Lesson Plan
Authors
Name(s):
Hatice Bra Ko
Fidan Can
Esra Kvrak
Details
Course
English
Unit Title
Food and Drinks
Grade Level
4th Grade
Time
2 Lesson Hours
Content
Learning Outcomes [ASSURE (State Objectives)]
Fourth grade students will express at least 80% of their basic needs when they are
addressed a question, and use simple acceptance and refusal sentences while answering
the related questions.
Instructional Materials & Media [ASSURE (Select Strategies, Technology, Media
and Materials)]
Video player, computer, white board, video
Learning-Teaching Methods [ASSURE (Select Strategies, Technology, Media and
Materials)]
Communicative Language Teaching Approach combined with peripheral learning, roleplaying and Total Physical Response (TPR).
Teaching Activities [ASSURE (Utilize Technology, Media, and Materials and
Require Learner Participation)]
1) Role-playing
2) Listening to a song/video about basic needs and basic acceptance/refusal
structures
3) Peer dialogue
4) Making up scenarios and sharing them
Individual Learning Activities
Making up scenarios about the topic
Group Learning Activities
Singing
Peer dialogue
Role-playing
Summary
In this lesson time, students will learn to express their basic needs as they are now
knowledgeable about some basic food and drink names. By using their basic skills of
listening, comprehension and speaking skills, they will actively enroll in communicative
activities like role playing and dialogue formation. After learning how to express basic
needs, they will learn how to respond to a question requiring an acceptance or refusal
structure. Then, they will watch a song video which is related to the topic, and now they
will become familiar with those structures in a fictional environment. Following these
activities, students will be encouraged to write their own scenario using their
imagination, speaking, listening and comprehension skills. This can either be homework
or an in-class activity. Then, they are certainly not forced but encouraged to share their
stories with their classmates. Afterwards, by choosing volunteers, the scenarios made up
by students are played as a role-playing activity.
Measurement & Evaluation
Teacher Observation
Measurement & Assessment
Students are encouraged to be actively
Activities for Individual
communicative enough without feeling forced
Performance
and stressed. The grammatical accuracy of the
sentences that students utter while engaging
in activities is not focused. The teacher takes
notes on the mistakes that students make and
may or may not focus on them during the
accuracy-based activities.
Measurement & Assessment
Students are supposed to communicate well
Activities for Group Performance
with one another comfortably without feeling
the authority of the teacher and to develop
communicative competence in addition to
linguistic competence while learning a
language. Teacher observes the class while
they are performing the tasks. S/he takes
notes for further activities to be more efficient.
There is no formal assessment, but an
observation throughout the class time.
Homework (optional)
Making-up a scenario can either be homework
or an in-class activity. However, even if it is
performed in class before, students can also
make up their own stories after class time
optionally.
Explanation regarding to the implementation of the plan
If a technical problem about the technological devices intended to use in class occurs,
the teacher kindly asks students to separate into groups after doing some individual
work including the topic of the day. Then, he/she observes them to see their
effectiveness in terms of communicative skills as the topic requires using
communicative skills in an effective way. Also, s/he can extend the time spared for the
role-playing activity to provide students with more practice.
