Lesson Plan 2

LESSON PLAN 

 

Date: 03.01.14

Learning Stage of Class: Beginner

Age Level of Class: 11-12

Size of Class: 22

Time: 40x2 (80 mins)

Lesson Title: “My Hero Can..”

Materials:

            Flashcards

Scenarios/Stories

Worksheet

Equipmant needed: Authentic classroom objects, board, boardmarker, microphone, discussion environment.

Objectives : By the end of this lesson, the students will be able to

·         Define the modal of “can” in versions of positive statement, negative statement and question type.

·         Critique their own abilities or disabilities by using the structure of can/can’t.

·         Research what their friends can/can not.

·         Construct a Superhero, and classify his/her abilities/disabilities stating as “can/can not”.

·         Debate  in groups of 5 to defend their heroes, and to confute their rivals’ hero’s abilities by using the structure of “can/cannot”.

Report a summary based on the discussions with determined criteria of for example, “Can the groups present and defend their heroes well?”

Stage 1: Introducing or revising the vocabulary

• Introducing Superheroes (Superman, Batman, Spiderman, Ironman, Hulk) who are quiet popular between students.
• Talking about what the heroes can, what they can’t using,generally, the verbs of previous teachings, by way of demonstration, body language, acting-out superficially.
• Sticking flashcards of the Superheroes on the board, and say for instance, 'Batman ….. fly '. Use body language to emphasize your meaning.

Stage 2: Using a worksheet about target structure to represent information by relating the target structure of “can/can’t” to their abilities on the purpose of raising motivation in this way.

The teacher gives needed instructions of;

·         Look at the worksheet carefully.

·         Answer the questions.

·         Write down the names on it.

·         Work in groups.

·         Use the full form of the answers.

e.g. Barkın can say his  address and phone number.

·         You have ten minutes.

	Who can do it?	Name of student and answers
1	…spell his / her first name and last name in 60 seconds
2	…say his / her address and phone number.
3	…count to twenty in ten seconds
4	…name three cities in Britain and three cities in Australia.
5	…say the months of the year backwards in 30 seconds
6	…remember the name of his / her first teacher
7	…sing a song in English.
8	…swim underwater?
9	…say three animals smaller than a cat.
10	…dance the tango.
11	…speak more than two languages.

Stage 3: A quick comprehension check.

• Ask the students which one of the statements they can or can’t.
• Then get them to show it. For example;

If Barkın can dance the tango, get him to demonstrate it.

Stage 4: Group work

The students work in groups of 5.

• Explain what they are supposed to do.
• Get the students to create their own Superhero.
• Want them to determine what their Superhero can/can’t do.

Remember to demonstrate the activity with an example first.

Stage 5: Review: Discussion

• After they design their Superhero and specify his/her abilities by using can/can’t,
• Give a situation to each group, and get them to solve the problem by means of their Superhero’s abilities. For example;

Situation:  There is a robbery in a bank. Policemen can not go into the bank because it is too dangerous for hostages inside.  (Let’s say the hero is Flash)

Solution:  Flash can Save the hostages without being seen because he is so fast. The bank robbers can not even notice him.. etc.

·         Then create the discussion atmosphere,

·         Get them to share their solutions with other groups.

·         State that other groups have to ask questions such as “How can he do it?”or confute each groups solutions with sentences such as “No, Flash can’t pass so fast.” “Security can notice him, he is too big.”

·         By means of that, they will also intensify question type and negative type of the modal.

Follow-up Stage

When the discussion is over, get them to write a summary of the discussion in the style of report.

·         State that the summary should involve:

Who were the Superheroes?

What can they do?

What can’t they do?

Can the groups present and defend their heroes well?

Can your group present and defend your hero well?

Can they success?

Can you success?

Which group was the best? Why?

Hilal DEMİR

                                     LESSON PLAN                                                                                         

Teacher: Hilal DEMİR
 Size of the class:  35                                                                                                                             Age of the students:  15-16                                                                                                       Proficiency level:Preintermediate                                                                                                             Title of the lesson: People and society                                                                                     Duration: 120 minutes                                                                                                          Objectives:

At the end of the lesson, students will be able to;

ü  Follow basic, clear, simple everyday conversations.

ü  Distinguish the expressions and questions.

ü  Express their point of views and preferences in their speech.

ü  Understand short written messages and apply simple instructions.

ü  Give simple, concrete instructions.

ü  Participate in basic, simple, clear telephone conversation.

ü  Express personal needs with basic expressions.

ü  Express their point of views.

ü  Express their preferences in their speech.

ü  Take notes and write lists.

ü  Write short dialogues and messages.

ü  Write questions to ask for information.

PRESENTATION

Pre-stage:

         Teacher greets with students like “I’m ____. And what’s your names?”. Then teacher asks some questions to get them ready for the lesson. Then teacher says “Nice to meet you.” Later teacher passes on to the first activity smoothly. “So let’s do the first activity.” Then students try to do the first activity.

While-Stage:

            (1A - Hi Everyone!)

- Teacher asks them to match the sentences. Then check their answers by asking. Students complete the names of the places, later. Then teacher asks them to listen to the track is about the activity D. After that activity, students work in groups and they try to act those dialogues out. Students jot down try to act their own dialogues out again but this time they write themselves. Then they check their dialogues with their partners and rewrite them. Teacher asks them to match the universal signs to the words. Later teacher asks students to write the missing letters to get them ready for the other activities. Then students read the activity C and do the activity D. Later, teacher asks them to write a dialogue by using the map. After that activity students play the “Spot the Place” game by using the instructions.

(1B – My Roommate, Meryem)

-          Teacher asks them to do first activity to get them ready for the other activities. After the activity A, B and C; students read the passage to answer the questions of the activity E during they listen to the track. In the time to write part, teacher asks them to write at least 5 things what they have in their fridge. In the speaking part, students do a shopping list and write the prices what they need. In the same page, teacher asks them to fill the box by using the given words. Then students read the passage in the activity B and complete sentences with the given words in the box. After that, students choose two things by looking at the menu and they say what they would like to have. Then students write a dialogue by using the dialogue in the activity C and the given phrases.

(1C – Help Me, Lisa)

-          Teacher asks them to match the instruction to the tools. Then teacher asks them to read the passage to answer the question about the passage. After that students read the passage again and they put the instructions in the correct order on the machine. Then teacher asks them “What do you think about the questions below? Write true or false.” After that activity, students work in pairs and give instructions to get money from an AT by using the given instructions. In the listening part, teacher asks them to do the first activity to get them ready for the other activities. Later, teacher makes them listen to the track and asks them to find the bold words. Then teacher makes them listen to the second track and asks them to circle the correct person. Students listen again and check their answers. In the second listening, students complete the table in picture A. after the listening, students answer the questions. In the speaking part, students work in pairs and they write a dialogue that is about a problem and they act it out.

Post-Stage:

-          Teacher asks them to imagine that they are Maria and says “Write an SMS to Leo and tell him you can’t come and tell the reason.” After that, students compare their messages. Then teacher asks them to answer the Leo’s question. In the last activity, students imagine that today is their birthday and they write their friend Selin how to get to your home. Then students work in pair and check their answers with their pairs. And finally students fill the “Check Your Progress” chart and write what they’ve learned.

Hilal DEMİR

Lesson Plan
Student – Teachers : 110120023: Hilal DEMİR                                                                    Date: 07.03.2015
Students’ Profile	Age Group                 : 16 Level of Proficiency  : Intermediate Lesson Title                : Colonisation of Other Planets Duration                     : 40 min. Textbook                    : Listening Extra Equipment Needed    : Worksheet, speaker, computer, colored pictures
Objectives / Aims / Goals		ü  Students will learn 5 new vocabulary of given the textbook which is colonisation of other planets. (colonisation, planet, mankind, spaceship, settlement.) ü  Students will be able to listen for specific details in space colonisation.
Pre-Listening	Time: 10 min.
		ü  T asks students to predict names all the planets of our Solar System. ü  When students are ready, T shows the pictures of planets. ü  T asks them if they believe one day humans will go to live on any of these planets. ü  T dictates any words that s/he thinks his students may not know. Repeating each word twice as students write them down. When T finishes, tells students to compare their spelling.
While - Listening	Time: 15 min.
		ü  T gives a poster about the topic and T explains that they must listen to the debate and complete the missing information in the poster. ü  When students are ready, T gets students to listen the track about the life on the other planets. ü  T asks students which speaker is in favor of colonization and who is against it. ü  Then T gives each student a copy of the notes page and explains that they are going to listen again. This time they must complete the missing information in the notes as if they were a reporter from the local paper. ü  T gives students a few moments to study the notes and complete any information they can remember and T plays the recording.
Post-Listening Closure Contingency Plan	Time: 15 min.
	ü  T divides the class into two halves and tells one to list all advantages of colonising space and living on other planets. ü  T tells the other half to list all the disadvantages of space colonisation. ü  When students are ready mix the groups and have them explain their arguments to each other ü  T finishes by taking a show of hands to see how many people in the class support space colonisation. ü  T asks some questions about the topic to remind to the Ss. For example, “ If you were Dr. Wilkins, Would you go to the other planets for colonisation and why?” “ This time you are Dr. Brown, what will you do?” ü  If the time lefts, T gives extra activity to summarize to the topic. ü  T explains the activity and waits the students’ answers.

LESSON PLAN 2

Learning Stage of Class: Pre-intermediate Age Level of Class: 14-15 Size of Class: 34 Grade: 10th Grade Duration: 80 minutes Grammar Structure: can/can’t Lesson Title: Can you …? Equipment needed: Visual aids (pictures of the superheroes like Superman, Batman, Spiderman), the video of the trailer of Superman-Man of Steel, a speaking card for each student, a worksheet for each student(main activity) and a worksheet for a pair(post activity)

OBJECTIVES/GOALS: 1.  Students will be able to talk about their abilities by using can/can’t structure by the end of the lesson. 2.  By the end of the lesson students will be able to discriminate which ability super heroes have by using speaking skills. 3.  Students will be able to define the requirements of a situation or a place by using can/can’t at the end of the lesson.

SPEAKING LESSON

Warm up (5 minutes):

·       Showing three pictures of super heroes like Superman, Spiderman, Batman and asking which one their favourite is why he is

Pre-activity (30 minutes):

·       Making the students watch the trailer of Superman-Man of Steel to get them involved in the topic of superpowers

·       While the students are watching the video, writing some gap-fill sentences on the board.

Examples:

______________ can ____ fly.

______________ can ____ climb.

______________ can ____ move very fast.

______________ can ____ do martial arts.

Students fill in the first gap with the name of a superhero. The second gap can be used to introduce a negative statement, if a student makes a mistake.

For example, if a student wrote 'Batman can ____ fly', asking the students "Can Batman fly? The students should reply, "No, he can't."

·       Giving each student a piece of paper and some coloured pencils and asking them to draw their own superhero. Under their picture, the students should write about their new superhero's powers.

·       Making the students work in pairs. They ask and answer questions about their new superheroes.

For example:

A: What's your superhero's name?

B: Umbrella Woman.

A: Can Umbrella Woman fly?

B: No, she can't.

A: Can she resist the rain?

B: Yes, she can.

·       Putting all the new superheroes on the wall of the classroom for the other students to see.

Main activity (25 minutes):

·       Asking the students to talk about their abilities by using can/can’t to make them brainstorm

·       Distributing the speaking cards to each student and making them work in pairs

·       Making the students ask the question on the card to their partner and give him/her answer

·       Distributing the worksheet including grammar points related to can/can’t to each student and making them complete the sentences and write the thing that they can/can’t do according to the directions on the worksheet

·       After they finish, check if they do them correctly by making them read their answers with the rest of the class

Post activity (20 minutes):

·       Dividing the class into pairs and giving one student Worksheet A and the other student Worksheet B.

·       Each student should write his or her partner’s name in the space at the top of the worksheet.

·       Students work individually and try to guess if their partner can or can't do the activities listed on their worksheet. They underline or circle can or can't in each sentence without talking to their partner.

·       When they have finished, students take it in turns to ask their partner if they can do the activities listed on their worksheet.

Example: Can you draw a square and a circle at the same time?

·       For each statement students have guessed right, they put a tick in the second column on the worksheet, and for each one they get wrong they put a cross.

·       The student in the pair who gets the most answers correct is the winner.

·       Students then come to the front of the class and tell the other students about their partner.

Example: I talked to Pam. She can remember the teacher's full name, but she can’t snowboard.

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