First Teaching Lesson Plan

LESSON PLAN

Name/Surname: Mücahide Gülsüm ÖREN            , Özlem ÖNAL                                             

Institution/ Context of language teaching: Atatürk Anatolian High School, Prep-School

Material Used: Power Point Presentation, Hand-outs

Lesson Focus: The Present Perfect Tense

Learners’ previous knowledge:  Present Simple / Present Continuous / Past Simple / Past Continuous/ Basic Vocabulary Knowledge, Speaking Skills for Pre-Intermediate Level

Learner profile: A2-B1

Anticipated problems & Remedies during Teaching:

Problem 1: It might not be possible for the students to fully understand the implicitly taught present perfect sentence formation.

Remedy 1: Teacher will continue with forming sample sentences till s/he is convinced that everybody in class has grasped the topic.

Problem 2: Some students might not be able to come with at least five items to put on their own bucket lists.

Remedy 2: Teacher will give some clues about the topic and direct the students to be much more productive.

Goal of the lesson:

1-      To make the students use their creativity to practice a specific tense.

2-      To make the students’ practice their writing, listening, and speaking skills in a creative way.

Objectives:

By the end of the lesson, students will be able to

1. practice a new tense of the English grammar.
2. recycle at least 5 times the usage of the tense within a particular context.
3. talk about their own bucket lists.

Lesson Plan (The Procedure)

Stage	Allocated Time	Procedure	Aids	Interaction Pattern	Stage Justification
Warm-up Presentation	1’ 4’ 15’	·         The T comes to the class and greets the students. T wants Ss to close their books and put them away before getting started. ·         T asks Ss how their weekend was and what they did exactly in order to be able to lead the topic to a specific story on something s/he did at the weekend. ·         T starts talking about an imaginary event that took place in his or her life last weekend. In the meanwhile, s/he turns on the projector to open a PPP file with a movie poster of a movie s/he tells the Ss to have watched last weekend on it (Appendix 1). The movie s/he has watched is a movie named “The Bucket List”. T asks Ss if anyone in class has watched the movie by chance. If so, the S or Ss are asked to talk about it in detail and inform the others in class on what kind of a movie it is. If there is nobody to have watch it, T firstly provides the Ss with its content and wants the learners to guess what its title might mean. If there are right guesses, it is alright. If there are none, T himself/herself reveals the meaning of it. ·         Upon making it clear what a bucket list really is, T moves on to a pre-class prepared PPP. This PPP contains the imaginary items s/he pretends to have put on the list more than a year ago. As it is an old bucket list, T reminds the Ss that there are some items which s/he “has already done”. T starts going over the items by asking questions like “Do you think I have experienced zero gravity?”, “Have I ever made a rainbow cake?” etc. in order to create an interaction between the Ss and the PPP, and make the students familiar with the usage of the present perfect tense within a meaningful context.	PPP	T-Ss	ü  To make Ss feel comfortable and safe in the class ü  To raise curiosity about what would happen in the lesson ü  In order to make students familiar with the topic of the day ü  To demonstrate how and when to form a sentence with the present perfect tense.
Practice Production	10’ 5’ 5’	·         After completing going over the items on the PPP, T distributes some handouts (Appendix 2). Before being provided with the handouts, Ss are given the instructions that are to prepare their own bucket lists. T underlines the fact that they have to write at least 3 items on their bucket lists which were the deeds they really wanted to achieve and have done so. The other 5 items they must put on the list, however, should not have been fulfilled yet. 10 minutes are allowed for completing this activity. ·         Upon completing the previous activity, Ss are asked to exchange their own bucket lists with the person sitting next to them. On receiving the list of their partners, they should formulate questions and answers in order to figure out whether the items have already been fulfilled or not. They need to use the structures indicated on their handouts. ·         While the Ss are working on comparing and contrasting their bucket lists with their pairs, T moves around the desks and tries to scaffold the learners when s/he realizes that they are in need of some additional help. ·         Upon completing the previous activity, T wants some random students to share some examples from their partner’s bucket lists. T actually would like to hear at least one item from each student; however, this most probably will not be possible due to the time limit a 40’ long lesson brings along. ·         T dismisses the class. ·           ·         T dismisses the class.	Hand-outs	Individual work Ss-Ss T-Ss Ss-Ss	ü  To make the Ss internalize the usage of the present perfect tense unconsciously while trying to list at least 8 sample sentences on bucket lists. ü  To foster the Ss’ listening and speaking skills ü  To create a game-like environment ü  To be able to scaffold the Ss when needed. ü  To make the Ss learn something important about their friends while recycling a certain tense.

Contingency Plan: If the lesson finishes earlier than expected, T makes each and every student name one item from their partner’s bucket list by using the provided sentence structure. However, if there is no time to finish all the activities in class, T dismisses the class after the individual writing activity and collects the handouts. T prepares a PPP by picking at least one item from each S’s bucket list and works on it the next lesson by asking questions like “Who do you think from this class would want to have gone to Paris?”or “Who do you think from this class would have done bungee-jumping?” etc.