NAZAN DÜZGÜN
11131030
GRAMMAR TEACHING LESSON PLAN
GRADE/UNIT:
5th grade-Unıt 2-Regıons
Language point:
Where are you from and which region of Turkey … in
ACTIVITIES:
Jigsaw puzzle, Filling the Picture, Drawing Picture
MATERIALS: PowerPoint Presentation
1) NOTICING
ACTIVITY
JIGSAW
PUZZLE
Aim
Jigsaw
puzzle is a good example for teaching language. Its aim is to help students
prepare their psychological awareness. So, students can interest in what they
are going to do by enjoying. The activity presents Bruner’s learning view which
is about scaffolding. It means that children learn the knowledge by separating
small parts into whole idea. This idea also gives importance interaction
between learners and learners. This activity also provides students an
opportunity to learn geographical features by seeing, touching and problem
solving.
Procedure
The teacher
enters classroom by saying “hello “and adding “how are you today.“ Then the
teacher hangs puzzle on the whiteboard and puts pieces of the puzzle on her
table. She wants one student to put a piece into suitable place of the puzzle.
These pieces are valley, sea, lake and mountain. After three students put a piece
into their places, a figure comes out. All class realizes that the piece is a
mountain. The teacher asks students what it is this picture. One student says
that it is a mountain. The teacher pronounces the mountain and students
repeats. Then teacher wants students to put pieces into suitable places of the
puzzle. Another three of students complete another part of the puzzle. Again
the teacher asks students what they see in this part. The students answer
“sea“. The teacher pronounces sea and students repeats. Then with command of
the teacher, three students come to complete the pieces of the valley. All
class pronounce “valley” by repeating their teacher. The other picture is a
lake which is pronounced by students. Briefly, one by one student comes to put
the pieces together correctly.
2)
STRUCTUALIZING
FILLING THE
PICTURE
Aim: It is
an exercise for students to practice what they have learnt, remembered and how
to use their previous learning. Its purpose is to help students develop their
linguistic awareness. So, students learn language by manipulating or doing it. Moreover,
the activity emphasizes visual sense system of the students. Because it helps
students save the knowledge permanently. Some guided questions help students
learn “where you are from and “which region…in” structure implicitly. It also
leads students to cognitive strategy which aims to learn finding solutions to
overcome problems, because the activity provides students opportunity at first
thinking and then answering. Briefly, it is more enjoyable learning than classical
one which is “fill in the blanks”.
Procedure:
After
students pay attention into the lesson, the teacher starts with the questions.
The teacher asks if they know geographical regions of Turkey. If students do
not know the subject the teacher asks them some question to give them clues
which help them learning quickly. For example; the teacher starts to ask with
one of this questions to a student
“where are you from“ and the student answers that he is from
İstanbul. Then the teacher asks second question to class “which region of Turkey
is İstanbul in?” The teacher wants a student who answers the question to come
near the board and find Marmara region to fill the picture. the teacher
continues to ask some cities which regions are in One by one students come the
board to write black sea, Aegean region, Mediterranean region, the Marmara
region, the central Anatolia region, eastern Anatolia region and southern Anatolia
region in the map. After the map is
filled, the teacher pronounces all regions and students repeat them together.
3)PROCEDURALISING
DRAWING A PICTURE
Aim:
Drawing a Picture is an enjoyable exercise. Its aim is to help students create
something by using their imaginative capability. With the imagination they can
reach different views of regions. These views can be climate, an anecdote and they
can say where they are born and where they live. So, they can have general idea
of all regions. Moreover, they can have a chance to make language their own,
which shows that they participate in this experience into their life or their
real situation. They can develop their inner criteria by solving problem on
their own without any help of the teacher. This actually means that students
monitor and evaluate their own performances.
Procedure:
The teacher
finishes the topic and makes sure that the students understand all geographical
regions of Turkey. She wants to give a task to provide them to produce on their
own. The homework is that she says students to draw a picture about where they
are from by describing geographical features such as climate, mountain, valley,
sea, river and lake. She reminds them to use their colorful pencil which is
necessary to analyze or see detail of the picture. Fifteen minutes later, the teacher
chooses one student from the list and students comes to show his picture to all
class. The teacher requests him to talk about his picture. He says that there
is no sea but there are many mountains. In the winter its climate is so cold
and snows for a long time. Then the teacher asks which city you describe. The
students answer “Erzurum” By turning into the class, the teacher asks which
region the picture tells us. By handing up its finger, one student says “Southeastern
Anatolia Region“ after all students comes to describe their picture, the
teacher evaluate the lesson by saying that all regions have similarities and
differences of features which are important for us to grasp the topic clearly.
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