Lesson Plan - 2

                                                              LESSON PLAN

Student Teachers: Elçin KOCAMAN  

Date: 04.12.2014

Duration: 50 minutes

Age group of students: 6

Grade: Nursery Class

Level: Very Young Learners

Number of Students: 20

Topic: Daily routine activities

Materials: Pictures, coloured pencils, craft materials (pictures of daily routines, straws, tack it), tools for the game (dice with daily routine pictures).

Skills: Listening, Vocabulary, Speaking

Techniques: Teaching vocabulary through pictures, materials, song, game.

Aims:

1-      To introduce daily routines to the students by using material such as pillow, bed, exaggerated brush, exaggerated school, exaggerated schoolbag, exaggerated rag baby, milk bottle, Turkish bagel, mirror and comb.

2-      To enable the students practice listening skills through the song.

3-      To engage the students in practicing the speaking skills as a class.

Objectives:

1-      Students will be able to use daily routine activities such as wake up, wash my face, brush my teeth, comb my hair, eat breakfast and go to school by the end of the lesson.

2-      By the end of the class, students will be able to use correct pronunciations of daily routine activities.

3-      By the end of the class, students will be able to practice the right actions in the song activity.

4-      By the end of the class, students will be able to use correct pronunciations of them throughout the game activity.

5-      By the end of the class, students will be able to order daily routine activities correctly.

Procedure

Warm-up:

 The teacher greets the classroom and introduces the topic to students. Then the teacher begins telling the daily routines by using materials. Teacher says students to watch and listen to her.

  After teacher introduces the subject by using materials, she starts to teach these daily routine activities by using the pictures on the board. She shows pictures by saying daily routine activities. Teacher says the routines and wants students to repeat them with the right pronunciations. Then she uses the materials again and she also uses body language to teach these routines.

Pre-activity:

  In the art & craft activity, teacher gives pictures about the topic and wants students to colour the picture. Students also cut these pictures and make puppets using these pictures and straw. She walks around the class and ask questions to make repetition. If there is a need, she helps students for creating.

   Teacher selects a nursery rhyme song related to daily routine activities according to student’s age and levels and she plays it in the class. When the song is playing, teacher sings the song and student shows the art craft appropriately according to the order of daily routines in the song.

While-activity:

   Game is “Throwing Dice”. There is a dice that involves pictures about daily routines. Teacher gives instructions about the game:

·         Teacher shows and introduces the dice and the game.

·         Teacher selects a student and wants her or him to throw the dice.

·         Teacher asks the student ‘What does he do in the picture?’ when the student throws the dice.

·         Students see the picture that is on the dice and show what they see in the picture.

·         Teacher helps students for making correct behaviours when they act the pictures that are on the dice.

·         Teacher makes this activity until student internalise the subject by doing.

Post-activity:

   Teacher repeats the daily routine activities and wants students to repeat them too. Teacher ends the class with a positive note.

Contingency Plan:

   The teacher gives pictures to order daily routines in this step. Students should order these pictures correctly by the end of the class. 

Lesson Plan - 1

                                             LESSON PLAN -1 

Name of The Teacher : Elçin KOCAMAN

Date : 03.12.2015

Duration : 20 Minutes

Grade : 7th

Level : A2

Number of Students : 26

Topic : Television

Materials : Handouts, copies of pictures, text about the topic

Skills : Speaking, reading, vocabulary

Technique : Ask and answer, pass and talk, you said, group work, pair work

AIMS :

1.     To enable the students to improve speaking through pictures

2.     To enable the students to practice their speaking and reading skills

3.     To enable the students to make a sense of group work

4.     To enable the students to practice fully in the class activities

OBJECTIVES

1.     By the end of the class, students will be able to recognize TV program types and their meanings.

2.     By the end of the class, students will be able to describe six TV program types ( New, sport program, documentaries, sitcoms, TV series, cartoons )

3.     By the end of the class, students will be able to internalize doing pair and group work activities.

4.     By the end of the lesson, students will be able to match the TV program pictures with the type of TV program.

5.      By the end of the lesson, students will be able to engage actively in pair and group work activities by using their speaking skills.

6.     By the end of the lesson, students will be able to use and practice their background knowledge and new information.

PROCEDURES :

Warm-up : 5 min.

The teacher greets the classroom, and asks some questions like :

-         Do you like watching TV?

-         What kind of TV program do you watch?

Students answer those questions according to their interests and their life style.

Pre-Activity :

Ask and answer : 5 min.

Teacher shows some pictures* to students, and asks what kind of programs they are. Then, she gives their meanings by putting them on the board. After she explains much more, she distributes handouts** to the students in which the students are required to read a text about television and answer the questions in pairs by using the words the teacher has just introduced. At last, she asks the students to give answers in front of the class. This activity is called “ask and answer”. After this activity, the teacher wants her students to give examples through the TV program types that the teacher has introduced. By using “you said” technique, she retells what students have said.

While-activity :

Pass and talk : 10 min.

Teacher puts another pictures*** related to TV program types on the board. After putting them on the board, teacher divides the class into groups of six people and distributes minimized pictures of TV programs to students. Each student has a card on which there is a TV program. Each group member describes what they see on the card. They talk about which TV program they have and what kind of TV program they see on the picture. It is important that each student describes the card they have loudly. After each student has finished his task, they pass the cards around from hand to hand until the teacher whistles. This whistle means “STOP”. Then, they continue doing the task with fully participation. All students must engage and participate in the activity. After students have finished the task as a group, they speak what they produce in the group activity in front of the class. Teacher wants students to evaluate presentations. This creates a competitive environment and makes fun learning in the classroom. This activity is named as “pass and talk”.

Post-activity : 2 min.

In this step, teacher repeats TV program types and evaluates class.

Contingency Plan :

Serials : 10 min.

The teacher shows a picture to students and tells something about the picture. Students write a story about the picture according to teachers’ explanations and descriptions by working in the same group. Each group prepares a different story and groups evaluate other groups’ stories saying whether it is interesting, good, well-presented, well-organized, and so on. The students have an opportunity to be both speakers and listeners and they can improve their understanding of what is involved in making a spoken presentation. 

*

**
                                                                                          A

B

·        Do you like watching TV?

·        What are the good sides of TV?

·        Does watching TV cause obesity?

·        Why do children show aggressive behavior?

·        Do you agree with the text? Why/ Why not?

***

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.