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METHODOLOGY LESSON PLAN zxcvbnmqwertyuiopasdfghjk Instructor: ZLEM KHAN lzxcvbnmqwertyuiopasdfghj IDO II / 03 klzxcvbnmqwertyuiopasdfgh jklzxcvbnmqwertyuiopasdfg hjklzxcvbnmqwertyuiopasdf ghjklzxcvbnmqwertyuiopasd fghjklzxcvbnmqwertyuiopas dfghjklzxcvbnmqwertyuiopa sdfghjklzxcvbnmqwertyuiop
MFDE EYMA C CANSU TRKOLU GZEM ZNUR AHSEN KELE 2012

LESSON PLAN TEMPLATE

PART I. LAYING THE GROUND
1.

Student Teachers:

Mfide eyma C

Cansu TRKOLU Gizem ZNUR Ahsen KELE

2. Class Profile:

Age : 12-13 Proficiency : Pre- intermediate (A2) Class size : 40 Grade and school : Secondary School / Public School Number of female and male students : 36 female / 6 male

3. Syllabus Type: Integrated

Structure 1)Present Continuous Tense 2)Prepositi ons On In In front of Opposite Behind Next to Between Under On the left On the right Vocabul ary Parts of the Body Head Hair Ear Eyes Nose Lip Teeth Tongue Neck Chest Heart Stomach Arm Pronuncia tion Vowel Sounds
a e

Reading Reading a passage about the parts of the body and matching exercise

Writing Making sentences about some parts of the body

Listening Listening a song as a warm- up activity and an introduction of the theme body parts Listening a recorded passage and answering the questions

Speaking Speaking about the positions of the ball ( some preposition s of place) Describing the picture for your partner to draw

Homewo rk Draw a picture of your mother and label her body parts

Making a wordsearch activity

In the middle

Hand Finger Leg Knee Feet Toes

about it

4. Aims/Objectives

After this lesson, the students will be able to

demonstrate some parts of the body ( in conformity with the given song ) identify the functions of the body ( matching the functions and parts of the body) label the picture that shows parts of the body classify the sounds into the correct vowel sound categories interpret a visual ( by answering the questions with the present continuous tense) distinguish between present simple and present continuous tenses ( within the given sentences) apply the rule of present continuous ( fill- in- the- blank exercise) estimate answers to questions by listening the passage demonstrate his knowledge of prepositions. demonstrate his knowledge of making sentences with prepositions. describe picture by using appropriate grammatical forms. construct the picture that his partner describe. demonstrate his speaking skills. demonstrate his ability of interacting with other students.

demonstrate his ability of creative thinking.

5. Assumptions

Students will be able to know the present continuous tense and prepositions of place. Students will be familiar with the parts of the body. Students will be able to differentiate between the present simple and present continuous tense. Students will be able to comprehend the functions of the body parts. Students will be able to pronounce given vowel sounds but maybe they will have problems with the use of th sounds ( i. e., teeth). Students will be able to easily recognize the relations of pictures and words in the reading part. Students will be able to write a short paragraph with the structures and words they learned. In part-a, when students listen the passage at first time, probably they will not completely understand speakers speech. They will listen two times, then they will answer the questions and answers will be correct most probably. In part-b, they will listen again and write the number of the people next to their names. They will not have trouble to do this part. Students will know prepositions.

Students will have the knowledge of making sentences with prepositions. Students will know tense usage. Students will have the ability of speaking in English.

6. Language Focus

Form

PRESENT CONTINUOUS TENSE

When we talk about events that are actually happening now, we use the present continuous tense. This is formed by using the stem of the verb and adding -ing to the end, for example the verb "work" becomes "working". In some cases you need to alter the spelling a bit for example the verb "die" becomes "dying".

Statements +

Statements -

Short Questions answer +

Short -

answer

I'm working. He's working.

I'm not working. He isn't working.

Am I working? Is he working?

Yes, I am. Yes, he is.

No, I'm not. No, he isn't.

She's working. She isn't working. Is she working? Yes, she is. No, she isn't. It's working. You're working. It isn't working. You working. Is it working? Yes, it is. you Yes are. you No, it isn't. No, you aren't.

aren'tt Are working?

We're working. We aren't working. Are we working? Yes we are. No, we aren't. They're working. They working. aren't Are working? they Yes are. they No, aren't. they

Examples:

In the picture, the men are wearing hats. Today she is sitting at the back. Maybe she is waiting for her boyfriend.

PREPOSITIONS

Prepositions are a class of words that indicate relationships between nouns, pronouns and other words in a sentence. Most often they come before a noun. They never change their form, regardless of the case, gender etc. of the word they are referring to.

Some Prepositions of Place

On In In front of Opposite Behind Next to Between Under On the left

On the right In the middle

Examples:

The profit was shared between the three of them. When in Rome, do as the Romans do. There is an apple on the table. The pencil is under the desk. The church is located behind the supermarket. They are standing in front of their house. Her desk is located opposite my desk. Our house is next to the supermarket. There are some countries that drive on the left. The girls who are standing on the right are the daughters of Jane. There is a pool in the middle of the trees.

Meaning

Present continuous tense is used in the actions which are actually lasting now. Prepositions of place are used while describing the locations of objects. Listening part will focus on meaning. Students try to understand the passage they listen.

 Use

We use present continuous tense while expressing the current events and cases. Prepositions of place are used where we talk about the locations. The usage of them can be composed in the necessary situations.

7. Potential problems and possible solutions

Potential problems 1. Students cannot be actively involved into the lesson because of some reasons (sleeplessness, tiredness, and lack of motivation). 2. The activity can be complicated for students. 3. Students may have difficulty in

Possible solutions 1. We can make an enjoying activity which is related with the subject matter. 2. We can briefly explain and can give an example.. We can use a simpler language while explaining. 3. We can visualize the places of prepositions with the objects. 4. We can make them listen to the sounds again and repeat or we can pronounce it ourselves. 5. We can generally try to use wholeclass activities. 6. We can stall them with an entertaining exercise. 7. We can hold the students who have finished the activity earlier responsible for assisting the other groups and if it seems as the activity will be longer than expected, we may give the left parts as assignment or give the answers. 8.I will turn up the volume 9. I will make them listen it again.

finding the right prepositions.

4. Students may have problems with the pronunciation of some sounds. 5. Grouping the students can create problems because of the class size. 6. While teacher is checking the results of a quiz, the students can be out of control. 7. Some of the groups may finish the activities before and after the expected time. 8. Because the class is crowded, students sitting at the back may not hear listening text. 9. They may not understand the speaker at first listening.

10. While the class are listening the passage, some students may not listen and may speak among themselves

10. I will warn them gently and observe them in case they may do again 11. The teacher observes the students and helps them when students have difficulty in doing exercises. 12. The teacher learns the problem and resolves the issue between the partners. 13. The teacher explains the students how they form groups clearly.

11. Students may have difficulty in doing speaking exercises. 12. The students may have a problem with their partners. 13. Students may have difficulty in forming groups.

8. Timetable

Monday

Tuesday

Wednesda y

Thursday

Friday

09.00-09.45

1.Warm- up 2.Presentati on Reading Vocabulary 3. Practice Gramma r g

4. Free Production Speaking

10.00-10.45

Listenin

11.00-11.45

Writing

12.00-12.45

PART II. LESSON STAGES Lesson 1 Time: 45 minutes

1. WARM-UP

Time: 4 minutes Interaction type: T C SSS

-Teacher starts the lesson by greeting the students.

T: Good afternoon, friends. How are you? SS: Fine, thanks and you? T: I am fine, thanks. How was your weekend? SS: It was fine. T: Ok, we will start our lesson with a funny song. It is about some parts of the body. Firstly, I will give you some explanations. I will start the song and show you the actions in the first part. Then, two of you will perform it in front of the class. Is there anyone to dance? SS : Yes, I want to do it, I want to do it , I,I,I T: After we perform it, the song will stop and you will sing the song all together. We will go on performing. If one of the students on the board performs wrongly, he / she will be out of the dance.

Head, shoulders, knees and toes, knees and toes Head, shoulders, knees and toes, knees and toes Eyes and ears and mouth and nose Head, shoulders, knees and toes, knees and toes

Head, shoulders, knees and toes, knees and toes Head, shoulders, knees and toes, knees and toes Eyes and ears and mouth and nose Head, shoulders, knees and toes, knees and toes

Head, shoulders, knees and toes, knees and toes Head, shoulders, knees and toes, knees and toes Eyes and ears and mouth and nose Head, shoulders, knees and toes, knees and toes

T: That was wonderful. Thank you all.

2) PRESENTATION

READING ACTIVITY Time: 6 minutes Interaction Types: T C SSS

Teacher starts the lesson with a reading passage. She hands out reading passages to the all students.

T: Okay, friends. Do you all get it? SS: Yes. T: Now, I will read the passage and I want you to follow it and pay attention to the pictures and words.

Body Parts

T : Now, I will give you an exercise about the reading passage. This exercise is about the functions of the body parts. You have 3 minutes to do this exercise.

Match the body parts and their functions according to reading passage.
1. It connects the head with our chest. 2. It is the upper part of our body. 3. I can kick a ball with it. 4. We have ten of them on my hand. 5. We can chew the foods with it. 6. We can taste the meals with it. 7. We can hear sounds thanks to it. 8. We can see objects with it.

a. b. c. d. e. f. g. h.

Ear Foot Finger Neck Tongue Eyes Teeth Head

T : Are you all done with the exercise ? SS : Yes, we are done. T : Is there any volunteer to do the first matching ? Possible answer : It is d. T : Yes, you are right. Is there anyone for the second one? Possible answer : It is f . T : Are you sure ? Think again. SS : Oh, I am sorry,it is h . T : Yes , congratulations.Another one for the third one ? SS : It is b . T : Right, well done. The conversation continues in this way.

VOCABULARY ACTIVITY Time : 2 minutes Interaction Type : T C SSS - Teacher starts the activity by showing a painting by Pablo Picasso.

T : This is a painting by Pablo Picasso. It is the the portrait of Dora Maar. T : Now, I want you to label the womans face with words from the box.

ear neck

eyes

hair nose

lips

mouth

T: Are you done? SS : Yessssss . T : Okay, Who wants to match them ? SS : 1 is hair SS: 2 is ear SS : 3 is neck The conversation continues in this way. T : Thank you, they are correct. The activity is over.

PRONUNCIATION ACTIVITY Time : 3 minutes Interaction Type : T C SSS

-

The teacher starts the lesson with a pronunciation exercise. She distributes handouts to the class.

Put the words in the correct columns. Listen and check.

Arms Bite

Ears Eyes

Head Hear

Nose Heart

Shoulders Smell

stomach touch

T : Now, we will listen to the words and I want you to complete the chart according to it. SS : Okay. T : Who wants to match the first sound with the words? SS : Nose, phone, shoulder T :The second sound ? SS : eyes, bike and bite T : For the third sound ? SS : hear, ears

The conversation goes on like this.

3) PRACTICE
GRAMMAR ACTIVITY 1 Time: 4 minutes Interaction Type: T C Controlled
In this lesson, teacher uses the projector to show a painting to the students. Then she starts to lesson with asking questions to the students.

At the Moulin Rouge

T: Okay friends, this is a painting. Its name is At the Moulin Rouge and the artist is Toulouse-Lautrec. Now I will ask some questions about it. Please try to answer. Dont worry; I will help you to answer. Please hands up while answering. The first question is What clothes are the people wearing? SS: Suit T: Yes, but lets make a sentence like: They are wearing suits. SS: They are wearing dresses.

SS: They are wearing hats. T: Yes, friends the answers are all true. T: Now the second question is coming. What are the people at the table doing? Lets make sentences again they are .. SS: They are talking SS: They are drinking SS: They are sitting T: Okay, true answers again. Now the third question. What are the two women at the back doing? SS: They are talking T: Yes but this is a night club so maybe they are dancing ha? T: Another question is what are the two men at the back doing? SS: They are talking SS: They are going SS: Yes, they are walking out of the club. T: Now lets describe the women on the right. What do you think she is doing? SS: She has blue eyes. SS: She has fair hair SS: She has red lips And what do you think she is doing? SS: She is dancing T: Yes. That is possible. Now one of the people in the painting is the artist, Toulouse- Lautrec. Which person do you think he is? For example, I think the artist is the tall man who is sitting between the two women. SS: I think he can be one of the men who are sitting at the table.

SS: I think he can be the tall man in the back. T: Yes. He can be the tall man at the back. All answers are possible. We will listen to a speech about this painting in the next class.

GRAMMAR ACTIVITY 2 Time: 2 minutes Interaction Type: T C SSS Semi- controlled

T: Now we have another activity. This time you will underline the correct form of the verbs in the worksheets. Underline the correct form of the verb. 1) In the picture the men wear/ are wearing hats. 2) In Britain women often wear/ are wearing hats at weddings. 3) Karina usually sits / is sitting at the front of the class. 4) Today she sits / is sitting at the back.

T: Who wants to begin? SS: Students hands are up. One of them says: In the picture the men are wearing hats. T: Well done, the second question? SS: In Britain, women often are wearing hats at weddings. T: Are you sure? But remember if we have frequency adverbs like often, usually etc. we use present simple. So the answer is?

SS: Wear T: Yes, perfect. Now who wants to answer the third question? SS: Karina usually sits at the front of the class. T: Okay, and the last question? SS: Today she is sitting at the back.

GRAMMAR ACTIVITY 3 Time: 4 minutes Interaction Type: T C SSS Semi- controlled

T: Now we have a picture and according to this picture you will fill-in-the- blanks. Here are your handouts. You have three minutes to finish this activity. Then we will check the answers together.

Look at the painting and fill in the blanks with the present continuous tense.
As you can see, it 1is raining (rain) in this picture, and most of the people ________________ 2(carry) umbrellas. The two children on the right are the artists 3 daughters. They ______________ (play) with a ball, and their mother (the artists 4 wife) ______________ (watch) them closely. On the left of the picture, a young man and a woman ____________________ 5(sit) at a caf table. They _______________6 (not / talk), but I think they are happy together. In the middle of the picture is a woman. She _______________ 7(not / smile) and she doesnt have an umbrella. What ___________________8 (she / do)? Maybe she _________________9 (wait) for her boyfriend, and she _____________________ 10 (think): Hes late, and I ________________(get) cold and wet.

T: Okay, Are you done?

SS: Yeees. T: Lets check then. T: Is there any volunteer for the first question? SS: are carrying T: The next blank? SS: are playing

(The conversation goes on like that. The auxiliary verb be ( is/ are) may be used interchangeably. The teacher reformulates the incorrect answers)

WRITING ACTIVITY (Free Production)

Time: 5 minutes Interaction Type: SSS Semi- controlled

T: Now you will write a short paragraph about the picture by using present continuous tense. Two of you will read their writings while the others are passing their papers to the front. I will check them tonight and give them back to you. You have three minutes to finish the activity. T: Are you done? Okay, who wants to read? (Two students will read their paragraphs while the other papers are collected. Teacher gives some feedback to students and takes the other papers to check)

LISTENING ACTIVITY Time: 10 minutes Interaction type: TC Semi- controlled

a) Listen to a guide in an art gallery talking about At the Moulin Rouge. Answer the questions.

1) What was the Moulin Rouge famous for? 2) Who did Toulouse- Lautrec include in his paintings and posters? 3) Which person is Toulouse- Lautrec? 4) Why do some people think he liked painting the dancers? b) Listen again. Write the numbers of the people next to their names. Toulouse- Lautrec His cousin Gabriel His friend, a photographer Jane Avril, a dancer La Macorona, a dancer La Goulue, a singer

T: Now, we are going to listen to a passage. While listening, think about the questions and find answers. You will listen twice. But please be quite and listen carefully. (They listen to the passage) Can you guess the answers? I think it is not difficult, you can do. SS: We find some of them, teacher. T: Okay, good. Now listen again. (They listen again) I think you found answers, lets start. Our first question is what was the Moulin Rouge famous for? (a student answer). Who will answer the second question? (Students answers, in case his/her answer is incorrect, I will say gently: hmm it is wrong. Who did Toulouse-Lautrec include in his paintings and posters?) T: Yes, third question? (a student answer). Who will answer our last question? (a student answer) okay guys, you are very good. T: Now, there is part-b and a picture. You will listen to the passage again and you will find the names of people in the picture and write their numbers next to the names. (they listen to and write numbers) I think you did. At this time I want you to say numbers all together, but please dont speak aloud. (students tell numbers)

4) FREE PRODUCTION SPEAKING ACTIVITY 1 Time: 3 minutes Interaction Type: T Semi- controlled C

T: Can you look at the speaking part. We will do exercise a. Here, you will match the prepositions with the pictures. Match the prepositions with pictures on your own, and then we will do the exercise together. Please, look at the pictures carefully and put the prepositions in appropriate place. Is there anything you havent understood? SS: No. T: Ok, then. You can begin. (Students begin to do the exercise, the teacher observes the students they do the exercise on their own or not and if students have difficulty in doing the exercise, the teacher helps them.) T: Have you finished? SS: Yes. T: Ok, who wants to match the preposition with seventh picture? (Students raise their hands.) Yes. (pointing to the one of the students) S: between T: Yes. you are right. Fifth picture? (Students raise their hands.) Yes. (pointing to the one of the students ) S: next to T: Yes. good. First picture? (Students raise their hands.) Yes. ( pointing to the one of the students. ) S: behind T: Yes, right. Ninth picture? (Students raise their hands.)

Yes. (pointing to the one of the students ) S: near T: Yes, right. Second picture? (Students raise their hands.) Yes. ( pointing to the one of the students ) S: in front of T: Good. Fourth picture? ( Students raise their hands.) T: Yes. (pointing one of the students ) S: under T: Yes, you are right. Eighth picture? ( Students raise their hands.) Yes. ( pointing to the one of the students ) S: in T: Yes, good. Sixth picture? ( Students raise their hands ) Yes. ( pointing to the one of the students ) S: on T: Right. Third picture? ( students raise their hands.) Yes. ( pointing to the one of the students ) S: above T: Yes, good. Is there anything you havent understood? SS: No.

T: Alright, then. Now, we will play a game. I will put this ball anywhere I want and I will ask you where the ball is. You will answer it by forming sentences with prepositions, and I will select one of you randomly to answer the question, ok? SS: Ok. T: Then, lets start. (The teacher puts the ball between a book and a pen and selects one of the students.) Where is the ball? S: The ball is between the book and the pen. T: Yes, good. (The teacher puts the ball on the table and selects one of the students.) Where is the ball? S: The ball is on the table. T: Yes, right. (The teacher puts the ball in front of the book and selects one of the students.) Where is the ball? S: The ball is in front of the book. T: Yes, right. (The teacher puts the ball next to the book and selects one of the students.) Where is the ball? S: The ball is next to the book. T: Yes, good. (The teacher puts the ball behind the book and selects one of the students.) Where is the ball? S: The ball is behind the book.

T: Yes, right. (The teacher puts the ball above the book and selects one of the students.) Where is the ball? S: The ball is above the book. T: Good. (The teacher puts the ball under the book and selects one of the students.) Where is the ball? S: The ball is under the book. T: Yes, you are right. Game is over. I think you havent got any problems with prepositions, right? SS: Yes.

SPEAKING ACTIVITY 2 Time: 4 minutes Interaction type: S S T C Semi- controlled

T: Please, look at the exercise b. I want you to group in pairs. In this part, you will describe a picture to your partner and your partner will draw the picture based on your description. You can use present continuous tense you have learned today while describing the picture. You have to describe the picture properly using the appropriate grammatical forms so that your partner can draw the picture. But, you dont have to draw a good picture. I dont expect you to create a masterpiece. But, dont forget to speak in English. You can begin. (Students start to talk. The teacher observes the students whether they are speaking in English and helps when they need during the activity.) T: Are you done? SS: Yes.

T: Ok, can you pass your drawings to me? I will select the best one. (Students give their drawings to the teacher and teacher selects the best one.) T: All of your drawings are good, but I have to select just one picture. (The teacher shows the picture to the class.) Whose picture is this? (One of the students raises his/her hand.) Ok, it is a nice drawing. Who is your partner? (Students shows his/her partner ) Ok, Can you describe the picture? Possible answer: S: A man and a woman are dancing. Both of them are fat. The woman is wearing a blue dress. T: Ok, it is a nice description. You have used grammatical forms accurately.

SPEAKING ACTIVITY 3 Time: 2 minutes Interaction type: G G T C Semi- controlled

T: Lets do exercise c. You will group of 5 in this activity and you will ask the questions each other, and you will answer them. Ask and answer the questions in turn. Try to make accurate sentences while answering the questions, and please speak in English. Is there anything you want to ask me? SS: No. T: Ok, then you can start. (Students start to talk. The teacher observes them and helps them when they need.) T: Are you done? SS: Yes. T: Ok, now lets answer them. One group will ask the questions and the other group will answer them. So, is there any volunteer group to ask the first question and one more volunteer group to answer it? (Students raise their hands and the teacher selects two groups.) Ok, one of you will ask the first question. (pointing to the group that will ask the question ) And, one of you will answer the question. (pointing to the group that will answer the question ) S1: Do you paint or draw? What kinds of things? Possible answer: S2: I draw. I like drawing nature.

T: Ok, well and second question? Any volunteer? (Students raise their hands and the teacher selects two groups.) You will ask the question (pointing to the group ) and you will answer it. (pointing to the other group ) S1: Do you have favorite painter? Who? Possible answer: S2: Yes, I have. My favorite painter is Pablo Picasso. T: Good. Third question? Any volunteers? ( Students raise their hands and the teacher selects two groups.) You will ask the question (pointing to the group ) and you will answer it. (pointing to the other group ) S1: Do you have a favorite painting? What? Can you describe it? Possible answer: S2: Yes, I have. It is Giovanni Bragolins painting. There is a sweet boy with tears on his face. T: OK, good, and the last question. Any other volunteers? (Students raise their hands and the teacher selects two groups.) You will ask the question (pointing to the group ) and you will answer it. (pointing to the other group ) S1: What pictures or posters do you have on the wall in your bedroom or living room? Possible answer: S2: I have posters in my bedroom. I have ebnem Ferahs and Hayko Cepkins posters in my bedroom. T: Ok, good.

SPEAKING ACTIVITY 4 Time: 2 minutes Interacton type: T C Semi- controlled

T: Lets do the last exercise. I will give one more picture. (The teacher gives the students one more picture.) Has everyone got the picture? SS: Yes. T: Ok, look at the paintings and say which one you would choose to have in your home or flat. First or second picture? Please, say the reason, as well. Any volunteer? (Students raise their hands.) T: Yes. (pointing to the one of the students ) Possible answer: S: I would choose the first picture. T: Can you say the reason? Possible answer: S: I think it is more attractive than the other. T: Ok, good. Any other volunteer? (Students raise their hands.) T: Yes. ( pointing to the one of the students ) Possible answer: S: I would choose the second picture.

T: Ok, why? Possible answer: S: Because I think it suits my home better. T: Ok, excellent, and lastly who wants to speak? (Students raise their hands.) T: Yes. (pointing to one of the students ) Possible answer: S: I would choose the first picture. T: Alright, what is your reason? Possible answer: S: Because I like its colors. T: Ok, it is a good reason. We are done with our exercises. Now, we will make a quiz about present continuous tense you have learned. I will give you the sheets, please answer the questions on your own.

5) HOMEWORK ASSIGNMENT Find the words in the puzzle

PART III. FINAL TOUCHES

A. Justification for activities/stages

STAGE 1 - WARM-UP

Firstly, we greet the students and ask them how they are to draw their attention. We start our lesson with an entertaining song about some parts of the body, because we think that it is one of the best ways to draw students to the subject. The teacher performs the actions in the song. Then, she wants two students to perform it to develop their kinesthetic skills. While they are performing, the others sing the song all together. It takes about four minutes. Thanks to this song, the students will be familiar to our subject matter. We only make two of the students dance as the class is very crowded. The teacher is in the role of a performer.

STAGE 2 PRESENTATION

In the presentation part, we have a reading passage about parts of the body and their functions with the pictures next to the words. We read the passage to the students as they follow the reading from their own papers. This is a whole class activity; because we want them make the activity on their own. The teacher is in the role of a controller. Then, we give an exercise in conformity with this reading passage to evaluate their comprehension of the passage. Then, we have a vocabulary activity. In this activity, there is a painting by Pablo Picasso. We want the students to label the womans face with the words given. The individualized learning is preferred, because it is hard to group or pair students in such a crowded class. The teacher is the role of a controller, because she stands in front of the class and give directions to them. We give feedback to the accuracy as we look at the true matching. As the third activity, we have a pronunciation exercise about vowel sounds. They match the sounds with the words given. Then, they listen to the words and check whether their matches are true or

not. This is important for the pronunciation and speaking skills. This is an individualized learning activity, because in a group or pair, some students may not participate to the activity on their own. The teacher is in the role of a facilitator, because she helps them when they have problems with the pronunciation. At the end of the exercise , we give feed back to the fluency.

STAGE 3- PRACTICE

In the lesson, the students are expected to use the forms of present continuous and prepositions. So we support them by integrative activities to learn the forms and meaning together. Visuals are used to attract their attention to the exercises. In addition to the forms, we want them to talk and create their own sentences from time to time. This will make them more active and creative.

GRAMMAR ACTIVITY 1 Role of the teacher: Facilitator Grouping reasons: Whole- class because the class is crowded Feedback type: Fluency because they see the form for the first time In the first grammar activity, we want students to answer some questions about a painting called At the Moulin Rouge by Toulouse- Lautrec. The visual will draw their attention to the lesson and some questions are about the students thoughts and so different answers can come. We will help them with the form and after the six questions; students will be able to recognize the present continuous form. GRAMMAR ACTIVITY 2 Role of the teacher: Controller Grouping reasons: Whole- class because of the crowd Feedback type: Accuracy

In the second activity of grammar, we want them to underline the correct form of the verbs. The students will have a revision of present simple because there are both present simple and present continuous .Thanks to this activity, students can differentiate the two tenses. GRAMMAR ACTIVITY 3 Role of the teacher: Controller Grouping reasons: Whole- class because of the crowd Feedback type: Accuracy In the third activity, the students are faced with a painting again. This time, they will fill-in-the-blanks with only present continuous tense. This will provide them with the comprehension of the tense. WRITING ACTIVITY Role of the teacher: Controller Grouping reasons: Individualized learning Feedback type: Accuracy In the writing activity, we want the students write a paragraph about an attached picture. This will provide them with not only the form but also the comment about the picture. This practice also supports the individual learning. Because the class is so crowded, not all paragraphs can be read in the classroom. So we will listen to only two volunteers but we will check the others writings and give feedback to them later. LISTENING ACTIVITY I used whole class grouping, because I am in the role of controller and it is the most suitable way of grouping for listening activity in large class. I used content feedback because this activity based on meaning, understanding the passage.

4) FREE PRODUCTION
SPEAKING ACTIVITY 1 In this activity, the students are asked to match the prepositions with pictures on their own to test their preposition knowledge. In this way, their

learner autonomies develop. While checking the answers, whole class is involved. Then, a game about prepositions is played. The teacher puts the ball anywhere she wants and asks where the ball is. Whole class is involved in the game. Teacher selects the students randomly to answer the question so as to encourage shy students. The reason for selecting the matching activity and for playing a game is that students learn the distinction between prepositions and they use prepositions in appropriate place. Supported by pictures, this activity helps the students to understand meanings of prepositions easily. Also, students use prepositions to make sentences while playing the game in the lesson. The teacher acts as a prompter. Because she helps the students only when they need and the teacher encourages the students to express themselves. The teacher gives feedback to students during the activity such as Yes, you are right, good when they answer the question correctly. The matching activity is effective because students match the prepositions with pictures. Thus, the meanings of prepositions become more concrete and students learn the prepositions more easily. Playing the game in the lesson is effective in that it is enjoyable for students. Also,the students use prepositions in sentences while playing the game, hence; playing the game helps students learn how to use prepositions in sentences. The matching activity and playing the game are clear for students and both activities take less time than anticipated because both activities are understood by students easily. Students are engaged by both activities, they are interested in both activities. SPEAKING ACTIVITY 2 In this activity a picture is given to students to describe it for their partners. In the activity, students group in pairs because it increases the amount of speaking time, and it allows students to interact with one another. Also, pair work is easy to organize and it allows the teacher to help the students while the other students work. The reason for selecting this activity is that it is enjoyable and it improves students speaking skills. Moreover, it allows students to use grammatical forms (in this activity, students use present continuous tense).

The teacher acts as a prompter during the activity. She observes them and helps them when they have difficulty in doing the activity. She expects students to express themselves independently from the teacher. During the activity, the teacher uses feedback to students when they use appropriate grammatical forms while describing the picture and when they express themselves accurately. She uses feedback such as good, right, etc. The activity is effective for the students. They use present continuous tense during the activity, and this activity allows students to express themselves in English. Instructions are clear for students. This activity takes more time because students are expected to make drawings. Students are engaged by this activity, because drawing a picture which his/her partner describe is enjoyable for the students.

SPEAKING ACTIVITY 3 In this activity, students ask and answer questions in small groups. Students work in groups. Because working in groups allows students to share their opinions, thus different opinions occur. Group work allows students to cooperate, as well. Also, in group work, students have more opportunities to talk. The reason for selecting this activity is that it allows students to express themselves in English and allows them to talk about their personal interests. In this activity, the teacher acts as prompter. During the activity, the teacher does not interfere with students. Rather, she observes them, she controls whether they speak in English or not and she helps only when they need her help. The teacher uses feedback such as alright, right, good in this activity when they use appropriate sentence forms to share their opinions. She encourages them to speak by using positive feedback so that they are willing to speak.

This activity is effective for students in that it allows students to speak in English and to be able to share their opinions with their friends. It takes less time than anticipated and students are engaged by this activity. Because sharing their opinions with their friends interests them. SPEAKING ACTIVITY 4 In this activity, students are asked to make a choice between two pictures and to say the reason for their choice. Whole class is involved in this activity. Because it is more suitable for this activity in that it allows students to share their opinions with the whole class. The reason for selecting this activity is that it allows students to make a choice between two pictures and to be able to say a reason for this. That is, this activity makes the students speak in English and their speaking skills improve. During the activity, the teacher acts as a prompter. The teacher doesnt take charge. Rather, she helps them only when they have difficulty in expressing themselves in English. The teacher gives feedback to students during the activity. She uses feedback such as excellent, good, it is a good reason. This positive feedback encourages students and makes them be willing to speak in front of whole class. This activity is effective because it allows students to think creatively and it improves students speaking skills. This activity takes less time than anticipated and it is clear for the students. Students are engaged by this activity.

2) QUIZ

3) ANSWER KEY
READING ACTIVITY Match the body parts and their functions according to reading passage. 1d 2h 3b 4c 5g 6e 7a 8f

1) VOCABULARY ACTIVITY
Label the womans face with words from the box.

1 hair 2 ear 3 neck 4 eyes

5 nose 6 mouth 7 lips

2) PRONUNCIATION ACTIVITY
Put the words in the correct columns. Listen and check.

nose , phone, shoulder

eyes, bike, bite

hear, ears

heart, car, arm

up, touch

head, egg, smell

GRAMMAR ACTIVITY 1
Look at the painting called At the Moulin Rouge and try to answer the questions. 1) What clothes are the people wearing? They are wearing suits, dresses, and hats. 2) What are the people at the table doing? They are having drink, they are talking. 3) What are the two women at the back doing? They are dancing. 4) What are the two men at the back doing? They are walking out of the club. 5) Describe the women on the right. What do you think she is doing? She has fair hair, very red lips and blue eyes. She is dancing. 6) One of the people in the painting is the artist, Toulouse- Lautrec. Which person do you think he is? He is the short man at the back who is walking out of the club.

GRAMMAR ACTIVITY 2
2) Underline the correct form of the verb.

1) In the picture the men wear/ are wearing hats. 2) In Britain women often wear/ are wearing hats at weddings. 3) Karina usually sits / is sitting at the front of the class. 4) Today she sits / is sitting at the back.

GRAMMAR ACTIVITY 3
3) Look at the painting and fill in the blanks with the present continuous tense. As you can see, it is raining 1(rain) in this picture, and most of the people are carrying 2(carry) umbrellas. The two children on the right are the artists daughters. 3 They are playing (play) with a ball, and their mother (the artists wife) are 4 watching (watch) them closely. On the left of the picture, a young man and a woman are sitting 5(sit) at a caf table. They are not talking 6 (not / talk), but I think they are happy together. In the middle of the picture is a woman. She is not smiling 7(not / smile) and she doesnt have an umbrella. What is she doing 8(she / 9 do)? Maybe she is waiting (wait) for her boyfriend, and she is thinking 10 (think): Hes late, and I am getting 11 (get) cold and wet. Look at the picture and write a short paragraph about it. Use present continuous tense

The ducks are swimming in the pool. The cat is climbing to the tree. The birds are singing. The girls are playing with their dolls. Paul is watering the flowers. Mr. Green is reading a newspaper and Mrs. Green is listening to the radio. Mike is cleaning the windows. Simon is eating a cucumber. Grandmother is drinking a cup of tea and grandfather is sleeping. LISTENING ACTIVITY part-a : 1-The Moulin Rouge is famous for its beautiful dancers and singers. 2- He includes dancers and some of his friends in his paintings. 3- Toulouse-Lautrec is the very short man on the left. 4- Because dancers have beautiful long legs. Part-b : Toulouse-Lautrec4 His cousin Gabriel3 His friend, a photographer1

Jane Avril, a dancer6 La Macarona, a dancer2 La Goulue, a singer5

in front of

SPEAKING ACTIVITY

behind above

next to

under

o n

in

betwee n

near

ANSWER KEY OF THE QUIZ

Complete the sentences with the present simple or present continuous forms of the verbs in the box. 1) am watching 2) travel 3) am studying 4) gets 5) are going 6) need Look at the picture of the boy below and use the word bank at the bottom of the page to help you label the different parts of the body. From top to bottom on the left right 1) ear 2) eye 3) mouth 4) elbow 5) hand 6) knee From top to bottom on the 1) hair 2) nose 3) shoulder 4) arm 5) leg 6)foot

BIBLIOGRAPHY

http://www.allkidsnetwork.com/worksheets/body/ http://tureng.com/ http://www.learninggamesforkids.com/health_games_body _parts.html http://www.youtube.com/ http://learnenglishkids.britishcouncil.org/ http://www.ibiblio.org/wm/paint/auth/toulouse-lautrec/ http://www.chinaoilpaintinggallery.com/famous-artistspicasso-c-141_154/portrait-of-dora-maar-1937-2-p-32551 www.allkidsnetwork.com www.vipingilizce.com