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?

Lesson Plan 2

LESSON PLAN

Teacher: Fatıma Erdoğan

Grade: 9th

Level of the students: Elementary

Topic: Chocolate

Duration: 80 min.

Materials:  Smart board, Board marker , Worksheet

Objectives:

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

·        See real life material related to the topic by eating chocolate

·        Practice their reading, writing and speaking skills.

·        Recall and discuss about chocolate addiction and other addictions.

·         Use “modals” in the meaningful sentences by writing a letter with ‘should, can, might,’

·        Compare their answers by doing reading activities.

·        Write a letter related to the topic.

·        Criticize ideas to help her.

Preparation(20 min)

1.     The teacher brings in some chocolate to the class- maybe a small bag of chocolate sweets that will be shared.

2.     The t puts the students into pairs and give each pair a copy of the worksheet. They need to ask each other the questions in part 1.

3.     The t monitors while the students discuss the questions together.

4.     The t does whole class feedback on these questions. The teacher can also tell the class her answers to questions.

5.     The t asks to students to imagine someone that eats a lot of chocolate every day. Writes on the board: He is _____ to chocolate. He has an ___ .And gives the words: addicted, addiction.

6.     The t asks students what other things people can be addicted to. She elicits examples such as alcohol, shopping etc.

The Main Activity (30 min)

1.     The teacher tells them they are going to read about a woman, Cherly, who is addicted to chocolate. The t draws their attention to part 2 and asks them to read the choices.

2.     The teacher gives each student their own copy of the text, asks them to read it fairly and to decide who Cheryl is writing to.

3.     The teacher lets students compare their answers before asking for suggestions. The t reminds them that they can read the text again if it is necessary .

4.     The teacher gets the suggestions and gives feedback.

5.     The teacher tells them they’re going to read the text in more detail to understand each paragraph.

6.     Students read the summaries of the paragraphs in part 3 and decide which summary is the correct one for paragraph.

7.     They match summary and paragraph number.

8.     Students read another time and decide if the sentences are True or False.

9.     Students compare their answers with each other. If there are any differences, they should try to explain their answers.

 Follow-up(30 min.)

1.     “Cheryl asks what can ı do?” The t asks to students work in pairs or small groups and to brainstorm ideas to help Cheryl. What can she do? How can her family help?

2.     The teacher encourages them to come up with four or five ideas. And she tells them to take notes.

3.     The teacher tells them to write a letter back to her by using should, can , try doing , might etc. She  gives opening lines:

Dear Cheryl

Here are some ideas to help you with your problem. Firstly...

4.     After then, the t mixes the letters and hands out .Students read each others’ letters and decide which ones give the best suggestions.

                                                                                                                                          

                                                           

 Chocolate:

1 I know that I have a problem – a big problem. It may sound funny but it’s very bad for me – for my health and for my life. What’s the problem? I can’t stop eating chocolate!

2 I started eating chocolate as a child of course; me and my sisters all ate a lot of different kinds of chocolate. However, my sisters and I are adults now and I’m the only one who still eats it a lot. My elder sister can have a bar of Toblerone and make it last a week. My younger sister is happy with one box of chocolates a year for Mother’s Day. My parents don’t eat any chocolate at all. Me – I need it every day, and lots of it too.

3 So, how much do I eat? Well, I have about 10 bars of chocolate a day. My first bar is at 8 o’clock in the morning, and then I have my last one just before I go to bed. Sometimes if there’s no chocolate in the house I drive to the nearest shop that sells it (about 2 kilometres away) and buy some more. I even drive out late at night if I need some chocolate. If the children (and this is terrible, I know) have chocolate in the house I take it. When Sarah was eight someone gave her a box of chocolates for her birthday. I took the box and then, when she was out playing, I ate some. Then I ate some more. I finished the whole box! A few days later she said, “Where’s my box of chocolates?” and I said, “I don’t know”. I know that was very bad. At Christmas we got a giant family-sized bag of chocolate sweets, I ate the whole bag on my own in two days!

4 I know eating a lot of chocolate is bad for my health. There’s a lot of sugar in all types of chocolate. There’s also a lot of fat. I think that’s why I have many spots on my face, and I’m a little overweight too. Sometimes I try to stop but if I don’t have any, I get very bad headaches. However, as soon as I have some chocolate I feel better and happier too. I know that it’s also very bad to take and eat chocolate that’s not mine but I can’t stop myself.

5 What can I do? Even at night I dream about chocolate. My favourite dream is falling down a hole and landing on a big pile of chocolate bars! I really do want to stop, or start to eat less. At the supermarket there’s always chocolate for sale while I wait to pay for my shopping. At the station (bus, train, underground…) there’s always chocolate for sale in machines. Everywhere I look there’s chocolate for sale! I try to speak to my family but nobody understands. They all like chocolate but nobody wants to eat 10 bars a day, and nobody understands why I do.

6 I need help! Please tell me what I can do to stop eating chocolate!

1.      Ask and answer these questions about chocolate

a.      Do you like chocolate cake? Chocolate ice-cream? Chocolate bars? Hot chocolate drinks?

b.       How much chocolate do you have every week?

c.       Do you eat more chocolate now than when you were a child, or less?

d.     Do you think it’s bad that some children eat a lot of chocolate?

2.       Read a text written by Cheryl, a woman who is addicted to chocolate. Who is she writing to?

a.    . Her mother

b.     A newspaper

c.     A magazine problem page

         d.   A company that makes chocolate

3.   Read the text again and match a summary with a paragraph.

summary paragraph

a   Cheryl is the only one addicted to chocolate in her family                              1

b  Why Cheryl’s addiction is a problem                                                              2

c   Cheryl wants help                                                                                         3

d  The description of the addiction                                                                      4

e  An introduction to the problem                                                                        5

f  Why the addiction is difficult to stop                                          6

4.   Are the following sentences True or False?

a Cheryl is the middle child in her family

b She is a mother

c Sarah is one of her sisters

d Cheryl feels ill if she stops eating chocolate

e She feels both good and bad after eating chocolate

f It’s very easy to buy chocolate

g Her family don’t give her any help

LESSON PLAN 1

TOPIC : Talking about Toilet

TIME : 2 hours

MATERIALS : Pictures , worksheet .

VOCABULARY : flush toilet, squat toilet, lavatory, loo, restroom,bathroom, crapper

OBJECTIVES : By the end of the lesson;

Ø  Students will be able to explain their situation about going to toilet.

Ø  Students will be able to dramatize the situation about asking for toilet.

Ø  Students will be able to create a dialogue about situation about toilet.

STAGES

PRE-TEACHING (10mins) :

Ø  Teacher shows the pictures of vocabulary that she teach and asks students to guess topic .

Ø  After she gets the answer ,she writes vocabulary below the pictures in English

Ø  After 3 repetition of vocabulary ,she makes some sentences using words (flush toilet , loo , squat toilet etc.) and write them to the  board.

Eg. I am going to use crapper.

Eg. Can you tell me where is the restroom/bathroom  ?

Eg. I don’t use the flush toilet .

WHILE TEACHING (30mins.):

Ø  Teacher get students wonder by asking questions ,

Eg. How do you tell to go for bathroom ?

Eg. Do you control yourself to not pee ?

Ø  Teacher says students she will tell a memory of her , while telling it ,she also acts.

Yesterday , I went to  a café with my friends . I drank two cup of tea and a can of cola .

After a while , my bladder was bursting . So I asked the waiter : Can you please tell me where is the restroom ? and waiter said : I’m sorry we haven’t restroom. I was awful . I ashamed and apologized my friend and I told I have to go to the loo .

Ø  After students listen the story , teacher asks students to write the answer of questions shw will ask on a paper .

Eg. Where did I go ?

Eg. What did I drink?

Eg. What happened to me , do you remember the sentence ?

Eg. What did I say to waiter ?

Eg. What did I say to my friend ?

Ø  Then , teacher gets the answers and write the sentences on the board .

Ø  Teacher gives students a role play worksheet , makes them pair  and  she wants to act the role play .

Ø  POST TEACHING (40 mins.)

Ø  Teacher makes the students into group of 4 and gives each group pictures of the vocabulary they learned.

Ø  Teacher asks students to design a poster to remember what they learn. They will write the vocabulary and sentence structures they learn and they will write a dialogue about toilet as teacher told ( they are free to draw or stick pictures )

Ø  After they finished the poster , groups show their posters and act the role-play they create .