Lesson Plan

Name of the Pre-service Teacher: Betül Büşra Topatan

Size of Class: 30                                                                     

AGE GROUP of the STUDENTS: 14-15

LEVEL of PROFICIENCY: Intermediate        

DURATION of the LESSON   : 80 minutes.  

OBJECTIVES of the LESSON:

1. Students will recognize a map that approximates their community and will create a facsimile of such a map.

2. Using short phrases, students will present the large, butcher paper maps to their classmates.

3. Using phrases or short sentences, students will be able to respond orally to a series of questions about a fictitious town or city.

4. Students will be able to relate to “what makes a good community?” by watching videos.

5. Students will be able to fill in the blanks in worksheet by listening community song.

Warm up (25):

Teacher displays a variety of large geographic maps all around the classroom and encourages students to walk around, in a "gallery walk" to look at these maps. These maps depict cities, states, provinces and countries.

Teacher walks around the room and describes various features of the displayed maps, such as location of public buildings, neighbourhoods, cities, states or provinces and of geographical features, such as rivers and mountains. As Teacher talks, he/she writes names of important vocabulary both in the target language (TL) and the native language of the students (L1) on the front board or on an overhead transparency. Teacher includes the map directions: north, south, east, and west.

EXAMPLES: park, school, store, movie theatre, church, post office, hotel, train station, swimming pool, campground, forest, river, beach, city, country, gulf, sea, ocean, island, peninsula…

Teacher shows a video about “What makes a good community?” and then teacher asks them some questions about the video.

 Throughout this input time, Teacher assures student comprehension and participation by asking yes/no, either/or, and what/where questions about the information.

Teacher divides the students into 3 groups. Teacher assigns each group to create a large map of a neighbourhood, a city, or a country. Teacher provides each group with coloured markers and a large piece of butcher paper. Teacher encourages creativity by having music playing in the background as students work.

Main activity (35):

Teacher presents a slide show about a community. (The text of the PowerPoint provided with the unit is in English, but Teacher may change text to the target language as appropriate.)

Teacher encourages student involvement and participation by asking students to create a story about the exchange student's home town or city. Each new fact and event of the story is reinforced with yes/no, either/or, who/what/where questions. Teacher encourages students to respond as a class, as well as individual students.

Teacher divides the class into two teams. The teams stand in a line on opposite sides of the classroom. The first student in line is in the back of the room and not near the front. This student holds a dry erase pen or a piece of chalk. Teacher informs that the students with the writing tool must run to the front board and write down their answer to Teacher's question as fast as possible. The first student to write a correct response (both of information and of language context) will win a point for his/her team. Those students then run back to their line and pass the writing tool to the next student. This process continues until Teacher calls "time."

The team with the most points at the end of this game will win extra-credit points for participation for today.

Teacher asks the following types of questions:

·         Which day is the first day of the week?

·         What can we see in a garden?

·         What does your family recycle?

·         Where is Armenia?

·         Why are trees good for the earth?

·         What do you like to buy in a supermarket?

·         Do you like freeways or expressways? Why or why not?

·         Which is better for the earth, riding on the bus or in the car?

·         Which is better, a gas-powered car or an electric car?

·         Where do you want to go to college?

·         What do you do when you go to a park?

·         Do you like to go skate-boarding?

·         When was the last time you and your family went to the beach?

·         What do you like to do at the beach?

·         What do you and your family do to keep our earth beautiful?

 Teacher makes students listen to a song. Song is about community. Firstly students just listen to the song. Then teacher gives them fill in the blanks worksheet about song’s lyrics. Secondly students listen to the song and fill in the blanks. Finally students listen to the song last time. Then teacher shows them answers.

Follow up (10):

Students, in pairs, tell each other which slide in the PowerPoint presentation they liked the best and why.