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Lesson:
English / 4th Grade
Language
point: "There is/ there are, in/on/next to/under"
Materials: Power-point Presentation
Aims: My certain objectives are to make my students to be
aware of some objects of home making connections in their mind by asking
probing questions; for example: Do you like your room? Where does your mother
prepare dinner for you? or where do you wash your hands? etc... Later, the
teacher shows a presentation related to some house objects and parts of house.
Procedure:
In this part, the teacher will
present a presentation about some objects of the home. With this presentation,
students will be able to both learn some objects of the home and mostly notice
what home objects are in various parts of house.
ppt presentation:
Language point: "There is/ There are" / "in, on under,
next to"
video:
ppt presentation:(for game)
STRUCTURING PART
Materials: An activity constructed by a power-point presentation, A video about in, on under, a box, and a ball.
Aims: With the help of a power-point presentation activity, students will be aware
of using correct form of "there is/ there are", so, learning will be
permanent. Furthermore, students will practice that form by using varied
questions and activities. Moreover; students will be able to aware of the
locations of objects. They can also use these forms in their daily lives.
Procedure:
At first, I will apply an activity
about "there is/ there are" with a power-point presentation. The
activity consists of -wh questions about some objects of the house. In each
question, there is object's picture and
a few options. And, I will ask students to match the picture with correct
object. (for example: in one of the questions, there is a picture of bed in
presentation and are a few of options one of which is true, after I asked one
of the students "what is this?", he/she will give an answer.) After
then, I will ask them to make a sentence about that picture. (for example: I
will ask them whether they have got a bed or not.)
Secondly, I will show a video about
prepositions once. If the students have difficulty in comprehending what they
listen, I will show that video again. After I sure that they comprehend the
video, I will apply an activity that they will attend by heart. The activity is
that: the materials I will use are a box and a small ball. Taking consideration
of the activity's core aim- focusing on the prepositions "in, on, under,
next to"-, I will put the ball on different parts of the box. (for
example: I will put the ball on the box, and will ask the question that where
is the ball? By thinking of the false answers, I will give a chance to
individual student to think again.) Lastly, I will apply a TPR activity in
which my students follow my directions.(for ex: I will put my hands on the desk
and ask for them to realize what I do. This simply includes "put your hand
on/in/under and next to desk".)
Language point: "There is/ There are" / "in, on under,
next to"
Materials: Worksheets.
worksheet:
PROCEDURALIZING PART
Aims: My students will be able to improve what they learned up to now. They
will capable of using prepositions in their correct positions in sentences,
They can easily talk about the objects in their houses by using "there is/
there are.
Procedure: In this part, I will hand out worksheets which give
chance students to practice and make the grammar rule their own. I will give
them enough time to complete the worksheet.(The worksheet tests students'
ability for applying learned rules correctly. For example; I will ask them to
match the pictures with their correct object names, then, I will ask them to
make a sentence what they see on the worksheet, lastly, by using the pictures,
I will ask them to answer varied questions about where is the exact object
depending upon the other objects' locations in the sample picture.)
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