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 2

LESSON PLAN

Date:  April 15^th 2014

Duration: 40 minutes

Grade: 4^th

Learning stage of class: Elementary

Age level of class: 9-10

Grammar Point: Shall

Skills: Reading, Speaking, Listening, Writing

Materials: Puppets, TV, Worksheet, Pictures, Scissor, Colourful Pens, Glue, Boardmarker, Posters

AIM:

• To introduce the question form of “shall” related to a story

OBJECTIVES

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

Ø  recognize the four animals ( bear, frog, squirrel, polecat) related to the story

Ø  recognize the question form of “shall”

Ø  answer the comprehension check questions related to the story (-Did Bruno wake up in summer? -Did they have a party with Bruno in summer ?

Did Bruno sleep all the winter ? -Did the leaves turn yellow and red in summer ? -Did Bruno wake up at last ?)

WARM UP

 Teacher greets the students. Teacher asks the students ‘What’s the weather like today?’ and ‘ What is the season now?’ Show the students  pictures of seasons and teacher sticks the them on the boardand  wants  students to say some features of each season.For example; It’s warm in summer. Teachers writes the features of seasons on the board. ‘What do animals do  in winter?’ Give example.( Students give examples.) Then teacher says today we have some new friends then sticks the pictures of animals ( frog, bear, polecat, squirrel) and  write their names under pictures. Teacher gives  meanings of some unknown words.( snore, wake up, grow, asleep)

Now, we will do an activity. First teacher gives the instructions. ‘ I show an animal picture and I cut the animal in front of the class, and I colour it, I stick the picture on a paperback. Finally teacher shows  to the students the puppet. Teacher says them ‘ you will do like this’. Teacher distributes the materials to the students. After they finish activity,  pass the story. (And the teacher tell the Lazy Bear story by using a small television.)

WHILE ACTIVITY

FIRST TELLING

Teacher tells the Lazy Bear story by using a small television.

SECOND TELLING

Teacher tells the story again but this time  acts out with students.( Teacher call all the frogs to the board and then policats, squirrels) But only the bear seats on his desks and sleeps. While Teacher is telling the storry, students act out which animals they are using their puppet.

FOLLOW UP

Firstly, teacher shows the worksheet and say match the sentences with the correct pictures. ITeacher hands out worksheets. After they finished teacher check the answers on the board.

Finally, teacher asks students some comprehension check questions.

Did they have a party with Bruno in summer ?

Did Bruno sleep all the winter ?

Did the leaves turn yellow and red in summer ?

Did Bruno wake up at last ?)

LESSON PLAN 1

                                   

LESSON PLAN

Date:  11.12.2014

AGE GROUP                          :  16-17

LEVEL OF PROFICIENCY  : PRE-INTERMEDIATE

LESSON TITLE                  : HAVE YOU EVER THOUGHT OF EXPLORING THE DESERT

DURATION                           :  40 MIN.

TEXTBOOK                           : TRAVELLER

Materials Needed:

1)       Smart board

2)      CD playing

3)      Board marker

4)      Course book

OBJECTIVES;

·         Students will be able to make sentences by using vocabulary related to weather.

·         Students will be able to recognise main idea of the text

READING LESSON

Warm up

Teacher draws students attention to the title of the lesson and ask them to tell  what they think it is about. After eliciting the answers, teacher asks What do you know about desert? And then teacher gives extra information related to desert. At the end of the presentation, they watch a video related to Sahara Desert.

Pre – (15’)

Teacher asks students to tell any deserts they know  and where they are located. (e.g. the Sahara Desert- Africa, the Kalahari Desert- Africa ). Then, teacher draws their attention to the words given and make sure that students don’t have any unknown words and can relate the words to the symbols.

While- (30’)

Teacher wants them to read the text quickly,and match the headings a-e with the paragraphs 1-4. Then teacher wants them to find extra one. After that, they read again and answer the questions ( multiple choice).

POST-   (16’)

After reading text and answering questions, teacher wants them to pass another activities. ( fill in the blanks, match the words  ..)

Activity  (6’):

-          Teacher draws students’ attention to the vocabulary activity.

-          Teacher checks the answers with the class.

-          Teacher elicits answers.

Activity  (10’):

-          Teacher wants them to make sentences with the given words ( desert, sunny, hot,..)

-          Teacher checks the answers with the class.

-          Teacher elicits answers.

                                        LESSON PLAN   1

Age: 15

Level:Pre-intermediate

Grade:10

Size of the class:35

Duration:80 minutes

 Materials:Smartboard,book,video

                                                     Objectives

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

1.understand hobbies like jogging,reading,playing computer games,painting and singing

2.talk about their hobbies in a conversation

Stages of the Lesson

Pre (15 mins)

Teacher starts the lesson with some pictures and this pictures are about hobbies.She shows the pictures and ask questions like ‘what do you see?’ or ‘do you like jogging?’.She acts out the hobbies if she can.

While (40 mins)

Teacher shows a video about hobbies.In this video,we see people talking about their hobbies and students try to guess the hobbies and fill in the chart.When they finish filling the chart,teacher asks questions about the chart and students answer.Second activity is,they talk about their hobbies with each other and they use the phrases like ‘what are your hobbies?’ and answer like ‘my hobbies are .....’                                                                                                                    

   Teacher will choose one of the students and student will act out the hobby.For example;teacher will show jogging to that student and that student will act out and other students will try to guess.

Post(25 mins)

As a post activity,students will make a poster about their hobbies.Teacher will give pictures and scissors and they will cut and colour as they wish.They will talk about their posters when they finish.They will use the structure like ‘my hobby is ....’

                                                         LESSON PLAN

Date: 06/01/15

Student-teacher: Cem Güney

Learning Stage of the Class: Pre-Intermediate

Age Level of the Class: 14

Size of the Class: 34 students

Time: 40 mins

Lesson Title: Comparative Adjectives

Equipment: Worksheets with respect to the topic

OBJECTIVES:

ü  At the end of the lesson, the students will be able to compare things with the comparative adjectives they know.

ü  At the end of the lesson, the students will have learned the tips about the spelling of comparative adjectives and will be able to write some comparative adjectives properly.

Warm Up:

 The student-teacher greets the students and then asks several students about their height and weight. They answer him. By doing this, he takes their attention to the differences between the people in the class. So this way, the student-teacher shows the whole class how comparing is done.

Pre Activity:

 In the pre activity, students are distributed an exercise for comparative adjectives with a list of rules for turning adjectives into comparatives. Students are expected to read the rules first and then do the following two exercises, one of which requires them to write the comparative form of the adjectives given.

While Activity:

 In this activity, the students are given a worksheet consisting of 5 parts (A, B, C, D, E). In each part, they are required to do different things. In part A, the students are expected to fill in the blanks in the sentences with the comparative form of the given adjectives. In part B, there is a mistake with the comparative forms in each sentence. The students should find and correct them. In the next section, there are 5 sentences to be formed by the students. As in the example shown, they are expected to make a comparative sentence using the two nouns and one adjective given for each sentence. In part D, there are 4 sentences each having one blank. The students will tick the correct choice for those blanks. First two questions have two choices while the rest have three. In this exercise, it’s all about using the comparative adjectives properly, caring for their spelling. Lastly, in part E, the students will again make comparative sentences but this time using short adjectives like fast or dry etc.

Post Activity:

 The last activity is a board game played with a dice actually. Its aim is consequently arriving at the ‘FINISH’ square. However, as the game will not be suitable for a classroom of students in this form, the students will play it in an adjusted way: All the squares on the paper are numbered. In total, there are 23 squares. The students will be divided into two groups and each time one student will pick a number out of 23 small pieces of paper for his/her own group respectively. Whichever number s/he picks, the student will have to do what that specific square tells him/her to. On some squares, there is one adjective which means the student is supposed to form a sentence using that adjective in its comparative form. On some squares, there are two nouns which is to say the student is supposed to make a sentence comparing those nouns with a comparative adjective if s/he draws the paper belonging to the number of that square. Each student who manages to form the sentence earns his/her group a point.

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