Lesson plan for official 3

ACTIVITY       & AIDS	INTERACTION	PROCEDURE	STUDENTS	COMMENTS	TIME
Warm-up Physical Exercises	T®C	T greets the students and asks how they are feeling on that hot day. T asks students to stand up and do some physical exercises. T tells them to breathe in and breathe out using modals.	Ss give response to the teacher. Students stand up, breathe in and breathe out to be more energetic.	This will make the students engaged in the lesson. Students will feel more energetic and refreshed. In addition, students will be motivated for the lesson.	2 Min
Pre-activity Activating Schema Concept Map Blackboard	T®C T®C	T asks students what comes to their minds when he/she says “holiday” and makes a concept map with students’ answers. She asks the students what they should take with them when they go on a holiday and makes a list of them on the board. Then asks them what they must take in cases of emergency. While writing the words on the board, teacher makes sentences with modals so that students will have an impression about how they can use modals. She elicits most of the words from the students and adds some things if necessary.	Ss tell the words which come to their minds. Ss give answers to the T’ question. Ss listen to the teacher, and see how he/she makes sentences with the words they told. Ss think of other words which they did not think.	This activity will help the students to get the gist of the topic. This will increase the Ss’ higher order thinking skills. Moreover, with the sentences of the teacher, Ss will be able to recognize the situations in which they can use modals. If the teacher adds some words, Ss will see how the teacher is knowledgeable in this area.	6 min
Main Activity Videos Pen and paper Blackboard	T®C S ®S	T makes Ss watch two videos which are about a plane crash and getting lost on an island. T tells Ss that getting lost on an island is an emergency situation. T distributes a paper which is about “first things to do in any emergency” and makes Ss read it. T asks students to be pairs and add three things to do on the island in order to survive using “should, shouldn’t, may, can, must, mustn’t and don’t have to” and read out their sentences. T writes some of their answers on the board, and correct if necessary.	Students watch the videos and try to understand what happens in the videos. Ss read the sheet and try to understand it. Students work in pairs, read out their sentences, and they correct their friends’ mistakes if necessary.	The videos will increase the interest of the students and give an idea about the theme of the lesson. This activity will help the Ss to see the target language in a written form, so it is helpful in terms of visual mind. This will improve their writing and communication skills.	15 min
Post Activity Making a Poster Colorful pens & Papers	T®C S¬®S	T tells students that they are alone on the island and they will found their own republic.  T wants the Ss to prepare a poster about their imaginary republic. T asks Ss to find a name, draw a flag for their republic and write the rules, necessities and availabilities using “ should, shouldn’t, may, can, must, mustn’t and don’t have to”. T asks Ss to present it in the class. Students come to the board, choose a poster and read it to the class. And the other students make guesses about whose poster it is.	Each student will find a name for their republic, draw a flag and write the rules. Then the Ss declare their rules to the public which is actually their class.	This will help them use their creativity and higher order thinking skills. Moreover, students will enjoy the lesson while both presenting their posters and listening to their friends’	17 min
Extra activity Board	T®C	T draws a baby on the board and asks Ss what this baby should(not), could(not), can(not), must(not), (don’t)  have to in order to be a good person. Teacher gets answers and makes one student write the sentences on the board.	Students listen to the teacher and make sentences related to the context.	This activity will increase Ss’ knowledge about modals. Students will like it because it is like giving advice to a baby, and teenagers like these kind of things.

how to teach English in a kindergarten

http://www.youtube.com/watch?v=vwCwj21MdlY

Teaching young learners is a very difficult process because their attention is very limited so we have to use interesting games for them. always playing games with them may be tiring for us, but there is no other way of getting their attention on us. this video is a real example of what I am trying to tell. 

Official 2

The lesson was arranged for seventh graders and there were eight students in the class. It was a Language Development class, so my activities were based on grammar. The topic was "Reported Statements", and I made an opening to the topic so I thought that it would be a difficult lesson for me to cope with. However, it did not turn out to be so, I think it was a successful lesson because it met the objectives I put. The lesson was not how I wanted to it be because I had to include what my cooperating teacher told me to do. For instance, she gave me some materials to use during the presentation. I had to obey that because after the day of my official presentation, the class would have an exam which would include the topic I would cover in class. She gave my the slides and told me to use them while presenting Reported Speech. Therefore, I used about five minutes to present the slides to the students. However, I wanted the lesson to be enjoyable for the students; as a result, I used some activities students had fun doing them. Below you an see my lesson plan for this second official.

Lesson plan for Official 2

ACTIVITY       & AIDS	INTERACTION	PROCEDURE	STUDENTS	COMMENTS	TIME
Warm-up Chinese whispers	T®C S¬®S	T greets the students and makes a daily task asking about their day or feelings etc. T gives a sentence to one student and asks him/her to whisper that sentence to the student next to him/her. The student who hears the sentence will whisper it to the others one.	Students listen to the T and respond to him/her. Students listen to their friends and whisper the sentence to other students.	This will warm the students up and have an enjoyable impression of the lesson.	3 Min
Pre-activity Hardcopies of the text	T®C T®C	T introduces the characters of the main text to be used in the lesson and briefly narrates their story. T hands out copies of the dialogue of the son, father and mother, and makes two of the students read it loudly. T asks questions about the text and checks students’ comprehension.	Students listen to the main story. Students individually read the text, and two students perform it. Students answer the questions about the text.	This will attract the students’ attention. T has the advantage of being able to talk to them in language they can understand and to monitor their understanding on the spot. Also T makes students familiar with the target form. This will help students easily get the gist of the text, improve their reading skill and recognize the target form. This will improve their comprehension and speaking skills.	6 min
Main Activity Slides Pen and paper Blackboard	T®C S ®S	T briefly explains the target form based on its meaning and function with the help of slides. T hands out copies of practice papers related to the text, and asks the students to reconstruct the sentences by using the target form. T asks students to read out their sentences, then to write their answers on the board, and correct their friends’ mistakes.	Students listen to the T’s explanation. Students transform, and then reconstruct the sentences. Students read out their answers and write them on the board.	This will reduce the chance of incidental learning and unnoticing the form. This will help them apply the target form to new sentences. This will improve their speaking and writing skills.	15 min
Post Activity Guessing game “who is he/she?” Box	S¬®S  T¬®C	Teacher asks students to write a secret about themselves. The secret should be only one sentence. Then the students put these sentences into a box. Then students select a sentence one by one and report the secret of a student to the class using reported speech structure.	Each student will write a secret about themselves and put it into the box. They will try to guess who that person is.	This will help them learn to work collaboratively, develop their speaking skills and have high motivation. Again this will help them apply the target form to new situations. This will make students have fun, improve their speaking skills, participate with a feeling of competition and get used to group work. They will produce sentences by using the target form.	15 min
Ending	T®C	T makes a summary of the whole lesson and gives a homework related to the target form by providing an example.	Students listen to the teacher and note down their homework	This will help them internalize, personalize the target form and remember the target form in a longer period.	1 min

official video 1

official 1 from Aslı Köşger on Vimeo.

This was a fourth graders' class, and there were twenty students in the class. These students were on  intermediate level; in addition, they were very enthusiastic to tearn. The grammar point I tried to introduce to the students was the simple past tense and the past continous. furthermore, I tried to teach the students the difference between "while & when" while combining two sentences. what I wanted most was to make students practice a lot in a communicating way in the class. I enjoyed the lesson very much, and I felt as if I were their real teacher.
at the beginning of the lesson I showed some pictures about the main character of the story I would use. Then I distributed the story to the students and asked them to read it individually. After they have finished reading it, I asked some comprehension questions about the story. After that, I made groups of four, and gave each group a situation. I wanted them to make sentences using "when & while" and prepare a role-play using these situations. After this role-play activity, as the post activity I used two boxes in which there were sentences. I called on two students, asked them to choose a sentence from the boxes and show the sentence with their actions so that the class would guess what they were doing or what they did. they were supposed to make sentences with "when&while". this was my last activity, but there were three minutes left; therefore, as an extra activity,  I made them listen to a song which was about the actions. Students enjoyed these last activities, and the lesson finished.