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BERFİN BAŞAR, BEYZA GÜNDOĞDU & ŞEYDA GÜNDOĞDU

LESSON PLAN
STUDENTS’ AGE : 8-9
GRADE : 2nd Grade
PROFICIENCY LEVEL : A1 Level
CLASS SIZE : 20
TOPIC : Body Parts
LANGUAGE FOCUS : Reading, Listening, Writing
PLACE : Computer Laboratory

ASSUMED KNOWLEDGE
Students
• know the colours such as pink, red, yellow, blue, purple, orange, black, white, green.
• make simple suggestions such as “Let’s dance, Let’s jump”
• make simple inquiries such as “This is my finger. This is my mouth.”
TIME ALLOTED
Total class time: 2 hours, nearly 60 minutes

The students will be able to:


• Comprehend the names of their body parts.
Objectives
• Match words of body parts with the human body picture.

• Give short, simple and oral instructions about the human body parts.

Activity Activity Description

• The teacher comes to the computer laboratory class and greets


Introduction the students.
(5 minutes) • S/he asks basic questions like “How are you?”
• By the way, s/he came to the classroom and opened the
students' computers before the lesson time.
BERFİN BAŞAR, BEYZA GÜNDOĞDU & ŞEYDA GÜNDOĞDU

• Teacher opens the song “Body Parts” and in the first-time


students just listen to the music.
• Then s/he opens the song again and students try to do what
they see in the video. For example, they touch their ears, mouth
Warm-Up Activity
or shake their knees.
(10 minutes)
• Teacher acts with them at the same time and shows the pictures
-YouTube video-
of body parts as a hard copy.
• Also, according to the situation, teacher may open the song for
the third time or more.

• After they watch the video, teacher asks them to go to Google.


• Before the lesson, teacher saved the H5p link on the top of
Google page.
• When students click on the link, they see the activity page that
teacher prepared, and it is about body parts.
• First of all, there is a human body picture and body parts
Main Activity words such as head, eyes, knees, nose, ears, fingers, shoulder,
( 30 minutes) mouth, arms, legs, toes, elbow, hands and feet.
-H5P- • Then teacher asks students to match these body parts words to
the right places on the human body.
• While students are matching the words to the places in human
body, teacher goes next to students in the classroom and checks
them out.
• Then students click on the “Check” button and teacher controls
them whether they did it correctly or not.

Follow-up Activity • After that, teacher gives two different pictures to each student.
(15 minutes) • In these two pictures, there are missing parts in human body
and teacher asks students to complete missing parts and write
their names.
• After students finish the task, teacher collects them to give
Appendice-1 feedback after the lesson.
BERFİN BAŞAR, BEYZA GÜNDOĞDU & ŞEYDA GÜNDOĞDU

• Teacher gives a picture and explains to the students what they


should do.
• S/he shows and reads instruction in the paper. At the same
time, s/he sends an e-mail as Turkish to parents who do not
Assessment know English to help them to their children at home.
(Homework) • For example, teacher takes the paper on his/her hand and says,
-Quiver- “Paint eyes with the blue colour.”
Appendice-2 • Also, s/he says students to bring paper on the next week.
Because s/he scans the QR code and in the picture, animals
start to act in the Quiver application.
• And every student watches their own creature.

• For the Warm-up activity, the internet connection may be weak


and the video may not be open, so teacher downloaded video to
the phone and the computer.
• For the Main activity, the internet connection may be weak or
Back-up Plans some students’ computer doesn’t work so, teacher printed
for technology picture of the human body that s/he used in Hp5 application
and prepared the word cards from body part words. And
teacher asks students to put the word cards into the appropriate
places in the picture.
• For the homework, because some parents may not have smart
phones, teacher downloads the Quiver application and scans
pictures that students coloured at home.

• Computer
• Internet Connection
• Projector
Materials/teaching • Sound system
aids needed • Homework
• H5p Application
• Quiver
BERFİN BAŞAR, BEYZA GÜNDOĞDU & ŞEYDA GÜNDOĞDU

• Worksheets for Missing Parts or human body picture

• YouTube Video
https://www.youtube.com/watch?v=gS_Mz3ekkck
References • H5p
https://h5p.org/drag-and-drop
• Quiver
http://www.quivervision.com/

APENDICES
Apendice-1
BERFİN BAŞAR, BEYZA GÜNDOĞDU & ŞEYDA GÜNDOĞDU

Appendice-2
Homework
BERFİN BAŞAR, BEYZA GÜNDOĞDU & ŞEYDA GÜNDOĞDU

RATIONALE

This lesson plan is prepared for 2nd grade students who are in A1 level. The class size
is 20 and students are 8- or 9-years old. The topic of this lesson is body parts and, the topic
will be processed by integrating reading, listening and writing skills. In addition, the aim of
this lesson is comprehending the names and giving simple instructions about body parts. This
lesson plan has been made by integrating technology to the learning process. For this purpose,
H5P and Quiver are used. The lesson plan is basically divided into three-step activity which
are warm-up, main and lastly follow-up activities. In addition to activities, there is a
homework part.
In the warm-up activity, it is planned to start with listening. Video to be used in that
point is conducted by native speakers. As Blake (2016) states, there is an assertion that the
explosion of native-speaker authored content on the web has been the most significant recent
change for listening practice. In addition, motor skills of students will be active during the
warm-up activity as they accompany to video which is a “should point” for young learners.
Often, children who have trouble reading or remembering information can increase self-
confidence by learning through the body. Success in the realm of creative movement grounds
their understanding, so that communicating with words becomes less challenging (Griss,
2013).
Dudeney & Hockly (2012) argues that as connections and web content improved,
more creative websites became a popular medium for exploitation in the classroom, and the
profession soon saw the emergence of materials to accompany them. So, it is planned that it
would be enjoyable for students to work on a website which includes vivid colours for the
main-activity. That is why H5P is used in that point.
For the follow-up activity, it is wanted to collaborate painting and writing at the same.
Because, the act of writing, whether mediated by the computer or not, should ideally involve a
process that recycles design and implementation (Dudeney&Hockly, 2012).
Lastly, there is a homework part in the lesson plan. The goal of giving students
homework is more than evaluating them. As they are young learners, it would be fun to make
a homework which includes painting. In addition, according to Darn (2007), homework
reinforces and helps learners to retain information taught in the classroom as well as
increasing their general understanding of the language.
BERFİN BAŞAR, BEYZA GÜNDOĞDU & ŞEYDA GÜNDOĞDU

REFERENCES

Blake, R. (2016). Technology and the four skills. Language Learning & Technology,
20(2), 129–142. Retrieved from: http://llt.msu.edu/issues/june2016/blake.pdf

Darn, S. (2007). The Role of Homework. Retrieved from:


https://www.teachingenglish.org.uk/article/role-homework

Dudeney, G. & Hockly, N. (2012). Retrieved from:


https://khwateralkhwaiter.files.wordpress.com/2015/03/eltj-2012-ict-in-elt.pdf

Griss, S. (2013). The Power of Movement in Teaching and Learning. Retrieved from:
https://www.edweek.org/tm/articles/2013/03/19/fp_griss.html