Second Lesson Plan

LESSON PLAN 2nd

Name/Surname: Hilal ŞEN, Ufuk SENİR                                                                                                 

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

Grade: 7^th

Material (Course-book/ Unit) Used:            No course book was used. The activities were found and adapted from https://en.islcollective.com/. The visuals were found from Google Images. A PowerPoint presentation was prepared to introduce the use of target vocabulary items.                                                 

Lesson Focus: Vocabulary

 Learner profile (Age + Proficiency level/ Number of students):      

13-14/Pre-intermediate/16

Goal of your lesson (1-2 goals):

1.  By the end of the lesson, the students will develop and increase their competence in using the target personality adjectives with the help of direct instruction of PPP and through speaking, listening, reading 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 outline and review the meanings of target adjectives through combination of pictures with the related adjectives in a word puzzle game.

2.       To compare the usages of target vocabulary items with example sentences and images in the PowerPoint presentation and in a reading context.

3.       To utilize target personality adjectives in fill in the gap task related to reading text.

4.       To produce meaningful sentences with the target vocabularies through a speaking and writing activities.

Stage	Allocated Time	Procedure What do the teacher and the students do?	Aids	Interaction Pattern	Rationale & Justification
Warm-up	15’	After greeting the students, teacher informs the class about today’s topic. He tells that they are going to learn and talk about some adjectives that reflect personality. First, teacher gives some example adjectives that can be already remembered by the students like ‘’ happy, sad, angry etc. ‘’, and then he wants the students give some more examples. After preparing the students into the lesson, teacher explains that they are going to make a word puzzle (App. A) about some personality adjectives. They need to find the written adjectives with their pictures in the puzzle during the instructed time. At the end of the task, the key word puzzle will be shown to learners through computer, if it is necessary.	Word Puzzle	Whole class Individual Work	Teacher decreases the tension of the classroom asking questions; thereby teacher attracts the students’ attention slowly and makes an introduction to topic. This stage aims at students to get awareness of target adjectives including a puzzle which can also help students to recall some of those adjectives learnt before. The review of some vocabulary items integrated within a puzzle game will also increase the students’ motivation.
Presentation	10’	Teacher introduces the target vocabulary items through PowerPoint presentation (App. B) including some descriptive images and example sentences related to these adjectives.	PPT	Whole Class	This stage aims at students to get awareness of difference between some adjectives and sometimes their opposites through pictures and their messages based on the real life. Authenticity in a presentation would make student learning more permanent.
Practice	15’ 10’	Next, teacher tells that now they are going to read a passage (App. C) about personal qualities of Jack, Jane, Len and Maggie. Before starting to distribute the papers, teacher writes two questions related to reading and wants students to find an answer to these questions while reading the passage. After they finish their reading within the instructed time, teacher asks students about their ideas related to these two questions. Later, teacher gives a chance for the students to review and examine the target vocabulary items with a fill in the gap task ( App. C) including questions related to the main reading passage. First, they need to fill in the gaps with the correct adjectives, and then they should decide which people in the reading passage these adjectives reflect. After they finish the task, the answers will be elicited from the students randomly.	Reading text Fill in the gap activity sheet	Individual Work Individual Work	Teacher tries to make students learn inductively through a reading passage, namely in a context so as to help them use their cognitive skills and get more involved in the learning process rather than revealing the definitions of the adjectives explicitly. The students review the newly learnt vocabulary items in the reading and the fill in the gap activity also presents students some model sentences with the given items students may also use them in the speaking stage later.
Production	15’ 15’	Afterwards, teacher tells students that they need to write a short paragraph describing them like in the reading text according to guided questions ( App. D). Later, some students will be randomly chosen to read their writings. Finally, teacher will distribute the speaking activity sheet (App. E) on which some questions related to personality are written and students need to respond to and talk about these questions in groups of three	Writing Sheet                                            Speaking Task	Individual Work Pair wok	This activity aims to reinforce the pre taught vocabulary knowledge through requiring them to write a short paragraph. The type of the speaking activity is interactive because the students both listen and speaking during the activity. During the activity, fluency is emphasized and errors are ignored.

            Contingency Plan (In case you finish early):

Students will be given a logic game, and thus students will have a chance to see the target vocabulary items within a game once again.

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?

I think, the word puzzle activity that I used for the warm up stage made students really enjoy the lesson, which also made me happy and when I saw that students could easily capture the meanings of target vocabulary items through PPT, I felt also happy with my presentation including example sentences and illustrations.

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?

When I distributed the reading text, I noticed that I printed the fill in the gap task at the back of reading text by mistake, which made me explain what they needed to do at first again and again. First, they had to read the text and talk about two questions in the A part at the beginning of the reading text but before finishing the first task or reading all the text, they tended to fill in the gaps in the B part. For my second teaching, I would absolutely give the fill in the gap task in the B part just after they completed the first task.

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

Actually, I didn’t get any feedback during our second teaching because mentor teacher had to leave the class when the bell rang. I think, it was not as successful as my first teaching because a conflict between me and my partner was obvious during the teaching, which did not go so smoothly as in the first one, so I didn’t feel as happy as before.