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.
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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.
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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.
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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.
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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
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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……………….
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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
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The others
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Monday
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Tuesday
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Wednesday
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Thursday
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Friday
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Saturday
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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!
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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!
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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!
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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!
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