activity)
"Dear God, you made many, many poor people.
I realize, of course, that it's no shame to be poor.
But it's no great honor either!
So, what would have been so terrible if I had a
small fortune?"
If I were a rich man,
Ya ha deedle deedle, bubba bubba deedle deedle
dum.
All day long I'd biddy biddy bum.
If I were a wealthy man.
I wouldn't have to work hard.
Ya ha deedle deedle, bubba bubba deedle deedle
dum.
If I were a biddy biddy rich,
Yidle-diddle-didle-didle man.
I'd build a big tall house with rooms by the
dozen,
Right in the middle of the town.
A fine tin roof with real wooden floors below.
There would be one long staircase just going
up,
And one even longer coming down,
And one more leading nowhere, just for show.
I'd fill my yard with chicks and turkeys and
geese and ducks
For the town to see and hear.
And each loud "cheep" and "swaqwk" and
"honk" and "quack"
Would land like a trumpet on the ear,
As if to say "Here lives a wealthy man."
If I were a rich man,
Ya ha deedle deedle, bubba bubba deedle deedle
dum.
All day long I'd biddy biddy bum.
If I were a wealthy man.
I wouldn't have to work hard.
Ya ha deedle deedle, bubba bubba deedle deedle
dum.
If I were a biddy biddy rich,
Yidle-diddle-didle-didle man.
I see my wife, my Golde, looking like a rich
man's wife
With a proper double-chin.
Supervising meals to her heart's delight.
I see her putting on airs and strutting like a
peacock.
Oy, what a happy mood she's in.
Screaming at the servants, day and night.
The most important men in town would come to
fawn on me!
They would ask me to advise them,
Like a Solomon the Wise.
"If you please, Reb Tevye..."
"Pardon me, Reb Tevye..."
Posing problems that would cross a rabbi's eyes!
And it won't make one bit of difference if i
answer right or wrong.
When you're rich, they think you really know!
If I were rich, I'd have the time that I lack
To sit in the synagogue and pray.
And maybe have a seat by the Eastern wall.
And I'd discuss the holy books with the learned
men, several hours every day.
That would be the sweetest thing of all.
If I were a rich man,
Ya ha deedle deedle, bubba bubba deedle deedle
dum.
All day long I'd biddy biddy bum.
If I were a wealthy man.
I wouldn't have to work hard.
Ya ha deedle deedle, bubba bubba deedle deedle
dum.
If I were a biddy biddy rich,
Yidle-diddle-didle-didle man.
Lesson Plan, 10
APPENDIX D
Activity1: flashcards
will
She
She
IF
exam
study
harder
,
the
pass
APPENDIX E:
Activity2:
1) If I ………. (to come) home earlier, I ………….. (to prepare) diner.
2) If we …………… (to live) in Rome, Francesco ……………… (to visit) us.
3) If Tim and Tom …………….. (to be) older, they …………..(to play) in our
hockey team.
4) If he …………… (to be) my friend, I ……………. (to invite) him to my birthday
party.
5) If Susan …………….. (to study) harder, she …………….. (to be) better at school.
6) If they ……………….. (to have) enough money, they ………….. (to buy) a new
car.
7) If you ……………. (to do) a paper round, you ……………. (to earn) a little extra
money.
8) If Michael …………….. (to get) more pocket money, he ……………..(to
ask)Doris out for dinner.
9) If we ………………… (to hurry), we ………………. (to catch) the bus.
10) If it …………… (to rain), Nina …………………….. (to take) an umbrella with
her.
Lesson Plan, 11
APPENDIX F
If I got married, ________________________________________
If I were old enough, ____________________________________
If everyone worked faster, ______________________________
If I visited space, _______________________________________
If I ate too much, ______________________________________
Lesson Plan, 12