Grammar+lesson+plan+by+Ummuhan+and+Saliha


 * GRAMMAR LESSON PLAN **

-Present Tense -To be - Basic Vocab. – Articles ( a, an, the) - Subject Pronouns -Basic Adjectives There are 20 students (10 girls & 10 boys) in total. They are 6th grade students and either 12 or 13 years old. Their level is pre-intermediate. They like games and making creative activities.
 * Name/Surname:** Saliha ARSLAN, Ummuhan ASLAN
 * Institution/ Context of language teaching:**
 * Material (Course-book/ Unit) Used:** Handouts, OHP, Computer
 * Lesson Focus:** Grammar
 * Learners’ previous knowledge:**
 * Learner profile (Age + Proficiency level/ Number of students):**
 * Goal of the lesson: ** Learning the comparative and superlative
 * Objectives ** : By the end of the lesson, students will be able to
 * Identify the comperative-superlative form to compare what they see and know.
 * Interpret the rules from a meaningful context.
 * Determine which form to use with which adjective to compare.
 * Generate a meninfgul context by using adjectives in comperative-superlative forms.

Ask students questions based on what you have told them. ||  || T↔S || To get students attention to the topic. || Another activity is to solve a puzzle. (Appendix C) || Task sheets and puzzle || I I || Practising and using the form. || After the in group activity is finished, one students from each group comes to board and tells the class what they discussed. || Concentration cards || S↔S || Using the form in a productive way. || “Who is the tallest one in the class?” ||  || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Whole Class || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Revising the form and closing the session. ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Stage || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Time || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Procedure || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Aids || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Direction || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Rationale ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Lead in || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">3’ || <span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 16px;">Activate students' awareness of the comparative and superlative by comparing three objects of your choice. For example, compare life in the US, the country where you are teaching and another country of your choice.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Elicitation || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">5’ || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">T has three pictures on the board and asks students about the pictures and compares them in terms of their ages. T writes sentences on the board. (Appendix A) || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Pictures, Board || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">T ↔S || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">See the structure in a context. ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Explanation || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">5’ || Teacher helps students to discover the rule by themselves, with the help of elicitation exercise. She then writes the rule on the board. || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Board and board marker || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">T↔S || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Seeing what they have got implicitly about the form explicitly ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Practice || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">12’ || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Teacher gives two exercieses to use the rule with different adjectives. (Appendix B)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Production || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">15 || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Teacher divides the class into 5 groups and then distributes concentration cards which includes some adjectives they already know, students are expected to use the cards to compare three topic which they want. If they want they can write down. (Appendix D)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Closure || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">5’ || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The class revises the form by answering teacher’s questions like,
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Homework ||  || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The fill in the blank work sheet. (Appendix E) ||   ||   ||   ||


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Appendix B **
 * <span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 16px;">Exercise 1: Read the sentences below and then give the comparative form for each of the adjectives listed. **
 * <span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 16px;">Tennis is a more difficult sport than Rugby.
 * <span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 16px;">I think John is happier now than a year ago.
 * <span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 16px;">Could you open the window, please? It's getting hotter in this room by the minute.
 * <span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 16px;">interesting _
 * __<span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 16px;">weak ___
 * <span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 16px;">funny _
 * __<span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 16px;">important ___
 * <span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 16px;">careful _
 * __<span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 16px;">big ___
 * <span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 16px;">small _
 * __<span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 16px;">polluted ___
 * <span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 16px;">boring _
 * __<span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 16px;">angry ___


 * Exercise 2: Read the sentences below and then give the superlative form for each of the adjectives listed. **
 * <span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 16px;">New York has got to be the most exciting city in the world.
 * <span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 16px;">His biggest desire is to return home.
 * <span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 16px;">She is probably the angriest person I know.
 * <span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 16px;">interesting _
 * __<span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 16px;">weak ___
 * <span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 16px;">funny _
 * __<span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 16px;">important ___
 * <span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 16px;">careful _
 * __<span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 16px;">big ___
 * <span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 16px;">small _
 * __<span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 16px;">polluted ___
 * <span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 16px;">boring _
 * __<span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 16px;">angry ___


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Appendix D **
 * Concentration Cards **
 * <span style="font-family: 'Lucida Sans Unicode','sans-serif'; font-size: 21px;">Tall || <span style="font-family: 'Lucida Sans Unicode','sans-serif'; font-size: 21px;">Short || <span style="font-family: 'Lucida Sans Unicode','sans-serif'; font-size: 21px;">Wealthy || <span style="font-family: 'Lucida Sans Unicode','sans-serif'; font-size: 21px;">Poor ||
 * <span style="font-family: 'Lucida Sans Unicode','sans-serif'; font-size: 21px;">Near || <span style="font-family: 'Lucida Sans Unicode','sans-serif'; font-size: 21px;">Far || <span style="font-family: 'Lucida Sans Unicode','sans-serif'; font-size: 21px;">Modern || <span style="font-family: 'Lucida Sans Unicode','sans-serif'; font-size: 21px;">Old ||
 * <span style="font-family: 'Lucida Sans Unicode','sans-serif'; font-size: 21px;">Generous || <span style="font-family: 'Lucida Sans Unicode','sans-serif'; font-size: 21px;">Stingy || <span style="font-family: 'Lucida Sans Unicode','sans-serif'; font-size: 21px;">Dry || <span style="font-family: 'Lucida Sans Unicode','sans-serif'; font-size: 21px;">Wet ||
 * <span style="font-family: 'Lucida Sans Unicode','sans-serif'; font-size: 21px;">Beautiful || <span style="font-family: 'Lucida Sans Unicode','sans-serif'; font-size: 21px;">Ugly || <span style="font-family: 'Lucida Sans Unicode','sans-serif'; font-size: 21px;">Enormous || <span style="font-family: 'Lucida Sans Unicode','sans-serif'; font-size: 21px;">Tiny ||
 * <span style="font-family: 'Lucida Sans Unicode','sans-serif'; font-size: 21px;">Dangerous || <span style="font-family: 'Lucida Sans Unicode','sans-serif'; font-size: 21px;">Safe || <span style="font-family: 'Lucida Sans Unicode','sans-serif'; font-size: 21px;">Dirty || <span style="font-family: 'Lucida Sans Unicode','sans-serif'; font-size: 21px;">Clean ||

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Fill in the correct form of the words in brackets (comparative or superlative). <span style="font-family: Times New Roman,serif;">
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Appendix E(homework) **
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">My house is (big) than yours.
 * 2) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This flower is (beautiful) than that one.
 * 3) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This is the (interesting) book I have ever read.
 * 4) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Non-smokers usually live (long) than smokers.
 * 5) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Which is the (dangerous) animal in the world?
 * 6) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">A holiday by the sea is (good) than a holiday in the mountains.
 * 7) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">It is strange but often a coke is (expensive) than a beer.
 * 8) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Who is the (rich) woman on earth?
 * 9) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The weather this summer is even (bad) than last summer.
 * <span style="background-color: #00ffe5; font-family: 'Courier New',Courier,monospace; line-height: 24px;">Comment by Mehriban Arnazarova **

<span style="font-family: 'Courier New',Courier,monospace;">First of all, I thank you for your effort preparing the lesson plan:) I think, activities are appropriate for the level of students. I am sure they are understandable when the teacher explains them clearly. Besides, I believe that they will reinforce their knowledge about superlatives and comparatives through those activities. Only thing needs to be clarified or improved is to supply all the appendices below. Although it is directed in the plan to see the appendix A and C, I could not see them below. Without looking at them I could understand the activities clearly, unfortunately. However, it is good I think to use cards and make them work in groups which might increase their motivation:)

Comment by Seda ATAŞOĞLU: I think your lesson plan is proper for the level of the students. Teaching grammar directly to 6th grade students is questionable. However, you provide students with a productive activity 'concentartion cards'. That's a good way to teach comparatives in meaningful context. However, the activities in appendix B is a common activities in grammar lessons and it is not meaningful and productive. I makes students focus only on the grammar not meaning. Nevertheless, I think that you need to give activities which are directly asking for grammar, because your lesson focus is grammar:)
 * Comment by Elif Akın: ** To be honest I have had difficulty in understanding this lesson plan. I think it should have been written much more clearly and understandable because I believe it needs clear and direct instructions. Also it lacks of some appendices like appendix A and B. On the other hand, trying to teach the topic implicity is a sutiable. In that way students can come up with the grammar rules not by heart but by internalizing themselves. Also asking question related with students' feature in the class at the closure part make students practice much more the topic. I think with some improvements it might be better.


 * Comment by Durak CESUR:**

Your lesson plan was a good one in theary. It was prepared and organized properly. Your activities were various but not so much creative. Activities can be interesting for learners, they can actively join them but we are not sure of the learning aspect. Implicit grammar teaching is a good choice but a bit dangereous. I believe that in real classroom environment, you can have some problems while applying the activities but I bet you can manage it when you have finished your academic development. When you habe become professional teachers you can modify and make your lesson plan better. Good luck. Thank you for your effort.


 * Comment by Özgür Can Kaya:**

I can say that I found your Lesson Plan really successful. The fact that you have used all interaction patterns in your Lesson plan is very good point, in my opinion. Starting the story with listening is a very good choice because it can be boring for young learners to read the story when they first see it. In addition, I think that using colorful materials is a good choice because they will catch young learners’ attention and will provide them a better understanding thanks to their attention focused on what you want it to be focused. Lastly, I think that your activities are really suitable for young learners. In my opinion, if this Lesson Plan were to be used in a young learner class, it would be really successful thanks to all these good points I have observed.

I can say that I find the lesson plan successful in general. Even though your lesson plan does include activities that are suitable for the level of the students as you stated, I do not really think that teaching grammar directly to 6th grade students will be very effective or permanent. Teaching grammar within the context is really a good idea but I think that your activity in Appendix B is not directly related to this context, which I think it not very suitable. Relating the activity you used with the content will provide a much more effective and permanent learning experience. Finally, I think that it was very good for you to include various types of activities in your lesson plan, but I believe that using a little bit more creative activities will make the lesson much more enjoyable and interactive. In conclusion, I think that is is a successful Lesson Plan, it can be better with some changes and hopefully the students will enjoy the lesson much more.
 * Comment by Mehmet Ali Başak:**

<span style="background-color: #ffffff; display: block; font-family: Arial,sans-serif; text-align: justify;">I want to start with the strengths of this lesson plan. As far as I remember, in lead-in part, Ümmühan started to lesson by comparing pencils, papers and rubbers. This is the part that I like the most because when students see the comparison among the things, they can learn the topic easily and make connections between the authentic materials and grammar topic. Besides, showing pictures can draw students’ attention easily as they are older young learners. <span style="background-color: white; display: block; font-family: Arial,sans-serif; text-align: justify;">Lesson plan is also appropriate for the level of the students. You also have choice different kinds of activities and your trying to teach the grammar rules implicitly was a really good one. However, the order of the Appendices is not clear enough. Although it was written separately in the lesson plan, there are some deficiencies such as Appendix A and Appendix C in Appendices part. It is difficult for me both to follow the order of appendices and look at the lesson plan. Additionally, teacher’s handwriting was a bit illiterate and it makes me confused. However, I believe that Ümmühan can overcome it. Generally, I like your lesson plan and you just need to improve some parts of it.
 * Comment by Salim AKKIN **

**Comment by Hasan ACAR**Firstly I want to say that your lesson plan is successful. I think the level and your teaching style is appropriate for 6th level students. However, as far as I remember Ümmühan should be more energetic wihle teaching. The most helpful way of teaching style is to teach grammar in a context so I think your activity in appendix B is a bit easy and not useful for teaching grammar. It is directly related to writing just affixes and the students can forget the form of comperative and superlative. Also I want to say that while I am following your lesson and activities, to be honest I had a trouble to understand the instructions. They are not clear for this level of students. Then it is clear that you r activities aare attractive for students but I am not sure whether they will be helpful in terms of teaching grammar point or not. To sum up, this is a good lesson plan but it can be better with some changes. Thanks for your effort.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**Comment by Abdullah ARAS** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">I choose your lesson plan for writing a reflection. Firstly I want to start with your goal of the lesson because there is a problem with your goal. You said ‘learning the comparative and superlative’ as the goal. But the goal of lesson must be teaching not learning. If students expected to prepare lesson plans then it could have been a goal for them. But most probably this is a mistake rather than an error. Secondly I liked the teaching styles of both of you because your instructions were clear and simple. You can be easily understood by pre intermediate students. Finally I also liked your activities, especially the first one. By showing pictures wanting students to compare them was a very good activity. It was fun and also it is very attractive for young learners. To sum up I want to congragulate you for your teaching styles and creative activities.


 * <span style="font-family: 'Times New Roman',serif; line-height: 24px;">Comment by Ayça AKDEMİR **

==== This lesson is designed to teach comparative and superlative. I like Ümmühan's using authentic materials to introduce the topic and this makes the lesson more memorable. In the beginning, Ümmühan compares the pencils, papers and rubbers to introduce the topic and it is a good idea. However, it would be better, she wrote down the sentences on the board to make the students see the structure. Also, using old, middle-aged and young person pictures draws students' attention but she might write more sentences before asking the students to make sentences about the pictures. ====

**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">COMMENT by Gökhan Bozkurt **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">First of all, I would like to begin with the deficiency of the Appendixes. As far as I see, there isn’t Appendix A and C. Although these Appendixes are in the lesson plan, they are not in the Appendixes part. Because of the fact that I couldn’t see those Appendixes, examining the lesson plan becomes more difficult for me. Another point is that after teacher gives the instructions, he/she should be sure that all of the students understand what they are expected to do. And to achieve this, asking students randomly to explain what they are supposed to do for the activity can be an effective method. Even if there are deficiencies, there are also some points that I really like. In the pre-part, the idea of using pictures is very good, because pictures can easily attract students’ attention and is a good start for the lesson. After all, this is a good lesson plan covered with the effective and beneficial activities for students.