LESSON PLAN 1

Size of the class: 30

Age group of the students: 14

Level of proficiency: Pre-intermediate

Title of the lesson: Countries & Nationalities
Duration of the lesson: 70-80 minutes

Equipment needed:  Flash cards, world map, board, worksheet

OBJECTIVES;

1.By the end of the lesson students will be able to practice their knowledge about countries and nationalities.

2.By the end of the lesson students will be able to discuss their ideas by using group and pair work activities.

3.By the end of the lesson studentswill be able to create a new context by using their productive skills.

Pre teaching(15-20 mins)

Activity

Teacher enters into the classroom and greets the students. Teacher brings a world map in form of world , and asks students that how many of you want to go abroad, students answer and this time she asks where do you want to go and writes students answers on the board. Then teacher marks the answer of the students on the map and shows it to the class. Then asks continents  and capitals of these countries. Students answer and if they dont know teacher helps and gives clues to students.

At the end of this activity teacher gives worksheet to s tudents. They  have to find 24 countries in a word search. After they complete this task they check answers with their teacher.

  

     

While – teaching(25-30 mins)

Activity

In this group activity, students play a guessing game to practice countries and nationalities. Teacher divides class into the groups of 3.Teacher prepare flash cards for each group of three students. Teacher begins the activity by picking a country that is not on the cards, e.g. Italy, and explains to the students that they are going to play a guessing game to practice countries and nationalities.Teacher tells them to listen and work out your country and nationality. Make three sentences about your chosen country that covers the same information on the cards. As teacher speaks, writes the sentences on the board.

Example:

I come from a country in Europe.

The currency is the euro.

The capital is Rome.

Teacher elicits the answers and writes them on the board, e.g. You come from Italy. You are Italian. If students don’t guess the answer, teacher gives an extra clue, e.g. My country is famous for spaghetti and pizza.

Next, teacher puts the students into groups of three and give each group a set of shuffled cards. Tell the students to place the cards face down in a pile. Students take turns to pick up a card and make sentences. Teacher reminds them not to let the other students see their card, and encourages the students to use full sentences and follow the written example on the board. The first student in the group to guess the answer, giving both the country and the nationality, wins the card. The winner is the student with the most cards at the end.

Post-teaching(20-25 mins)s

Activity

In this activity students work in pairs.The teacher sets the scene and tells the students invent a country in a new continent , wants to students find a name, currency, capital ,culture, language, taboos, population, music, laws, and etc for this new country. Then they wil prepare a brochure to describe their country, when they finish, each pair present their brochure and the teacher hang the brouchure which is the most liked to the class.

LESSON PLAN 

Learning Stage of Class: Pre-intermediate Age Level of Class: 14-15 Size of Class: 34 Grade: 10th Grade Duration: 80 minutes Grammar Structure: should/ought to Lesson Title: What should I do? Equipment needed: A copy of worksheet for each student(main activity), a problem card for each student (pre-activity), a problem card for each student in a group (group work)

OBJECTIVES/GOALS: 1.  Students will be able to give advice for a problem by using should/ought to structure by the end of the lesson. 2.  By the end of the lesson students will be able to find out solutions for their problems related to their real lives by using speaking skills. 3.  Students will be able to discriminate in which situations they can use should/ought to by the end of the lesson.

WRITING LESSON

Warm up (10 minutes):

·       Having the students give examples of when and who people ask for advice

·       Eliciting from students the types of problems which people face especially ones they may face as students such as having too much homework or not getting enough sleep at night.

·       Writing the problems which are definitely a real life situation on the board to refer to later and adding in any I like to discuss.

·       Turning a problem written on the board into a sentence to make a model dialogue. For example, “headache” becomes “I have a headache.”

·       Showing how to use should/ought to structure to give advice by writing a sentence which is an advice on the board and practicing both the problem sentences and advice sentences as a class.

Pre-activity (10 minutes):

·       Explaining to the students that they will work in pairs, each of them will have problem which is distributed by teacher, they will tell their partner the problem and their partner will give 3 advices by using should/ought to

·       Distributing the problem sheets to the students and making them work in pairs

·       After they finish giving advices, making the volunteers tell the problem and advices

Main activity 1(20 minutes):

·       Distributing to the students the worksheets including three problem e-mails and spaces for advices

·       Making the students read the e-mails on the worksheets and write them a reply for each one with the best advice by using should/ought to

·       After the writing, making the students read the replies loudly for the rest of the class and asking them to choose the best one in case they have a purpose for listening

Main activity 2 (Group work-20 minutes):

·       Dividing the class into groups of five.

·       Giving each group a set of cards and ask them to put the set of cards face down in a pile.

·       Students take it in turns to turn over a card. They explain their problems to the group, and the other students have to give advice. Each student in the group has to give a different advice.

·       The student gives the card to the person who has given the best advice by using should/ought to

·       The student who collects the most cards is the winner.

·       When everyone has finished, students report back to the class on the best or worst piece of advice they received for each situation.

Post activity (20 minutes):

·       Dividing the class into two groups: problem people and advice givers.

·       Asking the problem people to each think up a minor problem they have and are willing to talk about.

·       Getting the students moving round the room. Each problem person pairs off with an advice giver. The problem person explains their problem and the other person gives a piece of advice by using should/ought to

·       Each problem person now moves on to another advice giver. The problem people have to speak to five advice givers.

·       After the activity complete, having a feedback session.

·       Asking some of the problem people to state their problem and reporting to the class on the best and the worst piece of advice they were offered, naming the advice giver, e.g. Buğra told me I should give wake up earlier. İsa suggested I ought to organize my time better.
#activities #funinclassrooms #games #lessonplan #oughtto #should #younglearners 

LESSON PLAN 1

Student teacher: Hilal VAROL

Topic: Seasons

Duration: 50 minutes

Grade: 3^rd

Age Group: 8-9

Level: Beginner

Number of students: 30

Materials: Seasons song, teacher material for seasons, craft materials, crayons, sticks

Techniques: Teaching vocabulary through song, game, crafts and materials of seasons

Objectives:

By the end of the lesson;

1.      Students will be able to identify 4 names of seasons in a meaningful context. (spring, summer, fall, winter)

2.      Students will be able to practice in speaking during the game by using at least one word in a context.

3.      Students will be able to use their handcrafts when they hear their seasons during the song.

4.      Students will be able to match 4 pictures with seasons. 

PROCEDURE:

Warm-up: (2’ )

ü  The teacher greets the classroom and makes a beginning by producing sentences like:

o   Do you like cold? Do you like snow?

o   Look at the outside. What’s the weather like today?

o   It’s cold and rainy, right?  So, it’s fall. I like fall.

Pre-activity: ( 15’ )

ü  The teacher shows the material of seasons.

ü  The teacher says the names of seasons and asks students to repeat these names after her.

ü  The teacher describes basic features of each season and shows some pictures.

In spring, the flowers bloom. 

In winter, we make snowman.

In summer, we eat icecream.

In fall, the leaves change color.

ü  The teacher says “my favorite season is summer. What’s your favorite season?” She points one of the seasons from the material and students are supposed to say the correct name of the season.

ü  The teacher plays a song that is related to ‘’Seasons’’.

ü  The students just listen and teacher shows the body movement.

ü  They do the physical movements of the song and try to sing.

ü  They sing the song and do the movements together.

While-activity: ( 10’ )

ü  The teacher says they will play a game and gives instructions about the game.

ü  Two students come to the board. The teacher gives the season to the students.

ü  One asks question “what’s your favorite season?” and the other has to say the season that the teacher gave before.

ü  S/he forms the season by using teacher material and gets a sticker.

Post-activity: ( 15’ )

ü  The teacher shows some examples of  crafts to students and she distributes craft papers to the students.

ü  They trace the lines. They color their crafts and they cut the shapes. Finally, they glue it on a stick.

ü  When students do their arts, teacher gives instructions like: ‘’Kids, color this with blue. etc. )

ü  They listen to the song again and shake their crafts when they hear their seasons.

Contingency Plan: ( 5’ )

ü  The teacher chooses a student and the student comes to the board.

ü  The teacher says one season to the student quietly.

ü  The student acts the season. All students try to find what the season is.

Assessment: ( 3’ )

ü  The teacher distributes worksheets to the students.

ü  They are required to match some pictures with their names.

The teaching material:

The song:

the material of game:

the crafts that they will trace the lines, color and cut. All of them are related to the instructions that teacher gave and also related to the song

Worksheet:

TNIREW                     MUMRES                     GRSINP                       LFLA

LESSON PLAN 2

Student teacher: Hilal VAROL

SUBJECT	FRUITS
AGE	4-5
LEVEL OF STUDENTS	BEGINNER
DURATION	40’

Materials: plastic fruits and box, craft, flashcards, song, crayons

OBJECTIVES:

By the end of the lesson;

Ø  Students will be able to identify 5 fruits in a meaningful context. (orange, pear, banana, apple, and grapes )

Ø  Students will be able to practice in listening during the song.

Ø  Students will be able to practice in speaking during the game by using fruits names.

Ø  Students will be able to identify pronunciation of given words with the song.

Ø  Students will b able to create a sentence by the help of the game.

PROCEDURE:

Warm-Up: ( 5’ )

Teacher comes to the class and greets students. She says “Hello, kids. How are you today?” They say “fine, thanks. And you?” Teacher says “I am fine. Thanks.” Teacher takes out a small box in which plastic fruits are. She shakes the box to alert students. She opens the box and starts to tell a short story. The story includes the fruits names. While she says the names of fruits, she takes out the fruits and shows them to students. Also, teacher has crafts of Pepe and Mother.

The story:

“One day, Pepe becomes sick. His mother is so upset and she takes some fruits for Pepe. She says “they are beautiful fruits. Let’s eat them.” Pepe says “what’s this, mum?” she says “this is an apple. These are grapes. This is an orange. This is a pear and this is a banana. They are good for you.” Pepe eats fruits. His mother smiles to him.

Pre activity: ( 5’ )

Teacher shows the pictures of fruits to students one by one and sticks them on a board. She asks students “What is it?” and she wants them to say the name. If they say correct name, she wants them repeat the names of fruits. If they cannot say the correct name, teacher corrects students and make them repeat.

While activity: ( 10’ )

Teacher listens to music. This music has fruits that students practiced. Teacher tells students that they will do some actions. When they hear banana, they will clap their hands. When they hear apple, they will snap their fingers. When they hear pear, they will hit their hands to their knees. When they hear orange, they will put their hands up and shake. First, teacher shows the actions, and they listen to song 3 times. In the first time, they will just listen. Second time, they will say the song. Third time, they will do actions and say the song again. 

Post activity: ( 15’ )

Teacher tells students that they will play a game. In this game, there is a dice. Teacher sticks the game on the board. Students roll the dice and go ahead according to the number on the dice. If they land on Pepe, they go back to start. If they land on Pepe’s mother, they jump to an indicated number. They use words in the game and they say the names of fruits when they go to their number. Other children watch their friends and decide whether he/she says the name correctly or not. When the game is finished, other students play.

the picture of game:

Contingency Plan: ( 5’ )

Teacher distributes a worksheet to students to color. The picture includes all the fruits that they have practiced. Students color the picture according to shapes on it. They are supposed to color the picture with correct colors. While they color their pictures, teacher goes around the class and asks students “what is this?” they are supposed to say the fruit.