ACTIVITY- 1 T: Good afternoon class.
Ss: Good afternoon teacher.
T: How are you today?
Ss: …………..
T: Good. In the last lesson we talked about some activities you do, some obligations and prohibitions. I think you like this subject and I want to continue talk about this. Who wants to talk? Yes, you please. What must you do? Or what musn’t you do?
S: ……………
T: OK. What else?
S: ……………
T: Well.Any other student?
S: ………..
T: Oh. Why? Can you explain?
S: …………
T: It is interesting. Yes, anybody else?
S: ………
T: What mustn’t you do in a meeting?
S: ………..
S: ………….
S: ………….
S: ………
T: OK. You know the obligations and prohibitions very well. Today you will learn how to ask and answer yes-no questions with must/mustn’t (writes the title on the blackboard.). Now, I want you to look at the picture in your book. What do you see in the picture?
Ss: ………..
T: Yes, there are two clowns. As you see, they look like very happy. Do you think they are happy or not?
Ss: ……..
T: Yes, they must be happy. Because, they are clown and they must be smile and dance. What must they do?
Ss: ………
T: Yes. It is right. Anybody else?
S: ……………
S: …………..
S: …………..
T: Yes. Well done. They must do many things. Because it is their job. As you know there are some obligations that we must do and some prohibitions that we mustn’t do. Is there any student who wants to say anything about clowns?
S: ……….
S: ……………
S: …………..
T: Yes. True. And look at the blackboard please. There are some important points about the subject. ( writes the rules about ‘must’ on the blackboard). Yes. You must use must + V1 in the positive sentences and must not + V1 in negative sentences. In questions, first we use must then, subject and verb. Look at these sentences. Do you understand?
Sts: …………..
T: Good. Now, you will work in pairs and ask questions each other and then other student answer to questions. Yes. You?
S: …………
S: ………….
T: Right. You must eat your meal in the breakfast for your health. Yes. You?
S: ………….
S: ………….
T: Yes. Right. Else?
S: ……….
S: ………….
T: Good. And the others? What do you think?
S: ………….
S: …………
S: ………….
S: ………….
T: Very good, friends. You are very well. And now, I want you to fill in the blanks about these exercises in your books. According to these pictures, what mustn’t we do? Yes, you please. Answer the second question.
S: ……….
T: Yes, you mustn’t park here. The third one?
S: …………
T: Yes, you mustn’t climb trees. The other one?
S: …………..
T: Good. Right. You mustn’t swim in this area. And the last one?
S: ……….
T: Well. You mustn’t pick up the flowers. Yes, very good students. And can you say any other exercises about you or friends or people?
S: …………
S: ………….
S: …………..
S: ……………..
T: Well done! You are right. And now, I will say some situations and you will make sentences about must or mustn’t. OK?
Sts: ……………
T: It is cold outside.
S: …………
T: Right. You are ill.
S: ………..
T: Good. You are very thirsty.
S: ………………
T: Right. It is your friend’s birthday.
S: ………….
T: OK. Friends. You are right. Now, I will write some sentences on the blackboard. Think about your are in a library, what must you do or what mustn’t you do in the library? ( writes phrases on the blackboard)
Yes, can you write the first one?
S: …………….
T: Good. It is right. You mustn’t make noise.The second one please?
S: …………….
T: Right. The next one? Yes,you.
S: ……………
T: Very well. We must read the book in the library.
S: ……………..
T: Well done. And the last one?
S: …………
T: OK. Friends. You are wonderful in this lesson. Is there any body who can’t understand? If you don’t understand, you must say to me. Your participation are very good today. Please repeat this subject and exercise in your home. See you next lesson. take care of you..
RATIONALE: This lesson was very good and the student enjoyed participating to the lesson. They talked about the subject. Although the lesson I presented was grammar focused, the students participated to the lesson actively. So, they didn’t get bored while learning the subject. The pictures I showed them motivated them for both asking questions and answering them. They hadn’t very important problem about the subject and exercises. Time was sufficient for me, but if there was more time, I would want them to summarize the subject and give exercises at the end of the lesson. So, learning would be more efficient.
REFLECTION: This lesson was very well with the students’ participation. Since we have been together for e term, we got used to each other. I learned each student’s name and have some ideas about their characteristics and way of learning. So, interaction with them isn’t difficult. The activities were suitable for them but if I planned the lesson again, I would use different pictures. I would use pictures, which demonstrate activities that are more common. These pictures were very useful for them, but I could use different qualified pictures.
activity2- reading
Overall Objectives of the Lesson: To make the students comprehend the passage and to improve their ability to guess what the passage is about.
Behavioral objectives of the lesson: By the end of the lesson, the students will be able to
- guess what the passage is about by using the clues and looking at the pictures
- state with reasons whether a sentence about the passage is true or false
ACTIVITY- 2-
Warm-Up:
T: Good afternoon, friends.
Ss: Good afternoon, teacher.
T: How are you?
Ss: ………
T: What did you do since I last saw you?
Ss: ………
T: Yes, the weekdays are the same for you and me, because we come to school five days in a week. So, every day likes the other day. Do you know what means ‘weekdays’ mean?
Ss: Yes…….. No…………
T: Yes ‘weekdays’ mean ‘Monday, Tuesday, Wednesday, Thursday, and Friday’, and ‘weekend’ means ‘Saturday and Sunday’, so our holidays. Do you understand?
Ss: ………
T: Do you like weekends?
Ss: ………
T: Yes, I like, too. However, we must come to school in weekdays. Now, I want you to look at your books, page fifty five. There are some sentences about you. Let’s fill in the blanks and then read them to class. But, everybody will answer the questions according to themselves. Circle the suitable choice for you. Do you understand?
Ss: ……….
T: OK. Yes, please answer the first one.
S: ………
T: OK. What time do you get up?
S: …………
T: Yes, it is very late. Yes, you. The second question?
S: …………
T: Oh my God. How do you study lesson?
S: …………
T: Oh, I think you must decrease it. Because you are a student and you must study lesson more than watch TV
S: ………..
T: Yes, the third question?
S: …………
T: It is very good. The fourth one?
S: ………
T: Good. What do you play?
S: ………….
T: It is very useful for you. If you have time, make sports. Yes, the last question for you.
S: …………..
T: Wonderful! They are very good for you.
Pre-Reading:
T: OK. Friends. There are a lot of things you do every day. But, you must study your lesson and spend time for your homework and lessons. Because, your first work is being a successful student … Yes, there is a picture in frpnt of you. Look at it, there are a woman and a boy. Who are they according to you?
S: ………….
S: …………
S: …………
S: ……….
T: Yes. Most of you know. The boy’s name is David and the woman’s name is Susan. Susan is David’s mother. Look at picture again, what are they doing? Look at the picture and try to guess.
S: ……..
S: …………
S: ………….
S: ………
T: OK. You are very successful in guessing. Susan helps to David for his homework. Now, read the passage and try to understand the subject more detail.
……….
T: Have you finished?
Ss: ……..
T: OK. If you finish, lean against your desk and wait to other friends.
Ss: …………
T: OK. Do you understand the passage?
Ss: ……..
T: What is David’s homework?
S: ……
T: Yes, his homework is an interview with a person. Does he make his homework?
Ss: ………….
T: Good. Susan, his mother, helps to him. So, David makes an interview with his mother. What about is the interview?
S: …………
S: ………………
S: ………….
S: …………
T: Yes, there are a lot of information about her. the interview is about her daily plan. OK. We checked the answers and our guessing and now, we know a lot of things about them.
While- Reading:
T: Now, you are going to read the passage again and while reading, try to find the answers of the questions in the next page. Look at the next page. There is a chart about the passage. Read it again and find it is true or false. Are you ready? You can start.
Ss: …………….
T: ………. ( walks among the desks and give extra explanations, if necessary) OK. Can you make all of them?
Ss: ……….
T: ……. ( Waits a few minutes) Yes, friends, I think you all have finished. Let’s start. The first one is mine. It is true. Yes. You, continue from the second question.
S: ………….
T: Yes. David interviews his mother, not his father. The next one?
S: ………
T: Yes, she gets up at 7 o’clock. Why?
S: ……….
T: No, think again please. She gets up 7 o’clock because her son must be ready at 7:30 at the bus stop. So, we made the fourth question. The fourth one is false. And the fifth question?
S: ………….
T: Good. It is false, because she leaves the house at 8 o’clock. What time does she start work?
S: …………….
T: Well. She starts work at 8:30.So, the sixth question is true. The next question?
S: ………….
T: Well done. It is false. Because she has lunch between 12:30 and 13:30. She has one hour for lunch. Who wants to answer the eight question?
S: …………..
T: Right. It is false. She finishes work at 6 o’clock. And what does she do after the work?
S: …………..
T: Yes, you are right. She does shopping in the supermarket before she comes back home. And the last question?
S: ………….
T: Yes, it is false. Why?
S: …………..
T: All right. She goes to bed at 11 o’clock.
Post- Reading:
T: Well done friends. As you see, your guessing are very successful and your answer are very good for the chart. Today, that is enough for you. You worked very hard and did a good job. You saw that you don’t always have to read a passage to understand it. You can sometimes guess the meaning by looking to pictures. You also read an interview about a woman’s one day. Repeat the passage and questionnaire at home. Apart from this, in questionnaire, there are questions about your watching TV and studying lesson. I think you watch TV very much. Do you agree with me?
Ss: ………..
T: Yes, you must watch TV a bit and after studying your lesson and finishing your homework. OK. You can go out. See you next lesson. Have a good day.
RATIONALE: In this lesson, students were very successful. In addition, the lesson was very enjoyful. At first, the students did a questionnaire about them and I had comments on their answers about daily plan. Then the students made guess about passage by looking to the pictures. After read the passage, we checked their guessing according to the passage. They are very successful in guessing and in true/false activity. Because the topic isn’t very difficult for them. While making true/false activity, I sometimes asked wh questions apart from the true/false questions to be sure that they understand the passage wholly or not.
REFLECTION: In this activity, I applied that I had planned. The well-known topic made easy my work. Because, if there were a strange topic, I would have difficulty while teaching and I would have to explain for many times. However, they understood and answered to question very well. Therefore, time was sufficient and there was no problem about the finishing the lesson in time.
activity 3- writing Overall Objectives of the Lesson: To teach the students how to write about their daily activities.
Behavioral objectives of the lesson: By the end of the lesson, the students will be able to
- brainstorm about ideas related with the topic
- write a daily plan before the real writing
- write about what they do in a week.
ACTIVITY- 3
Warm-up:
T: Good afternoon, class.
Ss: Good afternoon, teacher.
T: How are you today?
Ss: ………….
T: Well. What about talking about your daily life before starting the lesson?
Ss: ……………
T: Wonderful. Then, how do your days pass generally?
S: …………..
S: ……………
S: …………….
T: No, I don’t think that your days pass bad in general. Because there is a balance between your happiness and unhappiness. Do you agree with me?
Ss: ……….
T: Well, friends. How do you start to a new day?
S: ……………
S: ……….
T: What do you do and when?
S: ………
S: ………….
T: OK. What do you do after that?
S: ………….
T: Mostly girls do the last activity, as you know. They tidy their rooms. What do you do after that?
T: Very good. Do you do your homework in the morning before coming school?
S: …………
S: ………….
S: …………
T: OK. What else do you do in a day?
S: …….
S: ……….
T: good. What time do you have lunch? I think you have brunch instead of breakfast or lunch separately.
S: ……..
S: ………
T: How many lessons do you have in a day?
Ss: …………
Pre-writing:
T: OK, friends. We talked about some activities, which you do generally in a day. Today, you are going to write about what you do in a day. Before starting the writing, I want you to look at this picture.
Ss: …………
T: This is a student’s daily schedule. Which activities are there?
S: ………….
S: …………..
T: Is there any other?
S: ……….
S: …………..
T: Yes, all these are what the student does in a day. As you see, there is also some time which shows what activity is done at what time. Do you see?
Ss: ……………
T: Now I am going to hang up this picture on the board and you are going to write a schedule of yours like this with their times. You can look at the picture on the board if you need. Let’s start. You have five minutes.
S: ………….?
T: Yes. You can do.
…………
T: OK. I think you all finished ..( pre-writing session continues about ten minutes)
During-writing:
T: OK. Now, think some more about the topic, collect ideas before writing. Namely, you will…………
Ss: ………?
T: Brainstorm. Thinking and collecting many ideas about a special topic is called brainstorming. OK?
Ss: ……………..
T: If you are ready, please write freely without caring about grammar, punctuation, or anything else. Only write whatever comes to your mind. It is essential not to stop writing while thinking. Yes, you may start.
After five minutes.
T: Have you finished?
Ss: …………
T: OK. Good. Now, write by taking care of grammar, punctuation, and appropriacy of the words you will choose. Start writing. You have ten minutes.
………
T: OK. Finish?
Ss: ………
T: Please arrange your writings in one minute. ……..
……. Yes. Who wants to read her/his writing?
Ss: …………
T: Yes, you please.
S: ………….
T: It is very good. All the activities are in a good order. Any one else who wants to read?
S: …………
T: Well done! Good. The time isn’t sufficient for reading all of yours. If we have time the next lesson the others can read.
Post-writing:
T: Yes, very good, friends. Now, listen to me carefully, I will give your homework and finish the lesson. I want you to write about at weekends in general. What time do you get up? What do you do with your family? That is enough for this lesson. You are very well. Today you learn brainstorming and some techniques about writing. Repeat these at home. See you the next lesson. By.
Appendix:
(board view):
MY DAILY PLAN
Get up 7:00
Have breakfast 7:30
Go to school 800
Have lunch 12:30
Go home 3:30
Have dinner 7:00
Go to bed 10:00
RATIONALE: This lesson was very good. When I said we would talk about their lives, the students became motivated and had great effort for express themselves. The picture, which was an example of a student’s daily plan, helped them for learning how and what to write. They learned what the brainstorming is and practiced it. They had difficulty with collecting ideas about the topic at first. Because they focused on grammar. But, after I said them to write even in Turkish, if a word doesn’t come to their mind. So, they became more relaxed and wrote easily. The questions that I asked at the beginning of the lesson also helped them for brainstorming.
REFLECTION: Today, at the beginning of the lesson, the students had a bit difficulty about brainstorming. Because they have first time done this. Now, they know some writing techniques. After writing their daily plan, a few students read their writing. Some of them made mistakes about word order. Some of them can’t read, because the time wasn’t enough for this. In general, I applied the plan. But, if there was more time, it would be very useful for them. So, I would repeat the important points. I also gave them homework. Homework is a good way for repeating.
activity 4- speaking
Overall Objectives of the Lesson: To teach the students saying how often people do things.
Behavioral objectives of the lesson: By the end of the lesson, the students will be able to
- answer and ask about current activities
- make sentences about frequency adverbs given to them.
Warm-up:
T: Good afternoon.
Ss: Good afternoon, teacher.
T: How are you ?
Ss: …….
T: How is going your day? Are you happy to be in class with me today?
Ss: ……………
T: OK, friends. Today our activity is speaking. So, I think you will like the exercises, because you like speaking in Turkish very much. All right, you like in Turkish, but if you listen to me a bit and understand the clues and subject, you will enjoy speaking in English. OK?
Ss: …………
T: Good. I have a question for you. Every week, what do you do?
S: …………
S: ………….
S: …………..
T: Yes, you make these every week. How often do you come to school?
S: …………..
T: Yes, five times in a week. How often do you have a bath?
S: …………
S: ……….
S: …………
T: OK. Any other thing? For example football. Boys, how often do you play football?
S: ………..
S. ……………..
S: …………..
T: Oh! Some of you play very much. I hope playing football doesn’t handicap your studies.
Ss: ………….
T: Is there any thing you want to add about you?
S: ……….
S: ………….
S:………..
Pre-speaking:
T: OK. We talked about our daily activities which we make always, usually, or sometimes. You have learned some adverbs. Now, I want you to write these adverbs in the left side of your notebooks and write some verbs that you act in the right side. Yes, now, write all the adverbs that you know. I am waiting for you.
……….
T: OK. I think you have finished.
Ss: …………
T: OK. Now, make sentences about these words. And then, you will ask each other. For example ‘always’. My sentence is about always. ‘ I always go shopping’. One student asks how often he or she does and the other answers. Do you understand?
Ss: ………
T: Yes, the first group.
S: How often ………
S: ……….
T: Good. You often listen to radio. And you?
S: How often …………
S: …………
T: Good. You usually play computer games. Yes, the other group.
S: …………
S: ………….
T: Yes. You never drink a cup of coffee. Why don’t you drink? Don’t you like?
S: ………
T: OK. Any other group?
S: …………..
S: ……………
T: You often watch TV. How many hours do you watch TV in a day?
S: …………..
T: Oh! I think you must say ‘I always watch TV’. Because, three hours is very much for you. I suppose you watch TV the whole evening. Is it right?
S: ………..
T: You must be careful about this. Anyway, you are the last group for this activity.
S: …………….
S: ………….
While-speaking:
T: OK, friends. Your sentences are very good. You learn the adverbs very well and you make the sentences without false. You spoke about yourself and now, you will speak about Yiğit. Look at your books, page sixty two. There is a chart at the bottom of the page. There is some information about Yiğit. The chart is already completed, so you will only say sentences according to this chart. Do you understand?
Ss: …………
T: Good. For example; look at the first sentence. ‘Yiğit always gets up 7 o’clock’. Who wants to make second sentence?
S: ……….
T: Yiğit have or has?
S: …….
T: OK. Now, it is right. The third one?
S: ………..
T: OK. Right. Who wants to make the fourth one?
S: …………..
T: Right. Yiğit always starts school at 8 o’clock. The next one?
S: …………..
T: Yes, good. The other one?
S: …….……
T: Repeat please.
S: ……………..
T: What do we use with ‘he’? Finish or finishes?
S: …………..
T: It is right. Be careful with ‘s’. Yes, who wants to continue from seventh one?
S: …
T: Yes. It is true. The next one?
S: …………….
T: And the last one?
S:…………
T: Well done! Yiğit never goes to bed after midnight
Post-speaking:
T: Very good. You are very successful in this lesson in the subject of frequency adverbs but sometimes, you make mistakes about particle of –s. Don’t forget, we use ‘he, she, it’ with –s, and don’t use ‘I, you, we, they’ with –s. If you forget this rule, there isn’t any importance of frequency adverbs or other points. So, repeat the last sentence for not forget. And, it is your homework: write two sentences for every adverb that you learn today. Do you understand?
Ss: …………….
T: There must be ten sentences in your notebooks in the next lesson. I will check. Thanks for your participation for today. See you next lesson. By.
RATIONALE: In this lesson, students’ participation was very good. The students were happy to have lesson with this topic. At the beginning of lesson, we spoke about their activities by using frequency adverbs. They like speaking very much. So, after explaining some important points and rules, they started to speak in English. They had difficulties sometimes, but they were very successful in general. They have made mistakes about the particle, but by using the verb and by making the exercises, they will learn it perfectly.
REFLECTION: I applied what I had planned in this lesson. They have already used these adverbs in the last lessons. Therefore, it wasn’t difficult to learn this subject for them. When they made mistakes, I helped them to find their own mistakes and gave positive feedback to motivate them. Time was sufficient for us. If I had more time, I would continue to speaking about their daily activities. Because, not only they enjoy speaking, but also this activity was peaking. So, the more they speak, the more useful the exercises are. I think the students were successful and the plan was enough to this lesson.
activity 5-vocabulary
Overall Objectives of the Lesson: To teach the students the words related to the interests and hobbies.
Behavioral objectives of the lesson: By the end of the lesson, the students will be able to
- talk about interests and hobbies each other
- match the hobbies with the pictures
- complete the chart with the symbols about the topic.
actıvıty-5
T: Good afternoon, friends
Ss: Good afternoon, teacher.
T: How are you?
Ss: ……….
T: How was your last exam?
Ss: …………..
T: Very good. You are good at English, aren’t you?
Ss: ………
T: Well done. What do you like apart from English? Think only for lessons. Which lesson or lessons do you like the most?
S: ………….
S: ……………
S: ………….
T: You are all interested in sports. It is very good. Are you good at math?. Nehir?
S: …………..
T: Well done! I hope all you will be successful in all the lessons. But, I suppose you are good at sports. Is it right?
S: …………….
T: I know. Our school teams, especially football team, are very successful. OK, friends, today we will learn some words about your interests and hobbies. So, your participation must be much today. Do you agree with me?
Ss: ……………..
T: Good. Please open your book page sixty five. Look at the first exercise. What are there?
S: …………..
S: ……..
S: ……………
T: Yes, you are right. There are hobbies in the left side and pictures in the right side. Look at pictures and match the hobbies with the pictures. Do you understand?
Ss: …………….
T: Which point don’t you understand? Mehmet?
S: …………..
T: Yes, he is gardening. You know garden, don’t you?
S: ………….
T: Yes, and if you work in garden, it means that you are gardening. Is it OK?
S: …………..
T: Good. Yes, the first one is made for you. Who wants to make the second one?
S: ………………
T: Yes, we explained this just know. It is E. who wants to make the third one?
S: …………
T: Good. It is F. so; there is already a computer in the pictures. The next one??
S: …………..
T: Yes, it is very interesting game I think, but some people don’t like it. Anyway, the fifth one?
S: ……………….
T: Yes, it is. A boy is camping. Who likes the camping?
Ss: ……………..
t. Do you know the scouting?
Ss: ……………
T: It is very good, attend to this kind of activities. And who wants to make the sixth one?
S: ……………
T: Yes, it is I. and the next one?
S: …………..
T: Good. G is sailing. Yes, the next exercise?
S: ………..
T: OK, friends. They are right. Yes, Özgür, which hobby is your best?
S: ………….
T: It is interesting. Don’t you afraid?
S: ………….
T: Good. Havanur, what do you like among these hobbies?
S: ……………..
T: It is very good. It is enough for now, friends. Now, we will read a passage and then complete a cahart about it. You will read aloud this passage. Yes, I am teacher, Yusuf is David, Fatma is Filiz, Azize is Helen, Hasan is Yiğit. OK, please listen to us and try to understand, because after reading, we will use the information about it. Listen, please.
( About ten minutes, teacher and students read the passage and understand)
T: OK, friends. I think it is enough for you, do you understand?
Ss: ……………
T: Good. Now, please complete the chart about these four children.
…………..
T: Have you finished?
Ss: ……………..
T: OK, who wants to make about David?
S: ………….
T: Yes, right. And Yiğit?
S: …………
T: I think there is a missing point. Can you find?
S: ……………..
T: Yes, it is right now. Because, Yiğit isn’t good at football. Who wants to make the other one? Yes, you?
S: ……………..
T: Good. It is right. And the last one?
S: ……………..
T: It is very good, friends. Do you understand all of interest and hobbies in this passage?
Ss: ……………
T: Well done! And now, let’s make a repetition about this subject, who can say the hobbies we learn today?
S: ………..
T: Is it true?
S: ……………
T: OK, apart from these, do you know any other hobby?
S: …………..
T: Good, play the instrument. Any other?
S: …………
T: OK, that is right. It is enough today. Thank you for your participation. Don’t forget to repeat this subject at home. There isn’t homework today apart from repetition and writing five sentences about your hobbies. You can write activities that you like or dislike. Have a good day, see you next lesson.
RATIONALE: The lesson was very enjoyful today. The students participate to the lesson efficiently. They didn’t have difficulty in topic and exercises. Because they are interested in this kind of subject. I mean, subject about the their daily life. They learnt a lot of new words, I said that they must repeat. If they repeat these exercises at home, they don’t forget, because they have already had some information about them. They have sometimes made mistakes along the exercises. I wanted them to correct themselves at first. But when they didn’t find the correct answer, I corrected them. I paid attention for softly manner. Because, if I discourage them, they become far away from the lesson and me. So that, errors and correction re very important for me.
REFLECTION: The students and I were very energetic in this lesson. They were very active along the lesson. At the beginning of the lesson, I had planned to encourage them by speaking about their hobbies and interests. I know they like speaking about social and daily events, or activities about them. Therefore, I started to lesson like this. My plan was very successful. At the end of the lesson, because of the sufficiency of time, I made them repeat the subject when they learn a new word. The more they repeat it, the more learn they.
activity 6- grammar Overall Objectives of the Lesson: To teach the students which verbs aren’t used with Present Continuous Tense.
Behavioral objectives of the lesson: By the end of the lesson, the students will be able to
- ask questions and answer to them by using state verbs
- discriminate between state and action verbs
T: Good afternoon, friends
Ss: Good afternoon, teacher.
T: How are you?
Ss: ……….
T: Today I want to talk about love before starting the lesson. Do you want?
Ss: ………………
T: Good. I think everyone knows what love means. Am I right?
Ss: …………..
T: Do you love people?
Ss: …………
T: OK. What kind of thing do you think it is? Does everyone get it whenever they want?
Ss: …………..
T: OK. Does it take place at once or after some time?
Ss: …………..
T: Good. Why do you think we say ‘I love you’ instead of ‘I am loving you’ ?
S: …………
S: …………
S: …………..
T: Do you mean present continuous meaning or simple when you sat that?
S: ……….
S: ………
T: Yes, friends, we use present simple tense to express that we love someone. Because not an action which we do at the moment of speech. We love someone generally. Do you agree with me?
S: ……..
S: ………..
T: Good. In other words, is it a state verb, not an action. Is it clear?
Ss: ………
T: Well. Today, we are going to learn a new grammar item ‘state verbs’ (writes the title on the board). Do you have any idea about what kind of verbs they are?
S: …………..
S: ……….
S: …………
T: I think you have an idea about them. You can remember them, if you think what you said a few minutes ago. …….. Did you remember? What kind of verbs are they?
S: …………
S: …………
T: Very good. You are right. Now, let me write some sentences on the board and you try to find what the features of these sentences are. ( writes some sentences on the blackboard). Who wants to say?
S: …..…
S: ………
T: Wonderful. Can you say any more state verb?
S: ………….
T: Good. What else? Who is volunteer to say? Yes, you.
S: …………
T: Very good. Now, I will write some state verbs on the board by categorizing them……….. All these verbs are state verbs, which we always use with simple present tense. Namely…………??
S: ………….
S: …………..
T: You are right. Who wants to make a sentence by using one of them? Yes, you, please.
S: ………
T: (writes the sentence on the blackboard) OK. Good. Does Bob want to be a teacher now or for a time?
S: …………..
S: …………….
S: …………..
T: Well. Then you understand why we use it so. Is there anyone else who wants to give an example? Yes, you.
S: ……………..
T: Good. I think you all understand the reason for using simple present tense. Any more examples? Yes, you,please.
S: …………..
S: ………….
T: Thanks. As you see in these examples, there isn’t any physical effort for doing something. They are all concerned with mind. Yes, friends, now I want you to work in pairs and try to make sentences by using verbs. You have ten minutes.
………….
S: ……………
S: ………..
T: OK. I suppose you all finished it. Who want to say his/her sentences?
S: ……………..
S: ……………
T: (writes one of her sentences on the blackboard). Good. Anyone else? Yes, you.
S: ……………..
S: ……………
T: Yes, that is right. Both of your sentences are true. Is there any pair?
S: ……………
S: …………..
T: Very good friends. Now, I want to give you your homework. At home, write two sentences for each state verb on the board. That is enough for this lesson. Let’s repeat the topic? In this lesson, you learnt the state verbs which……….?
S: ………………
S: ……………..
T: Yes. They are used in simple present tense and also they aren’t action verbs which requires any physical effort. Is there anything which isn’t clear?
Ss: ………
T: Good. You can go out. See you next lesson.
Board view:
State Verbs
Examples:
I love my friends
He hates bad people
We like reading book
State verbs:
Believe/ think/ understand/ mean
Feel/ fear/hope
Like/ love/ hate/ dislike/ enjoy
Possess/ belong/ own/ have
Sense/ hear/ smell/ taste/ see/ notice
Examples:
Bob wants to be a teacher
Do you understand me?
She forgets taking her key
I believe that you are a good child
The flower smells very good
………….
………
RATIONALE: I think the students understood what I wanted to teach them. The first introduction was efficient for providing participation, but the introduction between activities weren’t so efficient. I tried to give as much examples as possible and I wanted the students to find what the features of this usage were. So, they could comprehend the subject instead of memorizing. I think writing the state verbs by categorizing also helped the students to comprehend them easily. The students worked in pairs and made explanations to each other when one of them had difficulty in using the verbs in sentences.
REFLECTION: The activities and exercises were very suitable to the subject. We processed the lesson successfully and students participated to lesson. Originally, their level wasn’t very high, but they are very successful in English. So, I applied what I had planned in advanced. Because of their understanding, the time was sufficient. But, if there had been more time, I would give more examples about the subject.
Konu: tüm skillslerle ilgili staj plan örnekleri......(pre,while,post) (Okunma sayısı 2243 defa)