İpek TOPLU
07271015
LESSON PLAN
1. PREPARATION
Unit: 12
Topic: Health Problems
Linguistic Content: Vocabulary for basic health problems
Duration: 20’
Course book: Spring
Level: A1
Grade: 5th
Age: 11
Approach: Communicative Language Teaching
Techniques: Repetition, Group work, TPR
Skills: Listening, Speaking
Materials: Laptop, Worksheet, Handouts, Power point, Flashcards, Video , Projector
Teacher Roles: Facilitator, organizer, counselor
Learner Roles: Negotiator, active participant
Overall Objectives:
- Having a very basic vocabulary repertoire related to health problems
- The ability of pronouncing the health problems correctly
- The ability of working in groups
Behavioral Objectives of the Lesson:
By the end of the lesson, the students will be able to:
- use the basic vocabularies related to the names of basic health problems.
- pronounce the names of basic health problems
II) PRESENTATION
1- Warm up and Motivation
The teacher comes and greets the students saying ‘‘Good afternoon class’’. In order to motivate the students, the teacher asks ‘‘How are you today?’’ She expects the same question from the students and then she answers them. She tells that she has got a headache and she mime it. She says: ‘Now, we will watch a video. I hope you will like it’. Then, they watch the video. After watching the video, the teacher asks to the students ‘what is the video about’? In the video, Mr. Bean has got a toothache.
2- Stating the Instructional Objectives
The teacher states the topic and says that she will show a slide show and wants the students to listen carefully.
3- Presenting the Instructional Objectives
The teacher presents the power point presentation in which there are pictures of some health problems and their names. The teacher makes the students listen to the health problems.
III) PRACTICE
The teacher hands out a worksheet and gives the instruction clearly to the students. She wants the students to circle the correct one. They circle the health problem they hear.
In the second practice, the teacher says some sentences such as ‘I have got a stomacache’ and the students mime it.
In the second practice, there is a dialogue of some people in Dr. Black’s office. The students listen to the record and try to complete the missing parts.
IV) PRODUCTION
In that part of the lesson, the teacher wants the students to be pairs. There is a box and some pieces of paper in it. There is a health problem on each piece of paper. The pair come to the board and one of them asks ‘what is the matter with you?’ and the other pair tells the problem according to the picture and at the same time she/he mimes it. The teacher presents an example to make them understand their task better.
V) SUMMARY
The teacher summarizes the lesson in a few words. If there is not any problem, she finishes the lesson.
REFERENCES:
- Meb English Book
LESSON PLAN
1. PREPARATION
Lesson: English
Course Book: Spot on
Linguistic content: Simple Present Tense (Affirmative)
Topic: Daily Routines
Unit: 4
Grade: 6th Grade
Age: 12
Level: A1
Approach&Method: Communicative Language Teaching
Skills: Listening, Speaking, Reading, Writing
Techniques: reading aloud, repetition, matching, fill in the blanks,
Materials: A Video, A Slide Show, Handouts, A projector, A Clock
Duration: 20 minutes
Role of the teacher: Facilitator, Organizer, Manager
Role of the students: Active Participiant, Negotiator
Overall Objectives
- To learn and use simple present tense (without third singular person)
- to be able to talk about daily routines
- to use vocabulary about daily routines
Behavioral Objectives
By the end of the lesson, students will be able to
- Watch a video about daily routines
- Match the words and pictures
- Use the vocabulary about daily routines with correct pronunciation
- tell their daily routines
2. PRESENTATION
Warm-up
The teacher greets the students with a smiling face. She asks whether they have pen friends or not. Then, she says that they will watch a video. Also, she says that the man in the video is her pen friend Harry. She shows the video. Then, she asks some questions about the video.
Stating the Instructional Objectives
After stating the students what they are going to learn she shows a slide show to the students. In the slide, there are two characters Jack and Jane. They are pen friends and they send e-mail to each other about their daily routines. There are some parts that the teacher wants them to repeat.
3. PRACTICE
The teacher distributes the worksheet. In part A, there are Jane and Jack’s daily routine activities and clocks. The students will listen to Jane and Jack’s daily routine and try to show the time on the clock. After doing that, the students will come to the board and show the time on the clock in order to show it to the whole class. In part B, there is a matching activity. The students will macth the verbs with pictures. In part C, , there is a paragraph which includes some pictures instead of the verbs and the times. Students will fill in the blanks acccording to the pictures and read the paragraph aloud.
4. PRODUCTION
In this part, there are daily routine activities in the box and students will write their daily routine by using these verbs.
SUMMARY
The teacher asks if there are any questions or unclear points about the lesson. If there is no question, she ends the lesson.
Developmental stage of 6th grade students
Formal Operational Stage( 12-18 )
Young learners’ features are taken into consideration such as their being;
· keen and enthusiastic
· curious and inquisitive
· outspoken
· imaginative and creative
· active and like to move around
· interested in exploration
· learn by doing/hands-on experience
· develop ability to think about abstract concepts
· think logically
However, it is important not to forget that they are at the very beginning of these stage. Also, another important point is that every child do not reach to the stages at the same time.
References
- Pictures were gathered from “Google Images”.
- MEB english books.
- http://www.youtube.com/watch?v=ZCqgXIcj7Z8&feature=more_related
LESSON PLAN
Class Period: 8th grade
Age: 14
Level: Elementary, A1
Unit 3: Improving One’s Look
Subject: Expressing sufficient and excessive amount of something (too-enough)
Course book: Spot on 8
Duration: 10-15 min.
Approach & Method: Communicative Language Teaching
Techniques: Repetition (ALM), question-answer, fill in the blanks
Materials & Technology: Board marker, computer, projector, some skin care products Roles of the teacher:
- facilitator (facilitating the communication in the classroom )
- group process manager (organizing the classroom as a setting for communication and communicative activities)
- monitor (monitoring the students’ performance during the lesson)
Roles of the students: Active participant, negotiator
Assumed knowledge: should/should not structure
Developmental stage: My students are at the formal operational period which is the fourth and final of the periods of cognitive development in Piaget’s theory. At this stage:
o The individuals move beyond concrete experiences.
o They begin to think abstractly.
o They reason logically.
o They draw conclusions from the information available.
o They apply all these processes to hypothetical situations.
I) PREPARATION
1- Overall Objectives of the Lesson:
Students are supposed to;
o Express sufficient and excessive amount of something
o use ‘too’ and ‘enough’ correctly
2- Behavioral Objectives of the Lesson:
By the end of the lesson, the students will;
o have developed their skills at working in a group.
o be able to seek and give information about one’s look
o warn, instruct, direct others to do or refrain from doing something
II) PRESENTATION
1. Warm up and Motivation
The teacher greets the students. She says: ‘ There are some acnes on my face. I use these products to get rid of them.’ She shows the acne gel. Then, she shows some other products and wants the students to categorize them. Then, she asks them some questions such as: ‘Do you use these products?’ ‘Do you pay attention to your appearance?’, Do you pay attention to your body? What do you do to improve your look? and so on.
2. Stating the Instructional Objectives
After warm up, the teacher tells the topic to the students and write it on the board.
3. Presenting the Instructional Objectives
The teacher shows a ppt in which there are some dialogues between Sally and her friends. Her friends have some problem with their body and Sally gives them some advice.
III) PRACTICE
In part A, there is fill in the blanks activity the students complete the sentences with ‘too’ or ‘enough’.
In part B, there is a rewrite activity. Students rewrite the sentences according to the adjectives given.
IV) PRODUCTION
In this part, the students work in pairs. One of them will say his/ her problem and the other one will give him or her advice. Then, the other pair says his/her problem and the other one gives advice.
V) SUMMARY
The teacher asks the class what they have learnt in this lesson. Then, she asks whether the students have any questions or not and the lesson ends.
Reference:
http://images.google.com.tr/
Meb English Books
