DAILY LESSON PLAN

Candidate Teacher: Gülbin Özdemir

The Grammar Subject: There is / are
The Topic: The Lost Bag
Approach and Method: Communicative Language Teaching Approach
Techniques: Demonstration, games, self-correction, repetition
Materials: Flash cards (for demonstration of written form of there is/ are and how to use
them in a sentence), necessities for the motivation part ( a jacket, gloves, a jumper, a belt,
sunglasses, a watch, a shirt, a scarf and a bag)
Level : Beginner
Grade: 4th Grade
Age: 10+
Duration: 15-20’
Date: January 4, 2010

I. PREPARATION

Overall objectives of the lesson

 To help them have a possitive attitude towards a foreign language.
 To encourage the students to speak and interact with each other in the target
language.
 To provide them with the opportunity to cooperate in group work and act as
a team.

Behavioral objectives
By the end of the lesson, the students will be able to,
 Make sentences with There is/ are grammar structure.
 Be aware of the articles ‘a/an, the” thanks to the objects they use during the
lesson and the sentences.
 Pronounce the new words in a correct way.
 Participate in the lesson eagerly.

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 The roles of teacher: The teacher is facilitator and plays an active and direct
role during the lesson. The teacher is model and organizer by arranging learning
atmosphere. She or he is tolerant to the errors made by the students as they are at
the first stages. In case of a mistake done by the student s/he has the student self
correct or s/he corrects them.

The roles of students: The students are participants in the activities or in

question-answer part and they are also listeners when the teacher introduces the topic
and while the activity is taking place.

II. PRESENTATION

Warm up
At the beginning of the lesson, the teacher and the students greet each other.
Then the teacher asks the students how they feel themselves, she/ he may talk about
one of the experiences she/ he had yesterday or ask the students their feelings about
the day or the week. Then she pretends to have come accross a girl on the bus, the
way to school and she mentions that she forgot one of her bag on the bus. She tries
to make the students get curious about it and want them help her find whom the bag
belongs to and give it to the owner. Thus the teacher may lay the groundwork for
the subject of the lesson.

Motivation
Teacher could put a long lasting smile on her or his face because it is the most
essential component for a student to participate in the lesson eagerly and actively.
She or he may say ‘Well done, That’s perfect!, That’s a very good idea!, Thank you,
that was a wonderful answer!’ to motivate and encourage students to help them
express themselves in the target language. The teacher listens the students carefully
and she or he could often be in contact with the student eye-to-eye. The teacher cares
about the students’ needs and does not shout or complain about the false answers.

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 Presenting the Instructional Objectives
The teacher prepares the students for the lesson by asking questions. She/ he
tries to make them be curious about what she/ he is going to tell about. After she
gives the main idea to the students, she helps them discover the subject. She gives
the instructions in a clear and simple way so that the students can understand the
context, the meaning, function and the grammatical structures during the lesson.

III. PRACTICE

For the first step, the teacher wants the students find out what there is/ are in the
bag she has brought to the class on the board. Then she makes them realise the
vocabulary (the names of the items in the bag. She pronounces the items and then
wants them to repeat and correct if they mispronounce the items. Secondly she hangs
the flash cards, she wants them to have a look at the written form of the items in the
bag. Then she wants them to make sentences concerning what they found out in the
bag. Most probably they want to be quiet because they want to express themselves in
their mother tongue but the teacher insists on the target language and she tries to
pursuade them and make them eager to speak in the target language. She calls each of
them to the board and wants them to stick one of the flash cards on the board
according to the word sequence of the sentence. They pronounce first each word and
then each sentence all together. After all the sentences are done, she suggests them to
play a game called ‘My Shopping List’. She divides the class into two as group A and
gruop B and pulls two of the chairs to the middle of class. (The students may name
their groups if they wish.) She gives each group one shopping basket and a shopping
list. She put the items on the teacher’s table and mixes them. Then she wants each of
the group members (or volunteers) come to the table and choose the items one by one.
If the chosen item belongs to group A’s list, they own the item. If not they should give
the item to the group B. The group who completes the items on the list earlier, wins.
The teacher may give them a candy or chocolate as a present. Then she gives a
homework and that is the end of the lesson.

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IV. PRODUCTION

* The teacher makes the subject permanent in the students’ minds with the help
of drama and the games. The students learn how to declare what kind of things there
are in somewhere they need to state.
* They have learnt how to express their properties as a grammar topic named
‘Have got/ has got’ before. Now they will realise and learn how to utter and mention
the things they do not know whom the items belong to or they want to share.
* They learn both the names of new items and the written forms of them in a
context. That will help them improve vocabulary.

V. SUMMARY AND ASSIGNMENT

The teacher motivates the students and decreases their affective filter. She
makes up a relaxing but enjoyable class atmosphere in order that her students could
feel themselves peaceful and focus on the subject matter. The teacher helps them be
willing to learn the subject and participate in the lesson actively.
As a homework the teacher may want students to think about their room,
house, garden (optinal) and write a short paragraph concerning the use of ‘There is/
are’.

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