Number of Learners: 24
Age of Learners: 10 - 11
Level of Learners: Intermediate
Estimated Duration: 40’ 40’ 40’ (Three-hour lesson)
Grammar Point: Imperatives
Subject:
Classroom Rules
Skills:
Listening (vocabulary and grammar), reading, speaking and writing
Inter-language: Past simple tense, present simple tense, present continuous tense
Performance Objectives:
By the end of the lesson, the
learners will have learnt some “classroom rules” and they will have known using
the structure of “imperatives.” They will develop the ability to express
themselves and exchange information in target language.
Linguistic Aims:
The teacher aims to activate
the learners’ schemata. The teacher asks the learners some questions to link
what they have already know. He also attracts their attention to promote their
motivation for the lesson.
The learners will be able to
know the new vocabulary about “classroom rules”.
The teacher presents the
grammar structure by integrating it into vocabulary through song and pictures.
While the learners are listening to the song, they learn the new vocabulary.
The aim of the teacher is to
teach the learners the new grammar structure which is “imperatives”. The
teacher shows some pictures and sticks flashcards related to the new grammar
structure to the board. The teacher makes some sentences using the new grammar
structure while showing them the pictures.
The learners will be able to
complete grammar and speaking activities in the classroom. After the learners
are introduced the new vocabulary and the new grammar structure, they need
exercises to reinforce what they have learned, so the teacher poses some
meaningful and relevant activities for the learners.
The teacher intends to develop
their communication skills and critical thinking.
The teacher gives the
learners some pictures to develop their speaking skills by using newly learned
grammar structure. In order to complete the tasks, they have to think and
interpret what is on the pictures by making up sentences using “imperatives”.
Nonlinguistic aims:
The teacher intends to develop
singing and acting out skills of the learners. After the learners listen to the
song, they sing and act out the song. By this way, learning is tried to be more
permanent and funny.
The teacher enables the
learners to express their ideas while using their body language and gestures.
In the “silent movie game”, they use their body language and try to tell what
they see in the picture.
Basic Aims:
To create a communicative
atmosphere.
To encourage the learners use
new words in their daily life.
To have the learners sing a
song related to subject.
To teach the learners
vocabulary related to “classroom rules”.
To teach the learners the new
grammar structure “imperatives”
To have the learners to enjoy
while learning at the same time.
To help the learners to
exchange information in target language.
To develop the learners’
comprehension levels and critical thinking abilities.
To guide the learners to
develop the ability of expressing themselves.
To make the learners to share
their feelings and ideas in target language.
To provide opportunities for
the learners to use grammar rules they learned.
Possible Problems:
The learners may have
difficulty in understanding the instructions given by the teacher.
The learners may feel shy and
never give answer in target language.
There may be too much noise in
groups.
The learners may switch to L1.
The learners may have
difficulty with pronunciation.
The learners may not want to
do the activities.
The learners may have lack of
word knowledge in target language.
Some learners may not want to
participate while singing.
The learners may have some
difficulties in memorizing the song.
Possible Solutions:
The teacher can explain the
instructions in a tactful way.
The teacher can attract the
learners on topic by using interesting materials.
The teacher should be alert
and monitor the learners.
The teacher should correct
their pronunciation mistakes in a tactful way.
The teacher can repeat the
words for several times to correct their pronunciation mistakes.
The teacher can give the
learners a reason to do the activities.
The teacher can make a useful
word list.
The teacher should encourage
weak learners to participate the lesson.
The teacher can repeat the
song until the learners memorize the song.
OUTLINE
1) PRE ACTIVITY
· The teacher greets the learners.
· The teacher shows Stewie’s picture to attract the
learners’ attention.
· The teacher introduces “Stewie” to the class to move
on to the listening part.
2) LISTENING ACTIVITY (GRAMMAR
AND VOCABULARY)
· The learners listen to the “Classroom Rules” song.
· The learners do the “fill in the blanks” activity in
the second listening.
· The learners sing and act out the song all together in
the third listening.
· The teacher asks some questions about the pictures.
· The teacher sticks some pictures about the new words
in the song.
· The learners repeat the new words on the board two
times.
· The learners do the “line up” and “matching”
activities on the board.
3) READING ACTIVITY
· The learners read some situations about the classroom
rules they have learned.
· The learners match the classroom rules with the
correct situations.
4) SPEAKING ACTIVITY (GAME)
· The teacher wants the learners to work in pairs.
· The teacher gives envelops on which there are some
pictures of classroom rules.
· The learners look at the pictures and explain the
rules to each other.
· The learners play a “silent movie game”.
· The teacher wants the learners to act the rules out in front of
the class
· The learners use their body language to tell words and
other class members try to guess what the learner does.
5) WRITING ACTIVITY
· The teacher wants the learners to work in pairs.
· The teacher wants the learners to make a list of
another classroom rules.
· The learners write paragraphs that describe the rules
briefly as in the reading activity.
6) HOMEWORK
· The teacher organizes an effective homework for the
learners.
· The learners create colorful posters about the
classroom rules that they listed in the last activity.
· The learners take notes about how they will do their
homework.
OBSERVATIONS
In this unit plan, we tried to create
an “Eclectic Approach” in which several approaches are combined in order to
carry out the lesson more communicative and more informational. We also tried
to have a warm class atmosphere by choosing U-shaped seating arrangement that
enabled the learners work in pairs, communicate and collaborate.
We used “Total Physical Response” in
which vocabulary is introduced through imperatives. We took into consideration
the silent period, so we didn’t force the learners before they feel ready.
We benefited from “Communicative
Language Teaching” in which the learners do the meaningful and productive
activities. They were able to produce sentences about their own lives using the
new grammar structure and vocabulary.
We also benefited from “Audio-Lingual
Method” in which we tried to make sure that the learners pronounced new
vocabulary correctly. We made the learners repeat for several times by showing
pictures, thus we help the learners to use their visual intelligence.
The implementation of the unit was
free of problems, the learners loved and participate the activities
unreluctantly. They were willing to communicate and to take part in given
tasks.
We used pictures about “classroom
rules” and a related song to give the grammar structure “imperatives”. With the
help of the reading passage, the learners practiced the structure and the
vocabulary.
In the speaking activity, the learners
worked in pairs and built sentences according to the pictures they have. Then,
they played “silent movie game” according to their pictures.
Then they made up a ‘classroom rules’
list in the writing activity and they wrote little paragraphs that describe the rules
briefly as in the reading activity.
1) PRE ACTIVITY
Skill:
Speaking
Material: Pictures
Duration: 15 minutes
Aims:
To prepare the learners to the
lesson.
To interest the learners into
the topic.
To help the learners be ready
for the topic.
To activate the learners’
schemata.
To enjoy the learners about
the topic.
To attract the learners’
attention by using brainstorming technique.
To make the learners to
connect the lesson with their own lives.
To prepare the learners for
the topic by listening to a song.
Procedure:
After greeting the learners
and talking about daily life to prepare the learners to the lesson, the teacher
shows them the picture of a famous cartoon character (Stewie) and he introduces
“Stewie” to the class.
Steps:
1) Hello class, how are you? (Fine
thanks, and you?)
I’m also fine, thank you.
2) Before coming here, I met Jane
in the school canteen.
She said she is your new art
teacher.
She is very kind and very
funny.
3) Do you like meeting new people
too? (Yes)
Then I want you to meet Stewie
who is a cartoon character.
He likes sing a song every
day.
4) Do you want to listen to his
best song? (Yes)
Ok, let’s listen to his song.
2) LISTENING ACTIVITY
Skills: Listening
(Grammar and Vocabulary)
Materials: Pictures, Flashcards
Duration: 30 minutes
Aims:
To improve the learners’
listening skills pointing out the main idea.
To get the learners to learn
the new vocabulary and grammar structure.
To make the learners to learn
and sing a song.
To have the learners get
“classroom rules”.
Techniques:
Repetition drill: The learners
are asked to repeat the new vocabulary as accurately as possible.
Sing the song: The learners
listen to the song and they sing the song together. The aim of this technique
is to make both the new vocabulary and the new grammar structure more
permanently learned.
Peripheral learning: The
teacher sticks pictures and grammatical information on the board so that the
learners can get used to the necessary facts more easily.
Putting the sentences in a
correct order: In order to reinforce the new grammatical structure, the
learners are given grammar exercises. The teacher wants the learners to put the
words in a correct order to make meaningful sentences.
Matching the pictures: The
learners match the sentences with the correct pictures.
Procedure:
The teacher plays them a song
to listen. While they are listening to the song, the teacher acts it out with
his gestures and body movements.
Then, the teacher gives the
handouts which contain the lyrics of the song with some missing words and he
asks the learners to do the “fill in the blanks” activity while listening to
the song for the second time.
After that, they check the
answers and sing the song all together. The teacher asks the learners some
questions about the song. He elicits information from the learners. After the
guesses, the teacher sticks the picture of the rules to the board.
Then the teacher gets the learners
repeat them. Once the rules are learned, the teacher sticks flashcards which
includes written form of the newly learned “classroom rules”.
The teacher wants to the
learners to line up the jumbled flashcards and match them with the correct
pictures on the board.
Steps:
1) Are you curious? (Yes)
OK, listen to the song
carefully.
Please pay attention to the
lyrics while listening.
2) Did you like the song? (Yes)
It was nice, right? (Yes)
3) Now I have some handouts for
you.
I wrote the lyrics of the song
but there are some missing words.
Please listen to the song
again and try to find these missing words.
Are you ready? (Yes)
OK, let’s start.
4) Do you want to listen again? (Yes)
Please stand up and act out
and sing the song all together.
5) Thank you very much, you are
wonderful singers.
What is the song about? (Rules)
Yes, it is about “classroom
rules”.
6) Can you tell me the rules in
the song one by one?
(Listen when your teacher is
talking.
Follow directions quickly.
Be safe, be honest, be
respectful.
Don’t make noise.
Raise your hand to speak.)
7) Now, eyes on the board.
Please repeat after me.
8) Now, we have some flashcards.
I want you to line up them in
a correct order.
And match them with the
correct picture.
3) READING ACTIVITY
Skills: Reading
(Grammar and Vocabulary)
Material: Handouts
Duration: 15 minutes
Aims:
To have the learners practice
“imperatives” by reading a related passage.
To get the learners to
internalize what they have learned.
To have the learners improve
their comprehension skills.
To develop their critical
thinking skills.
To improve the learners’ reading
skills pointing out the main idea.
To have the learners practice “classroom
rules”.
Techniques:
Fill-in-the-blanks: The learners
are given a series of sentences with words missing. They fill in the blanks
with the new vocabulary.
Reading comprehension
schedule: The learners complete the schedule based on their understanding of
the reading passage.
Matching the pictures: The learners
match the sentences with the correct pictures.
Procedure:
After matching activity, the
teacher moves on to the reading part. The teacher gives the handouts to the
learners in which the newly learned “classroom rules” are introduced by the specific
situations.
Then he wants the learners to
match “classroom rules” with the correct situations. They check the answers all
together.
Steps:
1) We have some another handouts
for you
There are some situations in your
handouts.
2) These situations explain the “classroom
rules” which are listed above in the table.
Please read the situations and
match them with the correct rules you learned.
You have 15 minutes.
4) SPEAKING ACTIVITY
Skill: Speaking
Materials: Envelops, pictures
Duration: 30 minutes
Aims:
To encourage the learners to
speak in front of the class.
To improve the learners’
speaking skills.
To create speaking atmosphere
in the class.
To have the learners produce
sentences by using “imperatives” and “classroom rules”.
To develop fluency through a
range of speaking activities.
To help the learners make
practice the newly learned grammar structure.
To get the learners to
internalize what they have learned.
To keep the learners engaged
with the new structure by playing a game.
Techniques:
Tell me what you see in the
picture: The learners look at the pictures and they tell their pairs what the rule
in the picture is. It is a productive activity. It develops their communication
skills.
Small group task: The teacher
wants the learners to work in pairs because he believes that the learners can
learn from each other and can do more practice with the target language by
working in small groups. It also allow the learners to know each other better,
which can lead to the development of a community among the learners.
Silent movie game: The learners
are asked to try to express their pictures by using their body language and the
class members will guess it. The aim of this technique is to develop their use
of body language and gestures.
Procedure:
The teacher shows some
colorful envelops to the learners and hands them out to whole class. He wants
the learners to open envelops in which there are pictures of the “classroom
rules” they have learned.
The teacher wants the learners
to work in pairs. He wants the learners to explain the pictures to each other.
After the learners take their pictures, they turn to their partners and make
sentences about pictures in their envelops.
While they are talking about
their pictures, the teacher walks around the classroom. He observes the learners.
Then, the teacher tells the learners that they play
a “silent movie game”. He wants the learner to act out the rules in front of
the class according to the pictures they
have. They act out the picture without using any words and the other class
members try to guess what the learner does.
Steps:
1) Now we have a surprise
activity for you.
What are these? (Envelops)
Pick only one of them and
don’t open please.
2) Now, you can open it.
Don’t show the picture to
anyone.
3) There are the pictures about “classroom
rules”.
I want you to work in pairs.
Try to explain the picture to
your friend without using the words in the rule.
4) For example, you have the
rule: “Raise your hand to speak.”
You can say: “My teacher asked
me a question, I tried to say the answer quickly.
But she didn’t gave me a
chance to speak, because I have to _____”
5) Is it clear? (Yes)
OK, it is your turn.
You have 20 minutes.
6) Now, it is time to play “silent movie game”.
I want you to act it out the rules in front of the class according to the pictures you have.
Try to act out the picture without using any words
and the other class members try to guess what you want to tell.
Have a good time!
5) WRITING ACTIVITY
Skill:
Writing
Material: Pictures
Duration: 30 minutes
Aims:
To develop the learners’
writing skills.
To make the learners think
independently and creatively.
To provide the learners to
express their opinions by reflecting with writing.
To improve the learners’
critical thinking and their imaginations.
To have the learners produce
more ideas about the topic.
To make the learners
communicate with each other in target language.
Techniques:
Paragraph writing: The teacher
wants the learners to write paragraphs that describe the rules briefly as in
the reading activity.
Procedure:
The teacher wants the learners
to work in pairs. Then, he starts to instruct about the activity. The learners
listen to the teacher and follow his instructions.
The teacher wants the learners
to make a list of another “classroom rules” and write a little paragraph that
describe the rules briefly as in the reading activity.
The learners start to write
their paragraphs in pairs. The teacher gives enough time to the learners to
think and write their ideas. During the activity the teacher monitors the
learners. So, he walks around the class to observe writing process and to see
if the learners have any questions.
He assists the learners when
they need. He takes some notes about the writing mistakes when he monitors the
learners during the activity. So, the Learners
will see their mistakes in their writings and try to fix them.
Steps:
1) Now we have a writing
activity.
I want you to work in pairs.
2) Make a list of another “classroom
rules”.
Write a little paragraph that
describe the rules briefly as in the reading activity.
3) If you need further ideas you
can collaborate with your friends.
If you have any questions,
raise your hand, then I will help you.
You can start. You have 25
minutes.
6) HOMEWORK
Skill:
Writing
Materials: Pictures, newspapers, magazines.
Aims:
To keep the learners engaged
with the new structure by giving them a homework.
To give the learners a chance
to make practice after the lesson.
Procedure:
For the next lesson, the
teacher organizes an effective homework for the learners. He explains how the learners
will do the homework.
He asks them to create
colorful posters about the “classroom rules” that they listed in the last
activity.
The learners take notes about
how they will do their homework. If there is a problem, they ask their questions
to their teacher.
Steps:
1) For the next lesson I want you
to create colorful posters about the “classroom rules” that you listed.
2) You can cut some pictures from
newspapers or magazines and paste them on your posters.
You can draw a picture. It is
up to you.
You can use the newly learned vocabulary.
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