Gülşah PALA
LESSON PLAN
I. PREPARATION
Lesson : English
Subject : Literature and Language Teaching
Topic : “Hope”
Skills : Reading, Writing, Listening, Speaking
Level : Elementary
Grade : 9(CEF A2)
Age : 15-16
Duration : 20 minutes
Approach : Communicative Language Teaching
Techniques : Using Authentic Materials, fill in the blanks
Materials : Handouts, board, board marker
Overall Objectives:
1. To let them understand the importance of hope.
2. To understand the text and the poem
3. To compare the same topic from different perspective.
Behavioral Objectives:
By the end of this lesson, students will be able to
1. Read a poem.
2. Read a text a poem about the importance of hope.
3. Write a stanza.
Role of the teacher : Monitor, facilitator, guide
Role of the student : Communicator, negotiator
The nature of student-teacher and student-student interaction: We see pair work and students are interacting with each other.
Role of the students’ mother tongue: Mother tongue may be used in this lesson if it is necessary as the students’ level enough may not be convenient to understand and discuss about the content.
II. PRESENTATION
1. Warm-up and Motivation
The teacher greets the class and asks ‘how they are?. She says ‘ she is so sorry and she is hopeful. When the students asks the reason, she says that her grandfather is cancer but he is hopeful and he does not want to die. Then, she asks them to face with this situation. The students answer.
2. Stating the Instructional Objectives
The teacher writes ‘life, sadness, disappointment, hope’ on the board. Then she wants them to make connection among them.introduces the lesson. It is a kind of brainstorming which helps students to focus on the subject.
3. Presenting the Instructional Objectives
The next step she wants them to read the text. Later Then she lets them answer the comprehension questions.she wants to know whether they understand or not. After that, she reads the poem. Later she chooses one of them and wants him/her to read the poem.( What is hope? )
III. PRACTICE
The teacher wants the students to look at the questions below and wants them to answer these questions according to text and poem.
IV. PRODUCTION
The teacher wants them to explain the situation in which you are sad or disappointed. Then, she wants them to write a stanza about their hope despite everything. If they have not faced with such a situation, then, they imagine the situation and write a stanza about hope.
V. SUMMARY
The teacher summarizes the lesson and she finishes the lesson.
REFERENCE:
http://thestar.com.my/lifestyle/story.asp?file=/2007/8/9/lifefocus/18382192&sec=lifefocus
LESSON PLAN
Teacher: Gülşah Pala(07271018)
Lesson: English
Linguistic content: should/should not
Unit: Modern Medicine
Grade: 7th Grade
Age: 12
Level: A1
Approach: Communicative Language Teaching
Skills: Speaking, listening, writing and reading
Technique: Pair work, Fill in the blanks, repeation, information gap, miming
Materials: Lap-top, PPT show, projector, handouts, board
Duration: 15 minutes
Date: 21.04.2011
The roles of teacher: The teacher is facilitator and plays an active and direct role during the lesson. The teacher is model and organizer by arranging learning atmosphere. S/he is tolerant to the errors made by the students as they are at the first stages. In case of a mistake done by the student s/he has the student self correct or s/he corrects them.
The roles of students: The students are participants in the activities or in question-answer part and they are also listener when the teacher introduces the subject and also when the activity is taking place.
ASSUMED KNOWLEDGE
1.Students can know the vocabularies about health problems in their mother tongue and English.
2.Students know personal pronouns in their mother tongue and English.
3.Students know ‘have/has got’.
1- PREPARATION
- Objectives of the Lesson:
- differentiate between the usage of “like and dislike’’.
- to learn “should/should not” and know their functions in different contexts.
- to learn vocabularies about health problems.
- Behavioral Objective of the Lesson
By the end of the lesson, students will be able to;
- take part in pair work.
- tell their health problems.
- advice smb about health problems.
- make a dialodue involves ‘should and should not’.
2. PRESENTATION
1- Warm-up
The teacher comes to class and asks ‘ how are you?’. Then, students answer and students ask her. The teacher says ‘I am not fine because I am ill. I have got a headache and toothache.’ At the same time she mimes them. After that, she shows some pictures about health problems. She wants them to tell health problems on the pictures. Then, she wants them to stand up and she wants them to mime the health problem she says. She tries them to talk about health problems.
2- Stating the Instructional Objectives
After stating the students what they are going to learn she shows a PowerPoint slide show to the students. In the slide there are vocabularies about health problems. Apart from this, there is a doctor and his patients. In the slide teacher shows words abh problems and she wants them to repeat. Then, She reads the sentences in the slide and wants the students to repeat.
After PowerPoint slide show, the teacher writes a dialogue about health problems and advices. She wants them to advice for the patient. She wants them to write them on the board.
She underlines ‘should and should not’ and vocabularies about health problems. Then, she wants them to write the sentences on their notebook.
3- Practice
In the practice part, the teacher gives activity papers to students. In the first activity there are some sentences aout health problems.She wants them to fill in the blanks. She completes a sentece as an example for the students.
In the second activity, there are key words for the situation. She wants them to make sentances. She wants them to advice for the patients with using key words. She makes a sentece as an example for the students.
4- Production
In this part, she wants them to work in pair and she wants them to make a dialogue about the pictures she distributes. The pictures involve health problems. According to picture the students make dialogue with using ‘should/should not’.
Developmental stage of 7th grade
Young learners’ features are taken in to 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
· holistic, natural learners searching for meaningful messages.
5- References
- Pictures were gathered from “Google Images”.
- All activities and materials are made by Gülşah PALA.
- MEB english books.
LESSON PLAN
Teacher: Gülşah Pala(07271018)
Lesson: English
Linguistic content: revision of ‘like-dislike for these subjects I and It’
Unit: Cartoon Characters
Grade: 5th Grade
Age: 11-12
Level: A1
Approach: Communicative Language Teaching
Skills: Reading and speaking
Technique: Fill in the blanks, information gap, true-false sentences.
Materials: Lap-top, handouts, board, flashcards
Duration: 20 minutes
Date: 02.05.2011
1. PREPARATION
- Objectives of the Lesson:
- differentiate between the usage of “like-dislike’’.
- to have the ability to make sentences of ‘’like- dislike’’.
- to have ability to create a dialogue.
- Behavioral Objective of the Lesson
By the end of the lesson, students will be able to;
-read two paragraphs.
-answer comprehension questions about paragraphs.
- take part in pair work.
- tell which cartoons characters they like..
- speak what their cartoon characters like.
2. PRESENTATION
1- Warm-up
The teacher comes to class greeting the students and she reminds previous lesson. She asks some questions.( Do you like cartoons? What is your favorite cartoon character? Do you like Garfield?). After these questions, she wants them to look at the board in order to show a slide show.
2-Stating the Instructional Objectives
Then, the teacher talks about what they will do in lesson. She says that they will
read two paragraphs about Garfield and its cousin. She reads the text and the students listen to the teacher.
2- Practice
In the practice part, the teacher gives activity papers to students. In the first activity there is a chart about Garfield and Darfield. She wants them to fill in the blanks according to text with using tick and cross.Teacher wants the students to write ‘true or false ‘ according to text. If false, they will tell true sentence. Then, for the other activity she wants them to look at the pictures and make sentences acording to pictures. After that they will tell their sentences they made. Firstly, she does first question as an example for them.
3- Production
In this part, she wants them choose a picture of cartoon character and stick it. Firstly, introduce it. Then, choose a suitable activity. Then they will tell his/her/its likes dislikes.
4- Summary
At the end of the lesson, the teacher summarizes the lesson. Then, she asks whether they have any questions.
5- Assignment
The teacher wants them to revise what they have done in class. Then, she wants them to answer questions about ‘ like-dislike’ on their course books.
7-References
- Pictures were gathered from “Google Images”.
- All activities and materials are made by Gülşah PALA.
- MEB english books.
- British council kids
GÜLŞAH PALA
07271018
LESSON PLAN
I. PREPARATION
Lesson : English
Course : Reading, Writing
Topic : Friendship
Linguistic content : Revision of adjectives about physical apearance and
personality
Course Book : Grade 8 English Book
Unit : 8
Age : 14
CEF Level: : B1
Duration : 15’/20’
Approaches : Communicative Approach
Techniques : Comrehension Questions, reading aloud, rewriting sentences
multiple choices test, work in pair.
Materials : Blackboard, Worksheets, Computer, Projector, a Picture
The roles of teacher: The teacher is facilitator and plays an active and direct role during the lesson. The teacher is model and organizer by arranging learning atmosphere. S/he is tolerant to the errors made by the students as they are at the first stages. In case of a mistake done by the student s/he has the student self correct or s/he corrects them.
The roles of students: The students are active participants .
Basic characteristics of the teaching/learning process: Almost everything is done with a communicative intent in the lesson. True communication is purposeful. The lesson is mostly student-centered.
The nature of student-teacher and student-student interaction:. The teacher is sometimes a co-communicator, but she mostly establishes situations to provide communication between the students.
The role of the students’ native language: The target language is used in the classroom.
Overall Objectives:
- to improve reading and writing skills
Behavioral Objectives:
By the end of the lesson, students will be able to …
1. talk about frienship.
2. fill in a chart
3. make a paragraph by using some questions
4. write sentences about the friendship.
II. PRESENTATION
- Warm-up and Motivation
The teacher greets the students. Then, she shows a picture. Then, she asks what it is about. The students share their knowledge.
Then, she writes ‘friendship’ on the board and asks them what comes into their mind. The students tells and the teacher writes. Then, she says ‘let’s play a game’ this game involves two cards. These cards involves some questions. She distributes them. They answer. They change their cards and check them. The pair knows her/his friend well, then he/she wins the game.
ARE YOU SURE OF YOUR CLOSE FRIEND?
LET’S PLAY A GAME FROM A CLOSE FRIEND FROM CLASS.
STUDENT A: Think about your close friend and mark thebest choice on card A.
STUDENTS B: Think about yourself as a close friend and mark thebest choice on card B
Then, compare your answers. Each true answer is 5 points. The pair with the highest points wins the game .
CARD A
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1- It’s your birthday tomorrow. What will your close friend do?
A) I’m sure my friend will give me present.
B) I think my friend just call me.
C) I’m not sure.
2- You need some money. What will your close friend do?
A) I’m sure my friend will give me some money.
B) I’m sure my friend will give me some money but ask it back.
C) I’m not sure.
3- Your friend is on holiday. What will your close friend do?
A) I’m sure my friend will bring me a present.
B) I think my friend will send me a post card.
C) I’m not sure.
4- It is too late at night. You have some problems and you need to talk to smb. What will your close friend do?
A) I’m sure my friend will listen to me.
B) I think my friend will get angry witth me when I call him/her late at night.
C) I’m not sure.
5- you play badly in a match and your team loses. What will your close friend do?
A) I’m sure my riend will get angry with me.
B) I think my friend will understand me.
C) I’m not sure.
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CARD B
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1- it is your friend’s birthday. What will you do?
A) I will give her/him a nice gift.
B) I will just call him/her.
C) I’m not sure.
2-Your friend needs some money. What will you do?
A) I will give himher some Money.
B) I will give his/her some Money but ask it back.
C) I’m not sure.
3- You are on holiday. What will you do?
A) I will bring him/her a nice gift.
B) I will send him / her a post card.
C) I’m not sure.
4- It is too late at night. Your friend has some problems and needs talk to smb.
A) I will listen him /her.
B) I will angry with her /him if she or he calls me late at night.
C) I’m not sure.
5- Your friend plays badly in a match. The team loses.
A) I will angry with him/her.
B) I will understand him/her.
C) I’m not sure.
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2. Stating the Instructional Objectives
The teacher says: ‘ I have a text related to the friendship. I hope you will like them’.
3. Presenting the Instructional Objectives
The teacher hands out the texts. She wants one of them to read and she wants the other students to follow their friend.
FRIENDSHIP AND FRIENDSHIP RULES
Today, it’s really diffucult to find true friends. I think I’m lucky because I have got a true friend, Jennifer. She is quite beatiful. She is tall and slim. She has got long fair hair and pretty green eyes. She is also trendy. She always wears nice fashionable things, but her personality is more important than her physical appearance to me.
I think Jennifer is a true friend because she is honest. She never lies. She always tells the truth. She is reliable. She never tells my secrets to others. She always gives help and support to her friends.Some people think that she is selfish, but I don’t think so. She is talkative. She likes talking about herself and sharing her experiences. She tells funny stories and jokes. She is humorous.
She also has good habits. She gets up early in the morning and does her exercises, takes the dog out every afternoon and she never forgets special days such as birthdays, Chiristmas or Easter. I really like spending time with her.
III. PRACTICE
A) Read the text again and fill in the chart.
JENNIFER
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Physical appearance
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Personality
|
Habits
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|
|
|
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B) Mark the sentences with true(T),false(F) and not mentioned(NM) according to the text.
If the sentence is false then rewrite the sentence.
- George is lucky because he has got a true friend. ___
- Jennifer is a true friend , but she is not beautiful. ___
- Physical appearance is more important than personality to George. ___
- Jennifer is honest and reliable. ___
- She is talkative, but not selfish. ___
- She has got a good sense of humour. ___
- She always forgets her friends’ birthdays. ___
- She always tells horror stories. ___
- She always gets up late. ___
- She likes cats. ___
C) Answer the questions according to the text.
- Is finding true friend diffucult?
- Why does he feel lucky?
- Can you describe Jennifer appearance?
- Why is Jennifer reliable?
- Has Jennifer got a dog?
- Does Jennifer do exercises?
- Does George like spending time with Jennifer?
8. Do you think that Jennifer is a true friend? Why?
IV. PRODUCTION
In production part there are some questions again and the students write a paragraph by using these questions.
D) Write a paragraph about you using the questions below? You can use ‘but, and, so, because’ in order to make sentences.
1. How should a close friend be?
2. What do you expect from a true friendship?
3. Are you lucky to find a true friend? Why?
4. Did you face with a problem that you had with a close friend?
5. How did you solve this problem?
6. Are you a true friend? Why?
IV. SUMMARY
The teacher summarizes the lesson in a few words and asks whether the students have any problems or questions or not. If they do not have any question, she finishes the lesson saying “See you next lesson!”
REFERENCES:
1. MEB English Books
2. Google-images
LESSON PLAN
Teacher: Gülşah Pala(07271018)
Lesson: English
Linguistic content: Like / Dislike
Unit: Hobbies and interests
Grade: 6th Grade
Age: 11
Level: A1
Approach: Communicative Language Teaching
Skills: Speaking, listening, writing and reading
Technique: Pair work, Fill in the blanks
Materials: Lap-top, PPT show, projector, handouts, board
Duration: 20 minutes
Date: 03.03.2011
The roles of teacher: The teacher is facilitator and plays an active and direct role during the lesson. The teacher is model and organizer by arranging learning atmosphere. S/he is tolerant to the errors made by the students as they are at the first stages. In case of a mistake done by the student s/he has the student self correct or s/he corrects them.
The roles of students: The students are participants in the activities or in question-answer part and they are also listener when the teacher introduces the subject and also when the activity is taking place.
ASSUMED KNOWLEDGE
1.Students can know the vocabularies about hobbies and interests in their mother tongue and English.
2.Students know personal pronouns in their mother tongue and English.
1- PREPARATION
- Objectives of the Lesson:
- differentiate between the usage of “like and dislike’’.
- to learn “like and dislike” and know their functions in different contexts.
- to learn vocabularies about hobbies and interests.
- Behavioral Objective of the Lesson
By the end of the lesson, students will be able to;
- take part in pair work.
- tell their favourite activites.
- answers about their favourite activities.
- write a paragraph about ther activities.
2. PRESENTATION
1- Warm-up
The teacher comes to class and ask student’s whether they have got free time. Teacher asks students whether they have got free times and s/he wants to know what they do in their free times. Teacher asks them what their favourite activities are. Then, she writes ‘hobbies and interests’ on the board and asks them to think about it. She writes activities they do in their free time meanwhile she shows a list of hobbies and interests in order to make them remember easier vocabularies about hobbies and interests.
2- Stating the Instructional Objectives
After stating the students what they are going to learn she shows a PowerPoint slide show to the students. In the slide there are pictures of Mary and Jack talking about their favourite activites.In the slide teacher shows sentences about Mary and Jack’s hobbies and interests.She reads the sentences in the slide and wants the students to repeat.
After PowerPoint slide show, the teacher writes some sentences about Jack and Mary’s hobbies and interests on the board. She underlines ‘like-dislike’ and vocabularies about hobbies and interests. Then, she wants them to write the sentences on their notebook.
3- Practice
In the practice part, the teacher gives activity papers to students. In the first activity there are some questions about Jack and Mary .Teacher wants the students to fill in the blanks and match them with suitable pictures. She completes the first sentences and matches it with suitable picture as an example for them.
In the second activity, there is a chart about Jack and Mary’s hobbies and interests. The teacher wants them to make sentences according to chart and she makes the first sentence as an example for the students.
4- Production
In this part, she wants them to work in pair and she wants them to fill a chart like Mary and Jack. The pairs complete the chart with some activities they like and dislike. Then, they write a paragraph according to their chart.
Developmental stage of 6th grade
Young learners’ features are taken in to 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
· holistic, natural learners searching for meaningful
messages.
5- References
- Pictures were gathered from “Google Images”.
- All activities and materials are made by Gülşah PALA.
- MEB english books.
