Name of the
Pre-service Teacher: Betül Büşra Topatan
Size of
Class: 30
AGE GROUP of
the STUDENTS: 14-15
LEVEL of
PROFICIENCY: Intermediate
DURATION of
the LESSON : 80 minutes.
OBJECTIVES of
the LESSON:
1. Students will recognize a map that approximates
their community and will create a facsimile of such a map.
2. Using short phrases, students will present the
large, butcher paper maps to their classmates.
3. Using phrases or short sentences, students will be
able to respond orally to a series of questions about a fictitious town or
city.
4. Students will be able to relate to “what makes a
good community?” by watching videos.
5. Students will be able to fill in the blanks in
worksheet by listening community song.
Warm up
(25):
Teacher displays a variety of large geographic maps all around the
classroom and encourages students to walk around, in a "gallery walk"
to look at these maps. These maps depict cities, states, provinces and
countries.
Teacher walks around the room and describes various features of the
displayed maps, such as location of public buildings, neighbourhoods, cities,
states or provinces and of geographical features, such as rivers and mountains.
As Teacher talks, he/she writes names of important vocabulary both in the
target language (TL) and the native language of the students (L1) on the front
board or on an overhead transparency. Teacher includes the map directions:
north, south, east, and west.
EXAMPLES: park, school, store, movie theatre, church, post office,
hotel, train station, swimming pool, campground, forest, river, beach, city,
country, gulf, sea, ocean, island, peninsula…
Teacher shows a video about “What makes a good community?” and then
teacher asks them some questions about the video.
Throughout this input time,
Teacher assures student comprehension and participation by asking yes/no,
either/or, and what/where questions about the information.
Teacher divides the students into 3 groups. Teacher assigns each group
to create a large map of a neighbourhood, a city, or a country. Teacher
provides each group with coloured markers and a large piece of butcher paper.
Teacher encourages creativity by having music playing in the background as
students work.
Main activity (35):
Teacher
presents a slide show about a community. (The
text of the PowerPoint provided with the unit is in English, but Teacher may
change text to the target language as appropriate.)
Teacher
encourages student involvement and participation by asking students to create a
story about the exchange student's home town or city. Each new fact and event
of the story is reinforced with yes/no, either/or, who/what/where questions.
Teacher encourages students to respond as a class, as well as individual
students.
Teacher
divides the class into two teams. The teams stand in a line on opposite sides
of the classroom. The first student in line is in the back of the room and not
near the front. This student holds a dry erase pen or a piece of chalk. Teacher
informs that the students with the writing tool must run to the front board and
write down their answer to Teacher's question as fast as possible. The first
student to write a correct response (both of information and of language
context) will win a point for his/her team. Those students then run back to
their line and pass the writing tool to the next student. This process
continues until Teacher calls "time."
The team
with the most points at the end of this game will win extra-credit points for
participation for today.
Teacher
asks the following types of questions:
·
Which
day is the first day of the week?
·
What
can we see in a garden?
·
What
does your family recycle?
·
Where
is Armenia?
·
Why
are trees good for the earth?
·
What
do you like to buy in a supermarket?
·
Do
you like freeways or expressways? Why or why not?
·
Which
is better for the earth, riding on the bus or in the car?
·
Which
is better, a gas-powered car or an electric car?
·
Where
do you want to go to college?
·
What
do you do when you go to a park?
·
Do
you like to go skate-boarding?
·
When
was the last time you and your family went to the beach?
·
What
do you like to do at the beach?
·
What
do you and your family do to keep our earth beautiful?
Teacher makes students listen to a song. Song is about
community. Firstly students just listen to the song. Then teacher gives them
fill in the blanks worksheet about song’s lyrics. Secondly students listen to
the song and fill in the blanks. Finally students listen to the song last time.
Then teacher shows them answers.
Follow up
(10):
Students,
in pairs, tell each other which slide in the PowerPoint presentation they liked
the best and why.
