Stages of a Grammar Lesson

(TESOL Ideas--Any Grammar Point, Lesson Planning)

Presentation

Sources for Model Texts: (Articles, Dictogloss, Fairy Tales, Jokes, Make up Your Own Model Text, Movies, Picture Books, Poems, Songs, Youtube Videos)

1. lead-in (to the context of the model text)

2. gist task for model text

3. specific information or detailed comprehension task for model text

4. noticing activity for model text. (e.g. sorting activity)

The Clarification Stage (e.g guided discovery worksheet)

5. clarify meaning of target language (use concept checking questions)

6. clarify form of target language

7. clarify pronunciation of target language (numbers 6 & 7 can be in either order)

Practice

8. Controlled Practice (garbage man, grass skirts, silly sentences, kaboom, Classroom Survey Pre-Written Questions, scrambled sentences, Picture Identification, Sentence Formation from a Scaffolding Device, Correct the Sentences, crossword puzzle, Kahoot, quizziz, board race, grab the card, running dictation, PowerPoint games, sorting activities, sentence skeletons, gap-fills, sticky ball throw game)

9. Semi-Controlled Practice (choose your victim, Around the Room Memory Game, change chairs, zombie sentences, Sentence Heads, None of us/ One of us/ Some of us/All of us, hot potato, Brainstorming Sentences)

Production

10. Freer Practice (Role Play, speed dating, Find the Person Who is Most Similar to You, Walk Around the Room Discussion Questions)

Update: I've put some of the same information on a template: docs, pub

Stage Name	Description of stage	Timing	Procedure
Lead-in	The lead-in is to the context of the model text (not the grammar point).  Students are asked to discuss a question with their partner.  The lead-in attempts to connect their knowledge/experience with some aspect of the model text.
Model Text	Done as either a reading or listening.  Students process the model text for understanding.  Possibly the students might encounter model text twice (once for gist question, once for specific information questions)
Notice the Target Language	This can either be done as an activity (e.g. running dictation to reconstruct target language, fill in the gaps).  Or it can be simply done by the teacher highlight the target language
Clarify Meaning	Take some sentences from the model text, show them to students, and check their meaning using Concept Checking Questions
Clarify Form	Take a sentence from the model text, display it on the board, and elicit the form from students.
Clarify pronunciation	Remove the written form from the view of the students.  Do choral drilling followed by individual drilling.  Elicit the stress pattern from the students.
Controlled practice	Students have to complete a sentence using the target language.  Teacher monitors, does on the spot correction, and microteaching as needed.
Semi-Controlled practice	Students have to make full sentences using the target language.  Teacher monitors, does on the spot correction, and microteaching as needed.
Freer-Practice	Students have to produce some sort of extended discourse (writing, conversation) using the target language.  Teacher monitors, but does not do immediate correction.  Errors are noted down for delayed correction after the activity finishes.

For a similar Lesson Planning Template, see the 1st page of this flowchart HERE: