Sample presentation of a grammar lesson:
Main aim - Students have had the opportunity to review and practice the future forms will (for
on-the-moment decisions), be going to (for plans made before the moment of speaking), and
present continuous (for fixed arrangements). 40-minute lesson.
Topic - A group of friends plan a class party.
Time Interaction
8 min T-S Name: Language presentation
Aim: To set the context, elicit model sentences, and check main conceptual points.
Procedure:
1. Show students a visual to elicit the topic of ‘party’.
2. Show a picture of some friends and explain they have just decided to have a party.
3. Show a picture of thought bubbles with cake and drinks inside and elicit what the frien
pronunciation, check meaning, and show sentence.
4. Show a picture of the friends a few hours later and point to the boy who has just arrive
say (e.g., I’m going to buy the drinks), drill pronunciation, check meaning, and show se
5. Show a picture of the friends a few days later and point to a new girl in the group. Tell
but the film is on the same day as the party. Elicit the excuse to refuse the invitation (e
meaning, and show sentence.
10 S-S Name: Language clarification
min
T-S Aim: To check meaning, form, and pronunciation of the target language: be going to (fo
decisions), and present continuous (for fixed arrangements).
Procedure:
1. In pairs, students match the sentences with the uses and forms.
2. Feedback and focus on meaning, form, and pronunciation.
INSTRUCTIONS:
- Work with your partner.
- Match the sentences with the correct uses in blue and with the correct forms in red.
- You have 3 minutes.
Instruction Checking Questions:
- Can you match a blue sentence with the form?
- What do you have to match?
- How many minutes do you have?
8 min S Name: Controlled practice
S-S Aim: To provide students with practice on future forms by choosing the correct option in six gi
T-S Procedure:
1. On their own, students read the sentences and choose one of the two future forms in e
2. Students check answers in pairs.
3. Get feedback.
INSTRUCTIONS:
- On your own, choose the correct option.
- You have 4 minutes.
- Check your answers with your partner.
- You have 2 minutes.
6 min S-S Name: Freer practice
T-S Aim: To provide students with practice on future forms by having short conversations about gi
Procedure:
1. Ask students to work in pairs and discuss the topics (Your plans for the weekend, som
plans for your birthday, your plans for after this lesson) using future forms.
2. Feedback. Ask some students to share their own or their partner’s ideas.
INSTRUCTIONS:
- In pairs, have short conversations about these topics.
- Use future forms.
- You have 4 minutes.
Instruction Checking Questions:
- How many topics do you have to talk about?
- Do you have to use future forms?
- How many minutes?
8 min S-S Name: Speaking production
Aim: To provide students with speaking practice through a group discussion about the plannin
Procedure:
1. Tell students they must plan a class party. Ask them to work in groups and have a me
2. Once they have discussed all items, students work with (a) different partner(s) and sha
3. Feedback.
INSTRUCTIONS:
- Work in groups. You are responsible for planning a class party.
- Discuss this list.
- Decide what you would like to do and who is in charge of organizing each thing.
- You have 3 minutes.
Instruction Checking Questions:
- What are you and your partners going to plan?
- How many minutes do you have?
INSTRUCTIONS:
- Work with a new partner.
- Tell them what you just decided to do for the party.
- You have 3 minutes.
Instruction Checking Questions:
- Are you going to plan a new party?
- What do you have to tell your new partner?
- How many minutes?
Name: Emergency task
Aim: To provide students with further practice on future forms through a sentence completion
Procedure:
1. In pairs, students complete the sentences using the verbs in brackets in the correct fu
2. Whole class feedback.
