Lesson plan 1

Lesson Plan
Student – Teachers : Elifcan KIRMACI
Students’ Profile	Age Group                 : 10-11 Level of Proficiency  : Beginner Duration                     : 40 min. Equipments                :Pictures,Boardmaker,Bottles,Covers,Color                                                  Papers,Glue,Rope.
Objectives Language Points	Ø      Students will be able to recognise some words;hen,goose,duck,wheat,grain,mill,bread,flour,farmyard,plant. Ø      Students will be able to  recall the structure of “will” Ø      Students will be able to pronounce given words correcty. Ø      Students will be able to form their farmyards. “Will”
Pre Lesson	Ø      VOCABULARY:T  shows pictures(hen,goose,duck,wheat,grain,mill,bread,flour,farmyard,plant). Then T asks whether they know the words . Aim is to teach and recall the words related to the story. Ø      ARTCRAFT : T explains how they will prepare their own artcraft. T shows how to do it. T gives needed materials;glue,color papers,rope. Then Ss make their own artcraft(Beak). Ss will use artcraft while T is telling the story. Ø      GAME : T explains the game. “Find true covers”. T prepares bottles and covers.T pastes one picture each bottle and T writes different vocabulariesin each cover. T puts students in groups. 7 students in each group. T gives the materials to students. T gives bottles and covers.Student will find true bottles and true covers.And then;Students will close covers to bottles.
While Lesson Post Lesson	First Telling Story:T tells the story with farmyard,bakes and pictures. Second Telling Story:For the second part, T makes Ss group (Chickens,gooses,ducks). Then T explains what they will do when T is telling the story. For example, While telling the story Ss repeat the sentences from the story. First teacher says and then students repeat the sentence. Chicken  says,”Who will plant this wheat?” Goose says, “Not me.” Duck says,”Not me.”  Aim : While T is telling the story Ss take part in the story.                   Comprehension check 1.  There are 3 animal in the story. T 2.  .Does the little red hen plant this wheat? Yes 3.  Does the goose take this wheat to the mill? No 4.  Does the duck make some bread with this flour? No 5.  Do everybody eat this bread? No          Productive Activity        Students work in pairs.They imagine a farmyard and they  draw this farmyard.

LESSON PLAN

Date: 7/11/2014                                        Name of the Pre-service Teacher:Özge Özdemir

Size of Class: 30                                            Age group of the students: 16

Level of proficiency: Pre-intermediate        Title of the lesson   : Communication-Media

Duration of the lesson: 20 minutes              Vocabulary: ''television, newspaper, magazine, movie, radio''

Equipment needed: listening tape and CD, teacher’s book, whiteboard and maker.

Objectives:

Ø  Within 20 minutes the students will be able to recall the words related to media and communication.

Ø  By the end of the lesson, the students will be able to explain the effects of some events on their life by using words related to the topic media.

Ø  By the end of the lesson, the students will be able to create sentences using words related to media and communication.

PRESENTATION

Pre- activity

               The teacher greets the students, introduces himself and asks them how their last weekend was. After, in order to create a context the teacher asks the students that who is the man in the picture? What does he do? What do you know about him? After students answered the questions in their own words the teacher tells them that now we will watch a short video about this man. Then the teacher asks the students that what point in Kutcher’s life attracted your attention most and why. Later the teacher asks the students to predict what event can be the turning point in Kutcher’s life. Later the teacher asks the students to criticize Kutcher’s life with its advantages and disadvantages. By this way, the teacher prepares the students for the main activity.

Main activity

                The teacher asks the students to listen to the biography of Ashton Kutcher and put the events into correct order. After 5-6 minutes the teacher asks the students are you finished and if the students say yes the teacher checks the answers with them but if not the teacher gives students 2 minutes extra time to complete the activity. After the students finished the teacher checks the answers with the students.After this activity the teacher tells the students that; now you will listen again and complete the sentences with your partner by using the text above, you have 5 minutes. While the students doing the activity the teacher monitors and helps the students. After five minutes the teacher asks the students are you finished and if they say yes the teacher tells the students that; now we will check the answers together.After the teacher and students checked the answers together, the teacher continues with the post-activity.

Post activity

              As a post activity the teacher asks the students to work in pairs, read the dialogue in part D and act it out with your partner, you have 5 minutes. While the students doing the activity the teacher walks around the class and monitors and helps the students if they need.Later the teacher tells the students that; now please think at least three turning points in your life, (here the teacher gives some examples such as winning a prize, falling in love etc.) and write a sentence about each of them, you have fiveminutes. While the students doing the activity the teacher walks around the class and monitors them. After the students finished this activity the teacher mentions about a homework, explains it and finishes the lesson.

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.

                                                        LESSON PLAN

Date: 22/12/2014

Student - teacher: Cem Güney

Learning Stage of Class: Pre-Intermediate

Age Level of Class: 14

Size of Class: 34

Time: 40 mins

Lesson Title: Comparative Adjectives

EQUIPMENT NEEDED: Materials such as an orange and a tangerine or a towel and an emery paper to show the students their contrast. Additionally, some pictures.

OBJECTIVES:

1- The students will be able to compare things with the comparative adjectives they know.

2- The students will be able to compare their family members using their characteristics and physical features.

3- The students will learn the tips about the spelling of comparative adjectives and be able to write some comparative adjectives properly.

INTRODUCTION (WARM UP) :

 I am going to tell the students that we often need to make comparisons in our lives even when buying a little and humble present for a friend and that we sometimes get stuck between two options and want to make a decision for the better one. So I am going to stress how frequently we need comparisons in our daily routines. I am going to try to attract their attention towards making comparisons this way.

VOCABULARY:

 In the reading & writing activity of the ‘while’ stage, I am going to have the learners make sentences with some vocabulary words they might not be familiar with. Using them in sentences will allow the students to appreciate them better and permanently and reinforce comprehension.

Pre Activity

 In this activity, there are objects on the teacher’s desk in the class. The students are supposed to make comparisons using these items. I place them in groups instead of a mixed style so that it’ll be easier for the students to guess which goes with which for comparison work. One by one, they come and pick a group of items then make the comparison by saying for instance ‘’ The knife is sharper than the scissors ‘’. Afterwards another student comes, gets another set of items and repeats the same procedure.

Aim: The activity aims to attract student enthusiasm with real life materials and rise their awareness of how to compare things. With bringing real materials to the classroom, it is mainly targeted that it will be a good visual support to the learners and will be a great source for the learners who use their visual learning channel as the primary way to learn.

While Activity

 In this activity, the students firstly do reading and then writing. They are distributed the reading paper first and then are given the instructions. The instructions are already written on the sheets but, I repeat them so that they do not fail to understand any point about what to do. In the reading passage, Chris from Edinburgh introduces us to his family and refers to his family members’ physical features and besides this, several facts belonging to their characters. Comparative adjectives are the main focus in this reading text and they are stressed by being written in bold.

 After the students are done with the reading, they are asked to write a short, similar text to introduce their own family members using comparative adjectives. A ‘Help Box’ is provided below the text to be a guide to the students in case of having difficulty finding appropriate adjectives to make comparisons.

 After they finish writing, I call them to the board in pairs. Then one student from the pair writes 3 words on the board for his/her pair to ask a question using the specific comparative adjective. For example s/he writes: ‘’ my father ‘’, ‘’ my mother ‘’ and ‘’ generous ‘’. The other student reads the words and asks: ‘’ Who is more generous? Your father or your mother? ‘’ Upon this question from his/her pair, the student who has written the words answers: ‘’ My mother is more generous than my father ‘’. They take turns and repeat the same procedure.

Aim: This activity is preferred as it contains reading, writing and speaking skills in an integrated way. It aims the students to be exposed to learning comparative adjectives by all of these 3 ways. As the topic to write on, it takes the students’ own family members. With this feature, the activity aims to give the students ease in writing since it would be simpler to mention about the people they know.

Post Activity

 The last activity is a game on comparative adjectives. The rules of the game are not complex. It’s a triple-choice test, actually. The class is divided into 3 groups as there are 3 rows of desks. I write a sentence on the board with a blank in the middle. I look for the comparative adjective used in the sentence. The game starts from the foremost desks and continues towards the back of the rows. I distribute the competing learners the choices on small sheets of paper. They choose and circle one of the three options. They are free to decide on it in pairs. In the options, there aren’t different comparative adjectives. There’s only one but there are 2  misspelled next to the correct and originally spelled one. I get the answers from the three desks representing their own rows. The pairs who choose the correct choice get one point for their groups. One student from the pairs who answered correctly comes and sticks the right answer on the blank given on the board. It goes on until the last desks of rows at the back of the class compete and it ends with them.

Aim: This activity aims to improve the students’ spelling knowledge for comparative adjectives by making them exercise on a few examples. In general, EFL learners in this level make the common mistake of misspelling words and this happens more often with comparative adjectives. Thus, such an activity was chosen to help the learners learn some rules and ways for turning adjectives into comparatives.

LESSON PLAN 2

  

LESSON PLAN  

Date: 08.03.2015

Teacher:Büşra YİĞİT

Learning Stage of Class: Beginner

Age Level of Class: 8/9

Size of Class: 27

Time: 40’ 

AGE GROUP                          : 8/9 LEVEL OF PROFICIENCY         : Beginner LESSON TITLE                      : Can / Can’t DURATION                           : 40’ EQUIPMENT NEEDED            :  Flashcards, computer, projector, worksheets

OBJECTIVES/GOALS:  •At the end of the lesson, students will be able distinguish differences between can and cannot. •At the end of the lesson, students will be able to use can and cannot in their sentences. •At the end of the lesson, students will be able to use teaching verb. ( ride a bike, get the book, run, lift the desk, swim, play volleyball, listen to music, sing a song )

PROCEDURE Warm up Teacher comes in front of the class and says  I am tall, I can get the book here ( on the bookcase). Then, the teacher invites a student to near  the bookcase. She is short, She cannot get the book from there. Pre-activity .Teacher writes the grammar structures (can/cannot) on the board and then shows the pictures of action which are prepared  by using can and cannot on the powerpoint presentatiton. Teacher says the sentences then students repeat those. Then, teacher do the actions according to teaching verb and students guess the verbs. While-activity Teacher plays the track from the coursebook. First, students just listen and then in the second time, students number them with correct order. Last time, the students check their answers. At the end of the activity, students and teacher sing the song and dance according to the rhym all together. Post-activity First, teacher do the actions according to teaching verb and students say the verbs.Teacher distributes worksheets to students. There are two activities which are writing appropriate verb in the blanks and a test related to can/ cannot. Teacher gives time to students, first the students do it then check your answers with the teacher.

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. 

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                                                                                          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?

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