ENGLISH TEACHER:YILDIZ TERZİOĞLU

DİPKARPAZ RECEP TAYYİP ERDOĞAN SECONDARY SCHOOL

Weekly Plan

Section 1

Class: 8A & 8B Topic: Present and Future Tense

Unit No: 0-A Good IdeaThemes:Suggestions

Time Allocated:7X40 (8A) 7X40 (8B) Context:Celtic Camp, free time activities, jobs

Week/Date:W3 16th-19th February 2009

Limitations: -

Delimitations: -

Materials:Energy 3 Ss Book, workbook, cassette player, class cassettes, wordstore, notebooks, job flashcards (extra)

Inter-disciplinary Aspects: -

Explanations:Monolingual Ss Pre-intermediate, u-shape seating, 14 year olds 20 Ss in 8A 21Ss in

8B One student in 8B has dyslexia.

Section 2

Learning Objectives (Knowledge): Ss are going to practise the use of Present Simple and Present Continuous Tense. Ss’ attention is drawn the use of Present Continuous T. meaning something we are doing in the present p.7 eg. I’ m meeting Rachael at two o’clock. Also the difference between going to and will are emphasized ie. Going to is used for personal plans whereas will is used for a future fact p.9. Ss practise completing the sentences with P.S.T and P.C.T in p.7 ex5. Ss revise the job vocabulary in the grid which helps them activate the list of jobs in their schemata p.116.

Learning Objectives (Skills): Ss listen to the script for the first time and try to get the general meaning and answer the pre-reading Qs p.6 ex1. Reading the text about Celtic Camp-using previewing, skimming, scanning, finding the gist, wrapping- up strategies to understand the text to answer the Wh-Qs ex2. Ss find 3 jobs in the conversation in pairs in ex3 and Ss also brainstorm about as many jobs as they can in pairs ex4. Ss read the brochure about Celtic Camp and get detailed information and guess the meaning of the 7 unknown words from the context ex1 p.9.

Learning Objectives (Attitudes):Ss work in pairs by one taking the role of a parent and the other as the child. The function of making suggestions is practiced according to the clue lines given. Ss use How about phoning…? Why don’t you….? Would you like to….? Ss talk their partner about next weekend using going to. Ss say 3 sentences each ex7 p.9

Specific focus:Making questions with going to/ will ex3 p.9 Memory Gym 2 p.116- looking at the pictures and writing the activities in pairs and peer feedback. Ss also work in groups of 4 to mime the activities from ex1. Others guess the free time activities and write the phrases in their word stores.

Procedure(raising awareness, warm-up motivation, review, lead in, individual work, project, homework, observation summary, feedback): Daily routines- taking the register, asking about the date, the weather, introduction of the new element of Weekly Journals and asking Ss to write a letter to a friend telling about their Semester Holiday. Asking general Qs about the photo in the introduction unit. Raising awareness to the difference in meaning between PST & PCT. Brainstorming about the jobs and free time activities. Feedback on the accuracy in functional expressions eg. Suggestions. Feedback on the pronunciation of difficult words competition, instructor, qualified, supervise. Monitoring pairs talking about next weekend.

Learning Methods and Techniques:

  • Problem Solving: p. 9 ex6 Matching the plans to the correct people by reading their plans.
  • Discovery Learning: Making Qs of going to/will from the context of Storm’s notes ex3 p.9
  • Experiential Learning:
  • Group work: Memory Gym 2 p116 miming the free time activities in groups of 4.
  • Pair work: ex1 p9 guessing the meaning of vocabulary from reading context.
  • Games/ songs: Memory Gym 1 p.116 finding job words from the grid.
  • Drama/ role play: p.7 ex6 Making suggestions in pairs
  • Project based learning
  • Cooperative and cooperative work: ex2 p.6 answering the Qs from the script.
  • Brainstorming: ex4 p6 about as many job words as they can
  • Debates/Discussions
  • Question-Answer: p.9 ex4 answering Storm’s Qs from her notes.
  • Simulations
  • questionnaires
  • Whole class activity: Listening and writing the answers to Qs 4-6. ex5 p.9
  • Others

Feedback during and at the end of the lesson- recap: Feedback on accuracy and fluency in making suggestions in role play. Peer feedback on wh Qs and making Qs with going to/will. Feedback on pronunciation of 7 words in ex1 p.9

Pre-planning Instruments for the Teacher: Flashcards about jobs

Pre-planning Instruments for the Students: Thinking about next weekend and what they are going to do.

Section 3Evaluation and Assessment (short answer questions, portfolio, multiple choice questions, true/false questions/ open ended questions, matching, project work, mind maps, peer assessment, individual and group assessment and performance based evaluation)

Means of Assessment (Knowledge):Completing the sentences with PST & PCT. Making Qs with going to/will. Explaining the meaning of 7 words from the brochure ex1.

How will I know?

Ss have chosen the correct tenses to complete the paragraphs. Ss can make Qs with going to/will with the correct sentence order. Ss have guesses the meaning of some words from the context.

Means of Assessment (Skills): Using the listening and reading strategies for better understanding for the script the brochureand Storm’s notes. Finding the job words from the grid and looking at the pictures and writing down the free time activities.

How will I know?

Ss could preview, skim, scan, find the gist and summarize the text about Celtic Camp. Ss could find the jobs and free time activities in pairs and enjoyed miming and guessing the words related with hobbies/free time activities.

Means of Assessment (Attitudes): Taking the role of a parent and a kid and giving reasons, making suggestions and replying to suggestions. Talking to their partner about next weekend.

How will I know?

Ss have played their parts in the role play using the target structures of making suggestions and talked to their partners about their plans for the next weekend.

English Teacher:Assistant Head minister:

YILDIZ TERZIOGLU CENGİZ YIKICI

16/12/2009 16/2/2009

Section 4:Evaluation of the Unit Plan

To what extent are the learning objectives realized?

Ss’ attention to Present Simple and Future Tense is raised to the difference in meaning. Ss enjoyed taking roles and making suggestions for the situation in pairs. Vocabulary about jobs and hobbies are practiced in the Memory Gym sections. Ss transferred their strategies in L1 in reading texts to understand the text.

To what extent have the classroom activities been effective inachieving learning objectives?

The tasks of pre-reading Qs, find the job words from the grid, role play about making suggestions, making Qs with going to/ will , personally speaking and matching the people with the plans were very effective in achieving the objectives and the goals of the lessons for this week.

Limitations(physical environmental, mobility, sight, sound): -

Limitations [language] (ability to communicate immediately and effectively in speech, writing; ability to receive information): -

Limitation (Time): -

Limitations (personal differences, socio-economics, culture, age, gender, preparedness): -

Limitations (Teaching style, presence or persona of the instructor; learning differences and preferences -

English Teacher:Assistant Head minister:

YILDIZ TERZİOĞLU CENGİZ YIKICI

19/1/2009 19/1/2009

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