LESSON PLAN 1

Teacher: Gülçin KEY

Learning Stage of Class: Pre-Intermediate

Age level of Class: 15-16

Size of the Class: 35

Duration: 40 minutes

Lesson Title: Problem with the in-laws

Equipment: Whiteboard, marker,role cards.

Objectives/ Goals: At the end of the lesson, students will be able to;

1. Demonstrate improvements in written expression of thought by utilizing various techniques (such as peer review, multiple drafts or revisions of assignments after receiving feedback).

2. Develop professional work and teamwork habits.

3. Develop an effective, clear writing style.

4. Evaluate their documents to be sure that the documents fulfill their purpose and to ensure that they can be revised if necessary.

PROCEDURE

WARM-UP:

Teacher draws two family trees on the board and elicits the relationship between the people. Then teacher asks: What will the relationship be if Murat and Gizem get married? Teacher elicits the vocabulary in laws and asks: Do you think the age difference could be a problem?

WHILE-STAGE:

Teacher explains that Murat and Gizem have asked both sets of parents for a meal at Murat’s flat. At the meal Murat and Gizem announce that they are getting married. Their parents are very upset. Teacher divides the class into four equal groups, and explains that each group represents one of the parents. Teacher gives each student the appropriate role card, ensuring that the smallest group gets the role of Kader. Teacher tells them to discuss in their groups what they think of the announcement and how they will react to it. Teacher then regroups the students into new groups of four so that all the parents are represented in ach group. If the group numbers are unequal, the role of Kader will be omitted from some groups. Teacher tells them Murat and Gizem have left the room to get coffee and this is their first opportunity to talk about the marriage. They should say what is on their minds and defend themselves and their son daughter against any insult! After ten minutes, Teacher interrupts the discussion. Teacher tells them that they are so upset with what’s been said that they leave the dinner party early. Murat and Gizem have also overhead everything and are in tears. Teacher explains that the parents feel terrible about what has happened and are going to write letters apologizing to Murat and Gizem to the other parents. Teacher elicits how these letters will differ and what they will include, e.g. the letter to Murat and Gizem will be less formal than the one to the other parents, but both will include an apology, an explanation of their viewpoint and also how they want to move matters forward. Teacher gives each pair of parents a copy of the letter cues and asks one of the students to write to Murat and Gizem and the other to write to the other parents, using the cues to help them. If the role of Kader has been omitted from any groups, Teacher puts the spare Yakups in pairs to write the letters. After 20 to 25 minutes, teacher stops them and asks them to swap their letters with their partner and check them for logic and persuasiveness. Teacher asks the students to feedback to each other and redraft their letters.

POST-STAGE:

Teacher asks the students to swap their letters with students who were in roles the other parents. Teacher then asks them to read the new letter, decide how persuasive it is and write a reply, either accepting or rejecting the apology. Then teacher explains that Murat and Gizem got married and Gizem is now pregnant. She wants to develop her career and they plan that Murat will give up his job to look after the baby. Teacher tells the students to write Murat and Gizem’s letter to their parents explaining their plans.

Role Cards

Turan You are Turan’s father. You think he is much too young to settle down. He cannot possibly know for certain that he wants to spend the rest of his life with Gizem. Besides, her family have no money and Turan will inherit the family business.

Meryem You are Turan’s mother. He is ’your little boy’ and still needs someone to take care of him. Since he started going out with Gizem you have been very worried. You think she is a bad influence on him and far too old.

Yakup You are Gizem’s father. You are proud of what she has achieved. It is not everyone who gets to be a senior manager at the age of 33. Turan has not even got a good job! And if thet have children, he will expect her to give up her job to look after them.

Kader You are Gizem’s mother. You are desperate for some grandchildren. You are not happy about Turan thought. He is too young. While Gizem is seeing him, she is not getting to meet men her own age.

Letter Cues:

Letter 1: Dear Turan and Gizem Paragraph 1: Apologising We’re so sorry for… We’re really/awfully sorry for… How silly of us to say that… We were amazed at… …We really didn’t mean it. Paragraph 2: Explaining We’re very happy/ unhappy about… We think… You see… Paragraph 3: Making plans We hope we can… Let’s hope we can… Lots of love Mum and Dad

Letter 2: Dear Mr and Mrs……………….. Paragraph 1: Apologising We’re writing to apologise for… Please accept our apologies for… Please forgive us for saying… … it was a misunderstanding. ….came as a great surprise. Paragraph 2: Explaining We were shocked/ surprised to hear that… As we see it… In our opinion…. Paragraph 3: Making plans We would be really pleased if we could… We would like to think we can… Your sincerely Mr and Mrs……………….

LESSON PLAN 2

Learning Stage of Class: Pre-Intermediate

Age level of Class: 15-16

Size of the Class: 35

Duration: 40 minutes

Lesson Title: What did you do last week? (Daily activities)

Equipment: White board, marker

Objectives/ Goals: At the end of the lesson, students will be able to;

1. Identify and state arguments and ideas.

2. Identify the main points in a passage and state the reasons that support a given choice.

3. Strengthen their understanding of, and ability to apply, communications strategies.

PROCEDURE

WARM-UP:

Teacher asks students what they did at the weekend. Teacher encourages them to ask questions, e.g. what did you do on Saturday? Did you go to the cinema on Friday? Teacher explains to students that they are going to take part in a role play in which they talk about what they did last week. They are going to work in groups of four, with a diary each. They imagine they are one of the four diary writers and they must ask questions to find out which other person did the same thing at the same time as themselves.

WHILE-STAGE:

Teacher divides the class into groups of four. Give each student in the group a different diary. Teacher draws the following chart on the board and tells students to copy it. They then read their diary and complete the column me with the activity they did. Teacher then points out that it is not necessary to understand every word in the diary, just the main points.

	Me	The others
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday

Teacher asks students to work in pairs within their group. They take it turns to ask each other questions until they find out on which evening their partner did the same activity as they did. Then then write this person’s name next to the activity in the column the others. For example, Sezgin writes Pınar in the top row of her chart because they both went to a restaurant. Teacher then tells students to work with all three group members and complete their chart. Teacher checks the answers with the class. Teacher tells students to find out a) the evening when none of the four people did the same thing, and b) the evening when everyone did the same as one other person. Then teacher checks the answers with the class.

POST- STAGE:

Students copy the chart again. They complete the column me with six different (imaginary) activities. They then ask questions to find out what other students did and write in the others column the name of any student who did the same activity.

Sezgin Monday I went to Antalya with some people from work. I love Antalya’s food! Tuesday I didn’t feel well, so I went to the doctor’s after work. Perhaps it was something I ate last night! Wednesday I didn’t go to work. I didn’t feel well, so I stayed at home all day. Thursday I didn’t feel great, but I decided to go to the cinema. I saw an awful film in Spanish. Friday I played tennis at the club with three friends. Mete and I didn’t win! Saturday I went to a party at my neighbor Meltem’s house with Mete. We had a great time!

Pınar Monday I went to the new Italian restaurant with Mum and Dad. Very nice! Tuesday In the evening, I went to the cinema with my sister. We saw the latest Hobbit film. Wednesday I went to my out class after work. Unfortunately, my painting isn’t getting any better. Thursday I went swimming with Rana. We saw fifty lengths and talked all the time! Friday One of my colleagues was having a party. I stayed for an hour, then I went home. Saturday I went to the theatre with some people from work. I love Shakespeare!

Arzu Monday I went to the swimming pool after work. I didn’t stay long. The water was really cold! Tuesday I watched a football match. I don’t like football, but my brother was playing. Wednesday I went to the café that opened last month. I had some delicious cakes. Thursday It was late- night opening at the museum, so I went for an hour after work. Friday I went to the tennis club after work. I played really badly! Saturday Meltem had some tickets for Romeo and Juliet. I fell asleep in the middle!

Can Monday I played tennis for a couple of hours at the club. Then it started to rain. Tuesday Cem and I went to the cinema after work. James Bond films are our favorite! Wednesday I had to go to the doctor’s after work. I needed some injections before my holiday. Thursday I went to the Japanese exhibition at the museum after work. I loved the kimonos. Friday Some of my colleagues were going to wine bar, so I went with them. I didn’t stay long. Saturday I went to my friend Cem’s party in the evening. There were lots of people there!