LESSON PLAN

Name/Surname: Selina Korkmaz

Institution/ Context of language teaching: Şehit Mustafa Yaman Proje Anadolu İmam Hatip Lisesi

Material (Course-book or any other) Used: Worksheets, Smart board and students book.

Lesson Focus: Grammar skill (Grammar for general understanding) The topic: Conjunctions and
Transitions, listening and reading skills.

Learners’ previous knowledge: The students have knowledge about Conjunctions and Transitions.

Learner profile (Age + Proficiency level/ Number of students): 17-18 year-old learners at High
School. Their proficiency level is B1 level. There are 15-16 students.

Anticipated problems & Remedies during Teaching: A teacher can use the white board if a
technical problem occurs.

Aim/Goal of your lesson (1-2 goals):

1. the students will improve and practice their grammar skills through activities.

2. The students will respond to the questions by using grammar forms such as but, so and because.

Objectives of the lesson (2-4 objectives):

By the end of the lesson, the students will have/ students will be able to …

1. Identify conjunctions and transitions, specifically "but," "so," and "because," and other phrases.
2. develop their listening skills by listening to the voice message.
3. develop their reading skills by reading the text and doing the exercises.
 Lesson Plan (The
Procedure)

Rationale
Procedure Interactio
Stage Aids &
What do the teacher and the students do? n Pattern
Justification

4 The teacher greets the students and takes attendance. They Whole Warm-up part is important. Students
chat with each other. Then The teacher asks questions for class may come tired or sleepy
example? How can we make a sentence by using The sometimes, so it is good to energize
Warm-up
Conjunctions and transitions? By doing that, the teacher teacher them and get them ready for the
again asks any ideas about but,so and because. and make lesson.
the students think about the topic.

After the warm-up, the teacher

Ppt Whole initiates a discussion with the
After the warm-up stage, the teacher asks students if they slides class students about their prior
have ever used conjunctions and transitions. Students are experience with conjunctions and
expected to come up with an answer about it. After that, the Smart transitions. This step is essential to
1 instructor talks about Conjunctions and transitions and how to board gauge the existing knowledge of the
0 make a sentence by using the grammar phrases. Then, she/he students and build upon it. It
Whole
Pre-stage starts to teach the grammar phrases by giving examples and class encourages participation and
teaching their form. interaction, making the lesson more
student-centered. Students are more
likely to engage with the material if
they feel their own experiences and
knowledge are valued and relevant.

The subsequent presentation and

explanation phase provide a clear

Lesson Plan, 2
introduction to the grammar topic.
Using examples and teaching the form
of the grammar phrases ("but," "so,"
and "because") helps students to
understand the structure and usage.
Breaking down the lesson into
manageable components ensures that
students comprehend each element
before moving on to the next. Through
clear and concise teaching, students are
equipped with the necessary tools to
apply their learning effectively in
practice activities.

Lesson Plan, 3

After the teacher teaches some grammar form to the
student, she/he continues with the activities in the
20
students book.
In the first activity, the teacher asks the students to
read the text and answer the questions. The text is
about technology.
In the second activity, the students are asked to listen to
the voice message about the things to be done and find the
things to be done by writing them.
While-stage In the third activity, the students asked to study the text
describing a hi-tech product. Then, do the exercises.
There are 3 parts in the third activity. In the first
section, the students are asked to find the paragraph
cover. ın the second section, they are asked to find the
linking words in the paragraph and write them in the
relatable boxes. In the third section, they are asked to
find the linking words in the text and in section 2 and
replace them in the table below.
Reading comprehension activities
are essential for reinforcing grammar
concepts in context. By providing a
students text related to technology, students
book have the opportunity to practice
identifying and using conjunctions
and transitions in a real-world
The whole
context. This activity aims to
class
enhance students' understanding of
how conjunctions and transitions
activity
contribute to the coherence of a text.
​Listening comprehension activities
are effective for reinforcing grammar
concepts in aural contexts. By
listening to a voice message,
students practice identifying the use
of conjunctions and transitions in
spoken language, which is equally
important as written language.
This activity involves a more
in-depth analysis of a text describing
Lesson Plan, 4
a hi-tech product. It's structured in
three parts to gradually increase the
level of challenge, allowing students
to reinforce their understanding of
conjunctions and transitions.

Part 1: Finding the Paragraph

Cover

● Text Structure
Recognition: By identifying
the paragraph that best
covers the given topic,
students practice recognizing
the structure of a text and
how transitions and
conjunctions are used to link
ideas within a paragraph.

Part 2: Finding the Linking Words

in the Paragraph

Lesson Plan, 5
 ● Text Analysis: Students are
required to find the linking
words in the paragraph and
write them in the related
boxes. This task promotes
close reading and
understanding of how
transitions and conjunctions
contribute to the coherence
of a text.

Part 3: Finding and Replacing

Linking Words

● Text Manipulation:
Students are asked to find the
linking words in the text and
in Section 2, then replace
them in the table below. This
task encourages students to
actively manipulate text,
improving their
understanding of the role of

Lesson Plan, 6
 conjunctions and transitions
in maintaining coherence.

In this activity, students are

provided with a list of phrases
related to conjunctions and
transitions. They are asked to
analyze these phrases more
deeply. This activity is designed
16 In this activity, the teacher distributes the phrases list to deepen students' understanding
and the students are asked to analyze the grammar of how conjunctions and
transitions function within
phrases which is about conjunctions and transitions whole sentences. By breaking down the
Post-stage class grammar phrases, students gain a
more deeply. clearer insight into the mechanics
of sentence structure and how
these elements contribute to
coherence and meaning.

Lesson Plan, 7
 This part is useful to have an
If there is a time, the teacher asks students to make a opportunity to check which parts
Whole
list about what they learned in today’s lesson. class remained in the mind of the
students about that day’s lesson.

Contingency

Lesson Plan, 8
Lesson Plan, 9