Lesson Plan 2

LESSON PLAN

StudentTeachers: Burak CÖBEK

Date: 10.12.2014

Grade: 6th

Level: Beginner

Number of Students: 25

Duration: 45 minutes

Topic: Daily Routines

Materials: Pictures about daily routines, worksheets, scissors, thread, boardmarker

Skills: Vocabulary, pronunciation

Aims:

• ·        To enable students to recognize their daily routines
• ·        To enable students  to practice verbs by repeating them

Objectives:

1. ·        -By the end of the class, students will be able to explain their daily routine by using at least 5 verbs.
2. ·        By the end of the class, students will be able to say the verbs by singing the song.
3. ·        By the end of the class, students will be able to match the verbs of daily routine with their pictures.

Introduction:(15 mins)Teacher greets the classroom. Teacher introduces his/her daily routine by demonstrating them in front of the class. Teacher sticks the pictures on the board after demonstrating the action. After finishing all of the actions, s/he wants them to stand up and students repeat the verbs by demonstrating it with the whole class. Then, s/he hands the matching worksheet out to the students. When all the students finish it, teacher checks and repeats the actions by showing the pictures on the board.

Artcraft:(30 mins) Teacher delivers 2 sheets to students. One of them consists of some pictures of  daily routine. The other one includes some verbs of daily routine. Students cut the pictures and stick them on the other sheet. It will be their daily routine mask and they will wear it when they sing the song.

Song: (20 mins) Teacher firsly gives lyrics hand out to the students. While they are listening to the teacher, they fill in the blanks with the verbs. Teacher sings the song by demonstrating them. Secondly, teacher wants the students to wear their daily routine masks. Then, teacher makes the students listen to the song. While they are listening to the song, they will imitate the teachers’ actions.

Game: (25 mins)Teacher sticks the memory cards on the board. S/he divides the class into 2 groups. Then, she picks one students from one group. The student comes to the board and tries to find the picture with its verb.  

Contingency: Teacher gives worksheets including the verbs of daily routine and students will fill in the blanks. Then , teacher gives the answers by showing the pictures on the board.

Lesson Plan 1

LESSON PLAN

Student Teacher: Burak CÖBEK

Date: 08.03.2015

Duration: 80 minutes

Grade: 5th

Level: Beginner

Number of Students: 35

Topic: Minimal pairs with initial /p/- /b/ sounds

Materials: Pictures of some words of minimal pairs, exercise sheets including minimal pairs with initial /p/- /b/ sounds, a boardmarker

Skills: Listening, Vocabulary, Pronunciation

Techniques: Distinguishing sounds, identifying sounds using pictures, multiple choice sounds

Aims:

1.To enable the students to practice pronunciation skill through selected techniques.

2.To enable the students to practice listening skills.

Objectives:

1. Students will be able to distinguish /p/ and /b/ sounds in minimal pairs.

2. Students will be able to point the pictures by hearing minimal pairs’correct pronunciation.

3. Students will be able to pronounce minimal pairs with /p/ and /b/ sounds by using the target language point.

Procedure:

Warm-up:(10 mins) The teacher greets the classroom, and asks a question to illustrate the topic:

-         Sometimes, we do not understand some words or sounds. Why?

Then, the teacher gets the answers and adds what the teacher wants to say. Then, the teacher says the topic of  the class which is the difference between /p/ and /b/ sounds in minimal pairs.

Pre-activity:(30 mins) The teacher shows some pictures to the class, and says what they are. And the teacher sticks minimal pairs on the board one by one by writing their names below the picture. After the teacher sticks each one, he makes the class repeat the word two times. Until all the pictures are sticked on the board, the teacher makes the same process.

While-activity:(25 mins) The teacher uses minimal pairs written on the board. The teacher pronounces two words successively. They may be minimal pairs or they may not. So, the students should follow the teacher carefully to understand whether two words are the same or different.The teacher makes it several times.After it finishes, the teacher wants a student to come to the board and pronounces one of the minimal pairs. Then, the student points the picture pronounced by the teacher. If the teacher wants to make  it with whole class, then the pictures should be far apart each other. When it is done, the teacher pronounces one of the minimal pairs, so the teacher can easily see who is pointing the wrong picture.

Post-activity:(15 mins)The teacher hands out the exercise sheet which s/he has prepared before hand for the class.Then, the teacher pronounces one of the minimal pairs, and the students draw a circle around the word. After the teacher says all of  the words in the list, the teacher gives the answers to the class. And class finishes.