First Lesson Plan

LESSON PLAN 1st

Name/Surname: Hilal ŞEN                                                                           

Institution/ Context of language teaching: Ahmet Bahadır İlhan Primary School

Material (Course-book or any other) Used: No course book was used. The activities were found and taken from https://en.islcollective.com/ and http://learnenglishkids.britishcouncil.org/ .

Lesson Focus: 40-minute-long integrated lesson plan (focused on grammar)

Learners’ previous knowledge: The students have basic grammar skills and vocabulary knowledge to be able to communicate. They know how to use and combine simple tense structures.

Learner profile (Age + Proficiency level/ Number of students): The students are elementary level students studying in the primary school. There are 18 students in the class aged 13-14.They all have so much to say and willing to participate and talk. However, their English proficiency may not be very high to produce well-structured sentences.

Anticipated problems & Remedies during Teaching:

* The students may not know some of the vocabulary items used in the activities, so teacher will briefly explain their meanings.

* Students may find it difficult to answer some questions. Teacher will provide them with assistance.

Aim/Goal of your lesson (1-2 goals):

By the end of the lesson, the students will develop and increase their competence in using the related grammar structures ‘’ must & must not ‘’ with the help of speaking, listening and writing activities.

Objectives of the lesson (2-4 objectives):

By the end of the lesson, the students will have/ students will be able to …

1.       To practice their listening skills through a video record integrated with the grammar topic.

2.       To analyze the target grammar structures through the PowerPoint presentation.

3.       To examine ‘’ must & must not ‘’ structures with the fill in the gap task.

4.       To produce meaningful sentences with the usage of related grammar structures playing a board game.

Lesson Plan (The Procedure)

Stage	Allocated Time	Procedure What do the teacher and the students do?	Aids	Interaction Pattern	Rationale & Justification
Warm-up	5’	After greeting the students, teacher informs the class about today’s topic. She tells that they are going to learn and talk about some rules that we have to obey in the school. Then, teacher wants the students give some examples and asks them about their school rules.		Whole class	Teacher decreases the tension of the classroom asking questions; thereby teacher attracts the students’ attention slowly and makes an introduction to topic.
Pre- Lesson	10’	After preparing the students into the lesson, teacher explains that they are going to watch a video about Kitty and Gran who talk about some school rules. While following the video, students are also supposed to answer true / false questions on the provided activity paper. Immediately after informing the students about watching a video, the teacher distributes the papers and wants the students to read the sentences once to make students familiar with the video context before watching it. Later, the teacher starts the video so that students can decide whether given sentences true or not. The students will be given one more chance to watch the video, and finally answers will be elicited.	Video  Task	Individual Work	This stage aims at students to get awareness of ‘’ must & must not ‘’ structures including an authentic material, video which is reflecting real life context and authentic language. Teacher tries to make students learn inductively through a video so as to help them use their cognitive skills and get more involved in the learning process rather than revealing the rules explicitly.
While- Lesson	15’	Teacher introduces the target grammar structures through PowerPoint presentation including some descriptive signs and sentences related to these signs about school rules. After the presentation, teacher distributes the fill in the gap task on which students should write ‘’ must or must not’’ according to given signs. When they finish the task within the instructed time, the teacher randomly selects a student so as to get the answer.	PPT, Worksheet	Whole Class Individual Work	This stage aims at students to get awareness of difference between the structures ‘’ must & must not ‘’ through signs and their messages based on the real life. Authenticity in a presentation would make student learning more permanent.  Students will be able to exercise individually what they have learnt, and thus teacher will be able to check whether students get the point or not.
Post- Lesson	10’	Afterwards, teacher tells that they are going to play a game. Students are required to be groups in three or pairs, and then teacher starts to explain the game. Teacher will distribute to each group a paper and there is a board covered with some actions that ‘’ must & must not’’ be done in a school or at home. Firstly, one of the group members should dice, and then count diced number on that board. Finally, they should look at the part they have counted and create a meaningful sentence using the target grammar structures.	Board game	Group Work	Students will have practiced related grammar structures with a game that make them enjoy and learn simultaneously.

            Contingency Plan (In case you finish early):

Students will listen to a song named ‘’ the show must go on by Queen ‘’. A paper on which lyrics of the song are available will be distributed to the learners, and thus students will have a chance to see the target grammar structures within a context once again. https://www.youtube.com/watch?v=t99KH0TR-J4

Homework if any:

No homework. 

POST-TEACHING SELF EVALUATION FORM

Please answer the following questions after you complete Final Teaching Task.

What were the strong aspects of your teaching? What are the points that you are happy with in your teaching experience?

At the end of the lesson, the comments that I received from both our mentor and students made me very happy because it was clear that they could comprehend the target grammar structure very well. They said to their teacher that we learned ‘’ must ‘’ and now we could do these exercise that was distributed by their teacher. Getting such a positive feedback from the learners was the strongest side of my teaching experience.

If you had a chance to re-do the Teaching Task, what are the things you would change? What were the aspects of the activity or your teaching that could be/need to be re-designed if you had a second chance?

I would not change anything because the stages went very smoothly while I was teaching and students could achieve effective learning at the end of the lesson.

What are some of the issues mentioned in your mentor’s feedback? How do you respond to these comments?

Mentor teacher told me that I was good and successful. In addition, he told that students could understand the topic and participate in the class very actively. The only advice that he made was that I should give a chance to one of the students to explain something like a vocabulary or a question to the rest of the class by providing enough time for the learners. Actually, I believe that I tried to use such a strategy sometimes.