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  • Turkish Study Guide Conversation Partner Guide

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    Ouo Ouy
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    This document provides a lesson plan and guide for a Turkish conversation partner session with students. It includes: 1. Essential preparations for the conversation partner such as reviewing materials and vocabulary with students, preparing images and activities. 2. A lesson plan outline consisting of three parts: greetings and vocabulary drills, student dialogue practice in pairs, and whole group activities including describing rooms, buying items in a market, and a cultural food activity. 3. Guidance for the conversation partner on ensuring student participation, use of Turkish, and ending on a positive note.

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    eywyurewu

    Original Title

    Cpg Turkish 9

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    This document provides a lesson plan and guide for a Turkish conversation partner session with students. It includes: 1. Essential preparations for the conversation partner such as reviewing materials and vocabulary with students, preparing images and activities. 2. A lesson plan outline consisting of three parts: greetings and vocabulary drills, student dialogue practice in pairs, and whole group activities including describing rooms, buying items in a market, and a cultural food activity. 3. Guidance for the conversation partner on ensuring student participation, use of Turkish, and ending on a positive note.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    13 views3 pages

    Turkish Study Guide Conversation Partner Guide

    Uploaded by

    Ouo Ouy
    This document provides a lesson plan and guide for a Turkish conversation partner session with students. It includes: 1. Essential preparations for the conversation partner such as reviewing materials and vocabulary with students, preparing images and activities. 2. A lesson plan outline consisting of three parts: greetings and vocabulary drills, student dialogue practice in pairs, and whole group activities including describing rooms, buying items in a market, and a cultural food activity. 3. Guidance for the conversation partner on ensuring student participation, use of Turkish, and ending on a positive note.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    of 3

    Conversation Partner Guide

    Turkish Study Guide 9


    Online at http://langmedia.fivecolleges.edu/turkish

    EssentialPreparation:
    1. Gothroughthestudentstudyguidecarefully,allmaterialsassigned,andthe
    instructionsonthissheet.Remembertoconfineyourselftothevocabularyand
    structuresthestudentsarefamiliarwith.Ifyouneedto,reviewthevocabulary
    andstructuresthestudentshaverecentlybeenstudyinginordertorefreshyour
    memorywithwhattheyarefamiliar.
    2. Gothroughthisconversationguidecarefullyandprepareyourselfforeach
    exercise.Preparenecessarymaterialsasneeded.
    3. PreparetogiveinstructionsinsimpleTurkish.Useexpressionsandphrases
    studentsarefamiliarwith.Ifyouintroduceanewphrase,besuretowriteiton
    theboardandexplainitsmeaninginTurkishtothegroup.Atthispoint,youmay
    starttoincludeadditionalphrasesingradualsteps.Avoidoverloadingstudents
    withnewexpressionsallatonce.
    4. Bringinimagesofprofessionsfromlastsession.
    5. Bringinimagesoftwoseparateroomswithavarietyofobjectsforadescription
    exercise.
    6. Bringinapictureofaworldmapforreview.
    7. PrepareaculturalactivityonTurkishfoodfortheendofthesession.
    8. Bringindifferentobjectsforbuying/sellingexerciseinPartC.

    LessonPlan:
    Remindstudentsthatattheendofthesessiontherewillbetenminutesinwhichthey
    mayaskquestionsinEnglish.RemembertosticktoTurkishduringthesession.
    PartA:Wholegrouptogether(1015minutes)Movefromstudenttostudent,butgive
    studentsplentyoftimetothinkandrespondbeforehelpingalong.Thegroupshouldbe
    inacircleofchairsoraroundatable.

    Greetings
    Greetthestudentsasagroupaswellasindividually.Askstudentstosharetheir10
    questionswiththegroupandtaketurnsansweringthem
    ProfessionsVocabularyDrill
    Usingtheimagesyoufromlastweek,handeachstudentanimageandaskthemto
    formulatesentencesusingtheappropriatevocabularytodescribetheimage.Have
    everyonesharehis/hersentences.(10minutes)
    PartB:Studentsworkinpairsfordialoguepractice(1520minutes)
    ScenarioI:Studentswillroleplayasituationinwhichtwofriendswhoattendseparate
    collegescalleachotheranddescribetheircollegedormroomstooneanotherattheend
    theyexchangetheirnewphonenumbersandmailingaddressessotheymaycallmore
    oftenandsendletters.
    ScenarioII:StudentswillreenactascenarioinwhichatouristinIstanbulislookingfor
    agoodrestaurantforlunchandstopsalocalonthestreetforadvice.Thelocalmust
    describethelocationoftherestaurant,whatitlookslike,etc.
    ScenarioIII:Studentswillreenactadialoguesimilartotheoneonpage138inET.
    ScenarioIV:Twofriendsaretakinganexamandoneofthefriendsrealizesshehas
    forgotteneverythingsheneedstotakethetest!Studentswillroleplayanexamsituation
    inwhichonestudentlooksintohis/herbagandeachtimeaskstheotherstudentwhether
    s/hehasonethefollowingitems:(pencil,notebook,pen,calculator,eraser).Have
    studentstaketurnsactingouteachrole.
    PartC:Wholegrouptogether(1520minutes)
    Activity1:Thegroupwantstobuyagiftatthebazaarfortheirteacherbuttheydont
    knowwhattobuyandtheyhavealimitedbudget!(20YTL).Tellthestudentswhat
    theirbudgetisandthenlayouttheobjectsyoubroughtin.Studentsmustdecideasa
    groupwhattobuyandthenaskforthepricestoseeiftheyworkwiththeirbudget.You
    aretheseller.
    Activity2:Showstudentsthetwoimagesofroomsthatyoubroughttothesession.Ask
    themtodescribeeachroomandcomparethetwo.Forexamplewhatdoesoneroomhave
    thattheotherismissing?

    Activity3:Culturalactivityaboutfoodthatyouprepared.
    GivethestudentsachancetoaskquestionsinEnglishduringthelast510minutes.
    Thisisagoodtimetodiscussculturalissuesthatcameupduringthesession.End
    thesessiononapositivenote.Practiceappropriateparting/goodbye/seeyouagain
    phrases.
    Afewthingstokeepinmind:
    Arestudentssittinginacirclewhenthesessionbegins?
    IsEnglishbeingusedtoooftenduringthesession?
    Arestudentsstandingupandmovingaroundwhenactingoutthedialogues?
    Arestudentsrespondinginfullsentences?
    Arestudentsrespondingtoyourquestionsandunderstandingyouwhenyouspeak?

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