Zelal Zelal

TP3 - Grammar Lesson
Beginner level


In this lesson, students learn about subject pronouns and possessive adjectives in the context of family. The lesson begins with the lead-in in which the teacher presents her family members and talks about them using the target language. For exposure, teacher asks questions to the students and elicits answers using the target language. Later, in order to draw students’ attention to the target language, teacher gives related sentences and asks students to underline the underline the TL and they give answers to the chart that the teacher drew on the board. Then, teacher clarifies the language. Gives a handout for the controlled practice where students work alone and then compare with friends. In the end, students have the opportunity to practice the language in a free activity where they write down the members of their families and talks about them with their partners.


Main Aims

  • Grammar: To provide clarification and practice of subject pronouns and possessive adjectives in the context of family.

Subsidiary Aims

  • To enable students to develop their speaking skills by talking to peers in the context of family.


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

Teacher will present a PowerPoint in order to show them about her family. Teacher will talk about her family using the possessive adjectives and subject pronouns. Teacher will ask questions (who is she? she "his" daughter?) in order to make the target language clear.

Exposure (4-5 minutes) • To provide context for the target language through a text or situation

After presenting family members, teacher asks questions to the students as follows; Teacher: Is he her friend? --> Student: Yes, he is her friend. Teacher: Is Jennifer my teacher? --> Student: Yes, she is your teacher. Teacher: Are you Yunus Emre's grandson? ---> Student: No, I'm not his grandson. If possible and students can do, teacher will let students ask friends questions by pointing at others/calling their names. Ex: Is Tugba Ahmet's grandmother? - No, she is not his grandmother. Students will probably need support from the teacher, and that is the purpose here; to have them be exposed, provide auto-correction, and prepare to the next phase.

Highlighting (4-5 minutes) • To draw students' attention to the target language

The presentation is still shown on the board. Teacher gives students a handout including sentences as follows; I'm Keriman and this is Şeref, my husband. Her husband's name is Abdullah and he's a businessman. We are Abdullah and Sebahat. Zelal, Serhat, Furkan and Nazlı are our grandchildren. He is Şeref. Zelal and Nazlı are his daughters. I am Abdullah. I'm your father. They are are Abdullah and Sebahat. Zelal and Nazlı are their grandchildren. It's a family tree. Teacher asks students to work in pairs and underline the subject pronouns and the possessive adjectives. Teacher sets a time limit of 2 and monitors. In the end teacher nominates students to give the answers. Then, teacher draws a chart on the board as follow; Subject Pronouns I she you they Possessive Adjectives his its our Teacher elicits answers from the students and writes them on the board (students need to say what comes under I, below his...)

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

First, teacher explains what a noun is and what a verb is. Then teacher writes some nouns and verbs on the board as follows; cat, house, go, read, son, family, listen, sister; and elicits from the students; which ones are verbs and which ones are nouns, writes on the board. Then teacher explains the rules as follows and asks CCQ's in order to clarify the meaning (Is it I sister or my sister? Is it their read or they read?) ; We use subject pronouns with verbs: I'm, he likes, she lives, it eats, you listen, we go, they read. We use possessive adjectives with nouns: my sister, his son, her daughter, your brother, our grandchildren, their family. In the end, teacher models the target language and drills as a whole class and individually.

Controlled Practice (7-9 minutes) • To concept check and prepare students for more meaningful practice

Teacher gives a handout to each student where they are asked to choose the correct words. Students work alone and teacher sets a time limit of 4. Then teacher asks students to compare their answers in pairs for 2 minutes. Later, teacher elicits the answers from the students.

Free Practice (10-12 minutes) • To provide students with free practice of the target language

Teacher gives each student the handout and explains that they'll write down the names of people in their family/draw a family tree as the teacher showed in the beginning if they can. Teacher sets a time limit of 3 and monitors. Then, teacher asks students to work in pairs and tell their partners about the people in their families. Teacher tells them that they can get ideas from the speech bubbles. Teacher sets a time limit of 4 and monitors. Later, teacher nominates students and asks them to tell the whole class about one family member.

"if" activity • To provide writing practice, by having students write a short paragraph in the context of family using the target language.

Teacher asks students to write about their favorite family member, monitors, gives feedback.

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