meralbirinci meralbirinci

A1-A2 combined module level


In this lesson, students will have the chance of making revision of conjunctions. The core aim of this lesson is to prepare students for weekly achivement test. The main course teacher and I have decided to cover last week's grammar points so as to satisfy the needs and the demands of the students. During lesson, we will focus on the form and meaning through various practices. As a lead in activity, I will stick two pieces of papers on the board to set the content of the class. Then, I will encorage my students to get both physically and mentally active. Within the help of different kinds of interaction patterns and activities demanding being productive and deliberative is believed to enhance the grammar knowledge of the students in terms of basic conjunctions.


Abc Sample Sentences written on the board
Abc Freer Practice Handout
Abc Controlled Practice Handout
Abc CCQ Handout
Abc Board Game Handouts

Main Aims

  • • To provide review of conjunctions in the context of daily life and imaginary anectodes.

Subsidiary Aims

  • • To provide accuracy speaking practice in basic conversations by making use of basic conjunctions, such as although, so, because,but,etc.


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

I will explain free speaking activity to my students and I will provide no input beforehand.

Test #1 (8-10 minutes) • To gauge students' prior knowledge of the target language

Students in groups of three will be given an envelope in which thay can find three questions to talk about. They will be asked to talk about a funny, an unfortunate and absurd anectode by using basic conjunctions. Groups will be consisted of pink, green and orange colors. I will name each student as pink-1, pink-2, pink-3 and so forth to group them. While they are on their tasks, I will try to monitor them and write down any mistakes related to target language. "Guys, we are startng with a speakig activity. I want you to imagine a funny, unfortunate, and an absurd story and tell it to your group members. (Teacher groups students into groups). I will give each group an envelope. In this envelope,you will find three colors.Pinks will talk about pink paper,..." I wll choose one of the groups and ask them to demonstrate what they are going to do as a check of understanding.

Test 2 (5-7 minutes) (5-7 minutes) • To diagnose the needs of the students within the help of some sample sentences

In this stage, I will write the wrong and the correct answers of the students and my own sample sentences on the board to encourage my students to analyse them in terms of form and meaning. I will give them two minutes to evaluate the sentences. Following this, I will elicit information. "Now, in pairs, I want you to talk about these sentences. Are they wrong or correct? If they are wrong, how can we correct them? You have two minutes to discuss with your partner.Are you going to work alone or with your partner? How much tine do you have ? Ok then. Please start.

Teach (6-8 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

In this part, students will be given a handout in which they can find some concept check questions. They will be encourgaed to make revision of the meaning and the pronnciation of TL. "Now, guys. It is time to study grammar. I will give a handout and with your partner, you have 5 minutes to answer the questions. After you finish, you can check your answers with other pairs. You have 6 minutes in total. Are you going to study on your own or with your partner? Are you going to check your friend's answer? How much time do you have?" Teacher distributes the handouts and provides whole class feedback following peer feedback. This feedback depending on the needs of the students can be a whole class feedback through an answer key or both an oral and written one from the teacher.

Test #2 (8-10 minutes) • Check students' use of the target language again and compare with the first test

In this stage, I will encourage students to work in pairs. By doing this, I will also try to furnish them with the benefits of peer learning and peer feedback. This stage is two-folded. I will distribute one paper to each pair and aske them to work on together. Upon their completion, I will ask them to check other pairs' answers and hand out an answer key. I will also encourage them to talk about problematic areas, if any. After doing this, I will distribute another paper similar to the first one and we will pass through the same procedure. "Guys! Now, I will give you a handout. There you can find nine questions about althouh, so, or and because.I want you to work in pairs and answer these questions together. After you finish, check your answers with another pair."

Test 3 (8-10 minutes) • To check students' use of the target language again and compare with the second; to keep them focused on what they are learning.

I will give instructions to set the third test. I will name students as Edinburg and London to group them.Following this, I will ask them to stand in front of the class as two groups. While giving instructions, I will stick some conjunctions on the board. (If necessary, I will provide a demonstration.) In this activity, I will ask them ten questions and the students from each group will try to choose the appropriate answer from the board. " Now. I will group you and invite you to here ( in front of the board as a group). You will line up here as two rows. One group is here and the other is there. As you see, I am sticking the correct answers. You need to be fast to get the correct answer. When you are ready, I will ask you ten questions and you, one by one, will answer the questions and choose the correct answer from the notes written on the board. If you pick the correct answer, your team will get the point." In order to check the understanding of the students, I can provide a demonstration to clear up the stage. (If I have time, I can also stick the answers beforehand to prevent time waste.) ( If there are odd number of students , I will nominate one of them as a secretary to write down the points.)

Free Speaking Activity (3-5 minutes) • To put the newly revised or learnt language items back into the rest of the language.

This activity is optional.If time permits, we will go through it. In this speaking activity, students are asked to work in pairs. Each student will be given a piece of paper in which they will find five independent clauses and a clause. They will be asked to complete them with a dependent clause by using newly revised basic conjunctions. While ss are on their tasks, I will monitor and provide feedback at the end of the session. "Now, I want you to work in pairs. I will give you a small peice of paper. In this paper, you will find six sentences. You need to complete them with conjunctions." To make sure that students understand what they are going to do, I will demonstrate the activity with a strong student.

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