Lesson Plan 2

LESSON PLAN

Teacher: Fatıma Erdoğan

Grade: 9th

Level of the students: Elementary

Topic: Chocolate

Duration: 80 min.

Materials:  Smart board, Board marker , Worksheet

Objectives:

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

·        See real life material related to the topic by eating chocolate

·        Practice their reading, writing and speaking skills.

·        Recall and discuss about chocolate addiction and other addictions.

·         Use “modals” in the meaningful sentences by writing a letter with ‘should, can, might,’

·        Compare their answers by doing reading activities.

·        Write a letter related to the topic.

·        Criticize ideas to help her.

Preparation(20 min)

1.     The teacher brings in some chocolate to the class- maybe a small bag of chocolate sweets that will be shared.

2.     The t puts the students into pairs and give each pair a copy of the worksheet. They need to ask each other the questions in part 1.

3.     The t monitors while the students discuss the questions together.

4.     The t does whole class feedback on these questions. The teacher can also tell the class her answers to questions.

5.     The t asks to students to imagine someone that eats a lot of chocolate every day. Writes on the board: He is _____ to chocolate. He has an ___ .And gives the words: addicted, addiction.

6.     The t asks students what other things people can be addicted to. She elicits examples such as alcohol, shopping etc.

The Main Activity (30 min)

1.     The teacher tells them they are going to read about a woman, Cherly, who is addicted to chocolate. The t draws their attention to part 2 and asks them to read the choices.

2.     The teacher gives each student their own copy of the text, asks them to read it fairly and to decide who Cheryl is writing to.

3.     The teacher lets students compare their answers before asking for suggestions. The t reminds them that they can read the text again if it is necessary .

4.     The teacher gets the suggestions and gives feedback.

5.     The teacher tells them they’re going to read the text in more detail to understand each paragraph.

6.     Students read the summaries of the paragraphs in part 3 and decide which summary is the correct one for paragraph.

7.     They match summary and paragraph number.

8.     Students read another time and decide if the sentences are True or False.

9.     Students compare their answers with each other. If there are any differences, they should try to explain their answers.

 Follow-up(30 min.)

1.     “Cheryl asks what can ı do?” The t asks to students work in pairs or small groups and to brainstorm ideas to help Cheryl. What can she do? How can her family help?

2.     The teacher encourages them to come up with four or five ideas. And she tells them to take notes.

3.     The teacher tells them to write a letter back to her by using should, can , try doing , might etc. She  gives opening lines:

Dear Cheryl

Here are some ideas to help you with your problem. Firstly...

4.     After then, the t mixes the letters and hands out .Students read each others’ letters and decide which ones give the best suggestions.

                                                                                                                                          

                                                           

 Chocolate:

1 I know that I have a problem – a big problem. It may sound funny but it’s very bad for me – for my health and for my life. What’s the problem? I can’t stop eating chocolate!

2 I started eating chocolate as a child of course; me and my sisters all ate a lot of different kinds of chocolate. However, my sisters and I are adults now and I’m the only one who still eats it a lot. My elder sister can have a bar of Toblerone and make it last a week. My younger sister is happy with one box of chocolates a year for Mother’s Day. My parents don’t eat any chocolate at all. Me – I need it every day, and lots of it too.

3 So, how much do I eat? Well, I have about 10 bars of chocolate a day. My first bar is at 8 o’clock in the morning, and then I have my last one just before I go to bed. Sometimes if there’s no chocolate in the house I drive to the nearest shop that sells it (about 2 kilometres away) and buy some more. I even drive out late at night if I need some chocolate. If the children (and this is terrible, I know) have chocolate in the house I take it. When Sarah was eight someone gave her a box of chocolates for her birthday. I took the box and then, when she was out playing, I ate some. Then I ate some more. I finished the whole box! A few days later she said, “Where’s my box of chocolates?” and I said, “I don’t know”. I know that was very bad. At Christmas we got a giant family-sized bag of chocolate sweets, I ate the whole bag on my own in two days!

4 I know eating a lot of chocolate is bad for my health. There’s a lot of sugar in all types of chocolate. There’s also a lot of fat. I think that’s why I have many spots on my face, and I’m a little overweight too. Sometimes I try to stop but if I don’t have any, I get very bad headaches. However, as soon as I have some chocolate I feel better and happier too. I know that it’s also very bad to take and eat chocolate that’s not mine but I can’t stop myself.

5 What can I do? Even at night I dream about chocolate. My favourite dream is falling down a hole and landing on a big pile of chocolate bars! I really do want to stop, or start to eat less. At the supermarket there’s always chocolate for sale while I wait to pay for my shopping. At the station (bus, train, underground…) there’s always chocolate for sale in machines. Everywhere I look there’s chocolate for sale! I try to speak to my family but nobody understands. They all like chocolate but nobody wants to eat 10 bars a day, and nobody understands why I do.

6 I need help! Please tell me what I can do to stop eating chocolate!

1.      Ask and answer these questions about chocolate

a.      Do you like chocolate cake? Chocolate ice-cream? Chocolate bars? Hot chocolate drinks?

b.       How much chocolate do you have every week?

c.       Do you eat more chocolate now than when you were a child, or less?

d.     Do you think it’s bad that some children eat a lot of chocolate?

2.       Read a text written by Cheryl, a woman who is addicted to chocolate. Who is she writing to?

a.    . Her mother

b.     A newspaper

c.     A magazine problem page

         d.   A company that makes chocolate

3.   Read the text again and match a summary with a paragraph.

summary paragraph

a   Cheryl is the only one addicted to chocolate in her family                              1

b  Why Cheryl’s addiction is a problem                                                              2

c   Cheryl wants help                                                                                         3

d  The description of the addiction                                                                      4

e  An introduction to the problem                                                                        5

f  Why the addiction is difficult to stop                                          6

4.   Are the following sentences True or False?

a Cheryl is the middle child in her family

b She is a mother

c Sarah is one of her sisters

d Cheryl feels ill if she stops eating chocolate

e She feels both good and bad after eating chocolate

f It’s very easy to buy chocolate

g Her family don’t give her any help

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.