LESSON PLAN. : head, arms, tummy,legs, fingers, feet, t-shirt, jacket, hat, socks, trousers,

Transcription

1 LESSON PLAN Teacher Name: Fatime Busra KUZUCU Proficiency Level : Beginner MONTHS (Kindergarten) Class Size : 8-10 Time Topic Key Words shoes : 30 minutes : Body parts (revise) & Clothes : head, arms, tummy,legs, fingers, feet, t-shirt, jacket, hat, socks, trousers, Classroom Language: Hello Good Morning How are you today? I am happy. Sit down, stand up, jump, skip, turn around, take on. take off, big, small, poor, funny, design Materials : Body parts story cards, Lulu poster, Clothes flashcards, CD / cassette, washing line/ pegs, washing line worksheet, crayons Source : Cookie & Friends (Oxford press) OBJECTIVES Cognitive: 1. The knowledge of talking clothes and body parts. 2. Reviewing the meaning of the target words in games and stories. 3. Touching appropriate body parts and showing appropriate clothes once the target words said in a game. 4. Guessing what story about. 5. Recognising the words have learned in a story.

2 Affective: 6. Enjoying the English lesson. 7. Joining the activities voluntarily. 8. Speaking without fear and stressful of making mistakes. Psychomotor: 10. Pronouncing the target words in a correct way. Timing Procedures Teacher Actions 4 mins Warm-up: - Greet students. Hi Good morning - Social talk. How are you today? I am happy/ fine - Play a game. Sit down- stand up - Mix the game with the target words learned previously to review,. - sit down, feet, stand up, head..etc Teacher greets the students and supports what she says with her body language. Then teacher become model how to play game. 5 mins Reading: - Teacher says storytime rhyme to mark what is coming. Everyone listen to me 1, 2,3. Shhhhh storytime - Teacher shows the first Story card. Point to the characters and elicit the names. Hello Cookie, Hello Densel, Hello Lulu - Teacher establishes that there is something wrong with Cookie that Densel has brought him to the doctor s. Saying Cookie is at the doctor s. What is the matter Cookie? - Teacher reads the story. (or recording can be played) - Card 1: Cookie is at the doctor s. What is the matter Cookie? (Knock, knock ) Children join in with Knock knock - Card 2 : Cookie: Hello, Doctor Lulu. Hello, Cookie. What is the matter? - Card 3 : Cookie points his head. Cookie : It hurts here Ouch Miaow Teacher reads the story by acting and also encourages children repeating guessing procedures.

3 Timing Procedures (teacher do the actions, pointing her head and crying Ouch Miaow and encourage the children copy her. ) Congrats any children who got it right, saying Very Good Good job - Card 4: Cookie points to his tummy.. Cookie: It hurts here Ouch Miaow (act - Card 5: Cookie points to his arm. Cookie: It hurts here Ouch Miaow ( repeat - Card 6: Cookie points to his foot. Cookie: It hurts here Ouch Miaow ( repeat - Card 7: Teacher shakes her head to point to the different parts of body, to reinforce the fact that none of those is troubling Cookie. Scratching her hand and be looked puzzled When Cookie says Mmm? Well, it is nor your head, it is not your arm, it is not your tummy and it is not your foot. Cookie: Mmm? - Card 8: Lulu : It is your finger. Ha Ha Teacher establishes with children what has happened. Cookie thought the parts he pointed to were hurting. In fact, His finger was hurting and pointing made it worse - Finish the story. - Elicit the question and answers or any comments from children. Teacher Actions 5 mins Presentation: Poster time: - Teacher sets up Lulu Poster and puts Clothes flashcards inlulu s pouch. - Teacher encourage children to say Hello Lulu and they ask to her What have you in your pouch, Lulu? (Teacher asks children one by one to take out the flashcards. One takes put a card shows it their friends, teacher tells the name of clothes several times till children get familiar the word.) - Make the students repeat the pronunciation. T let each child pick one picture, show it others. Then teacher tells the words and makes students listen to the pronunciation and repeat them.

4 Timing 4 mins 8 mins Procedures Washing line chat : - Pointing cloths flashcards in the basket, teacher smells them and grimace her face as if clothes smell bad and says these clothes need cleaning, washing. While acting as if they were being washed, she pegs the clothes flashcards one by one on the line put one on the board by telling their names. Pointing clothes, teacher elicits the words. - Give instruction and handout worksheet. - Teacher gives worksheets in which Cookie peg clothes on washing line. She establish that Cookie s T-shirt, trousers and socks need finishing and colouring by pointing to the unfinished clothes. Then children take crayons to colour the unfinished items. - Set the time. - While they are working, Teacher plays the clothes unit song. - Finish the activity. Teacher Actions Teacher acts as if washed clothes and tells their names. Teacher hands out the worksheet. Teachers helps children put worksheet in their folders. 1 mins Bye bye: Teacher thanks all students and sing bye bye song. Bye bye everyone tra la la la Bye bye everone Tra la la la la

5 EVALUATION The lesson was successful in revising body parts and teaching new language, clothes. Throughout the lesson, the students were able to remember what have learned last week via games that they really had fun. The students were also able to say the names of the clothes. All the activities were done smoothly. All the instructions were clear, so it was easy for the students to understand what they were expected to do. It ought to be mentioned that I used storytelling, TPR and a game. The game was very enjoyable, it also included the target words. It provided input for the students. I adapted the well-known game sit down/stand up with words aimed to practice such an enjoyable and meaningful way. That is, I gave the direction and did the actions at the same time; Sit down, feet ( touch feet), Stand up, arms (touch arms), turn around and skip..till make sure students show all body parts. During the game I had said the words and moved very quickly but sometimes act so slow like slow motion, then quick again which was the part of game children had a lot of fun. When I was sure they got tired physically and practiced enough the target words, I let students sit down. It was highly time to had read story. Each section of lesson has a routine; music and puppet characters. After I let children sitting down half circle close to me, told the story time chant. Everyone listen to me shhhh story time which draw their attention and helped them to be ready for story. It was not just read but children join the story by guessing what was the matter, what was about it, what was coming next and did the same actions as in Cookie and friends did. In presentation children interact with each other and materials. Each child pick one picture from Lulu s pouch to show it to her/his friends. Then they try to guess the names of flashcard in L1 or L2. However, I say the words only in L2, English. They heard the words from me how to pronounce in L2. ( I have never used L1 but only English to children. They know that they have to use English to communicate with me) During worksheet colouring time, the students listened Clothes Song which allowed children more practice with words aimed. To sum up, I chose different types of metarials taking into consideration different characteristic of children and their types learning styles, multiple intelligence. They could move in class during games, took into participation speaking without stress, did touch materials (flashcards and realias) and interact with peers. As for skills, I developed speaking at most, listening as well. In all activities, the students said words. Because of the fact that the students did all the activities well, it can be assured that the lesson achieved its goals.