Grammar+Lesson+plan

LESSON PLAN

Name/Surname: Fatma Çelik, Tuba Aslan Meryem Çalık

Institution/ Context of language teaching: Nesibe Aydın College/ Goldilock and Three Bears

Material (Course-book/ Unit) Used: Handouts, Video, PPP

Lesson Focus: Grammar ( Irregular Past Forms of some verbs)

Learners’ previous knowledge:

- Simple past tense

- Writing a narrative

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

There are 22 students (12 girls & 10 boys) in total. They are all at elementary 4th grade (age range 10-11); they are very eager to learn new things and self-confident, so they have no problem in participation in class activities.

Anticipated problems & Remedies during Teaching:

Problem: There might be some technical problems with the audio player or the computer.

Remedy: The teacher will read out the passage for the listening part.

Problem: One of the student may not come on that day which may couse problem for one student without a pair.

Remedy: Teacher will assist him/her.

Problem: The students may have difficulty in expressing their opinions to during the writing session.

Remedy: The teacher will provide help when it is needed.

Goal of your lesson:

By the end of the lesson, the Ss will have actively and cooperatively engaged in certain guided tasks in order to practice their grammer, reading listening and writing skills..

Objectives:

By the end of the lesson, students will have

i. use some irregular items in a specific activity.

ii. engaged in creative thinking through discussion activities

iii. practiced reading for a specific purpose.

iv. fostered listening for specific information

v. familiar with some vocabulary items through reading text and vocabulary activity.

vi. practiced writing a narrative.

Stage Allocated

Time Procedure

What do the teacher and the students do? Aids

Other than coursebook Interaction Pattern

T> Ss / S>Ss/ S> T

Group/ Pair/ Whole class/ Individual Rationale

&

Justification

Pre

While

3’

2’

3’

6’

6’

- Teacher greets students. T asks students how they are. When students ask how she is, she says that she is good, and says she was at the zoo. She saw a lot of animals but the animal she liked most was ..... She doesnot complete her sentence and asks Ss to guess which one it is. T elicits the answers until they come up with the answer “bear”. If there is need she can help them by giving some features of bear. - When they come up with the the right animal teacher says “ Let’s listen and read a nice story about bears” but before it teacher shows them a power point slide that has some words that may help Ss to understand the story better. (Appendik A)

- And T distributes the handouts of the story. In the handout some words are highligted and teacher wants Ss to pay attention to that words. (Appendix B/C) - After they listen the story T distributes a matching activity.Then T elicits the answers.(Appendix D) -Teacher distributes the puzzle activity. Then wants each student to compare their puzzles with the one next to him/her and help each other to find all items. Then she shows the puzzle on the slide in case.(Appendix E)

Appendix A

Appendix B,C,D,E T  SS

T  SS

S1  S2 T  SS

-To make students familiarized with the topic of the day. -To make students warm up to the topic.

- To prepare Ss for the reading task.

- To integrate listening and reading into the lesson - To have them find out the irregular verbs and past forms.

- To practise irregular verbs.

Post

5’

T puts students in groups of three and wants them to rewrite the story with ten words at most from the perspective of Goldilocks and they must use at least four irregular verbs in their story.

T gives the beginning as an example : “My name is Goldilocks. Oneday, I went for a walk in the forest….” T monitors the students and they submit their writings to the teacher to check. ( Appendix F)

T  Ss S1  S2

-To fresh their previous writing knowledge.

-To have them engage to creative paragraph writing.

-To help them if they need.

-To have them furher familiar with paragraph writing rules by means of peer editing.

Contingency Plan: If there is time, T will show the song of Goldilocks on British Council site.

APPENDICES Appendix A

http://learnenglishkids.britishcouncil.org/en/short-stories/goldilocks-and-the-three-bears

Appendix B

The Story of Goldilocks and

the Three Bears

Once upon a time, there was a little girl named Goldilocks. She went for a walk in the forest. Pretty soon, she came upon a house. She knocked and, when no one answered, she walked right in. At the table in the kitchen, there were three bowls of porridge. Goldilocks was hungry. She tasted the porridge from the first bowl.

"This porridge is too hot!" she exclaimed.

So, she tasted the porridge from the second bowl.

"This porridge is too cold," she said

So, she tasted the last bowl of porridge.

"Ahhh, this porridge is just right," she said happily and she ate it all up.

After she'd eaten the three bears' breakfasts she decided she was feeling a little tired. So, she walked into the living room where she saw three chairs. Goldilocks sat in the first chair to rest her feet.

"This chair is too big!" she exclaimed.

So she sat in the second chair.

"This chair is too big, too!" she whined.

So she tried the last and smallest chair.

"Ahhh, this chair is just right," she sighed. But just as she settled down into the chair to rest, it broke into pieces!

Goldilocks was very tired by this time, so she went upstairs to the bedroom. She lay down in the first bed, but it was too hard. Then she lay in the second bed, but it was too soft. Then she lay down in the third bed and it was just right. Goldilocks fell asleep. As she was sleeping, the three bears came home.

"Someone's been eating my porridge," growled the Papa bear.

"Someone's been eating my porridge," said the Mama bear.

"Someone's been eating my porridge and they ate it all up!" cried the Baby bear.

"Someone's been sitting in my chair," growled the Papa bear.

"Someone's been sitting in my chair," said the Mama bear.

"Someone's been sitting in my chair and they've broken it all to pieces," cried the Baby bear. They decided to look around some more and when they got upstairs to the bedroom, Papa bear growled, "Someone's been sleeping in my bed,"

"Someone's been sleeping in my bed, too" said the Mama bear

"Someone's been sleeping in my bed and she's still there!" exclaimed Baby bear. Just then, Goldilocks woke up and saw the three bears. She screamed, "Help!" And she jumped up and ran out of the room. Goldilocks ran down the stairs, opened the door, and ran away into the forest. And she never returned to the home of the three bears.

THE END Appendix C

http://learnenglishkids.britishcouncil.org/en/short-stories/goldilocks-and-the-three-bears Appendix D

Match the items.

......1. eat a. Sat

......2. fall b. went

......3. go c. saw

......4. wake up d. ran

......5. see e. ate

......6. run f. lay down

......7. lie down g. came

......8. sit h. woke up

......9. come i. fell (Answer key: 1-e, 2-i, 3-b, 4-h, 5-c, 6-d, 7-f, 8-a, 9-g) Appendix E Find the Irregular Past Forms of the Verbs.

sit eat run

wake up come see

lie down go fall

S G B H A H İ X N Ö E U

V W E N T A B P N Ö R T

W Q B M W O K E U P A B

A W B M J F G J D X N E

S F J L A W R U M V M G

D F V B S A T W R A T Y

U E I O P K L S C C N M

I L V B N B N M E B N M

W L A Y D O W N T V Y A

B N A R A F H W A B N M

A F H L B L Ş C J L Ş V

ANSWER KEY

S G B H A H İ X N Ö E U

V W E N T A B P N Ö R T

W Q B M W O K E U P A B

A W B M J F G J D X N E

S F J L A W R U M V M G

D F V B S A T W R A T Y

U E I O P K L S C C N M

I L V B N B N M E B N M

W L A Y D O W N T V Y A

B N A R A F H W A B N M

A F H L B L Ş C J L Ş V

Appendix F