Hande YÜKSEL

11661014

ISTANBUL BİLGİ UNIVERSITY

DEPARTMENT OF ENGLISH LANGUAGE TEACHER EDUCATION 2019-2020 ACADEMIC YEAR
SPRING TERM ELT 304 FINAL TASK

Submission date: 17.04.2020

The basic steps of an effective English language lesson are: warm-up, presentation, practice,
application, assessment, and follow-up. The steps are briefly described below. Use the given
chart to design a lesson for young learners. (100 points)

Title of lesson The Days of Week

Student profile 4th grade / Beginner / 10 years old students
Skills to be Instructor will cover present simple tense with activities related to the days
emphasized of the week and focus on listening and writing skills.
Vocabulary: Sunday, monday, tuesday, wednesday, thursday, friday,
saturday
Language
Grammar: Present Simple Tense (do/does, am/is/are)

By the end of this course, students will be able to:

• Complete the sentences by using correct form (simple present tense)

of the verb.
Objectives
• List the vocabulary items according to the days of week and the
activities that we do in daily life in the audio.

• Talk about their or someone’s weekly plan.

 Laptop with speakers and internet

(Cambridge lms student or teacher page)

Materials
 Audio recording
 Handouts (activities about the days of week)
 White board

Warm-up To Capture their attention,

7 mins -T asks them some questions like ‘What day is today?’,

‘What is your favorite day of the week?’, T tells them your favorite day of
the week and explain why. (To encourege them to answer)

To Connect to their experiences,

Hande YÜKSEL
11661014

-T prepares papers that write the days of the week and have each student
choose a paper and T asks them to tell me what they do on that day.

For example, A st choose a paper, and it says Tuesday. That student tells
what they do on Tuesday.

To Introduce lesson,

T tells them “Today we are going to talk about the days of week and we
have listening activities”

Assesment: T observes how well they are know the vocabularies and
grammar structures.

- T wants them to work in pairs.

- T distributes the handouts to the students.

- In this handout, there are matching activity with some pictures about one’s
weekly routine. They try to guess the speaker’s job by looking at the
pictures.

-T explains the meaning of some vocabularies and phrases that T thinks sts
Presentation don’t know. (e.g. climb mountain, films the game)

10 mins (This activity makes them to have general idea about the topic and the audio
and the grammar structures.)

-Then, T wants them to tell the answers, their guesses and T writes the
sentences on the board and underlines the grammar structures and the
vocabularies (the days of week).

- Then, T plays the audio and asks them to find out whether their guess was
correct or not.

Assesment: As the children work in pairs, T observes how well they are
doing.
Practice Completing the sentences,

10 mins -T gives another handout.

-T asks them to have a look at the activity before playing the audio.

-T asks them to listen carefully and fill in the gaps correctly.

-T plays the audio. (The audio is about the days of week)

- T plays the audio as a 2nd time, this time they will listen for detailed info
Hande YÜKSEL
11661014

in order to correct the mistakes if they have. This activity is about

someone’s whose name is Alex weekly routine.

- Sts check their answers in pairs first then T and sts do it together.

Assesment: T observes their ability to understand the audio.

-T gives them a game about the days of the week and T want them to work
as a group.

-T draws four different shapes on the board. Then, T wants sts to say the
name of famous person or cartoon character and write the names on the first
shape.

-T wants them to say something they do at the weekend and write them on
the second shape.

-T wants them to say where they were yesterday and write them on the third
shape.
Application
-Then, T wants them to say the four time expressions and write them on the
10 mins
last shape.

-After that T divides the class into teams of 4-5. On a piece of paper, each
group writes as many different sentences as possible in 5 minutes.

-T gives the winning team a small present ( e.g. cookie). (In this way, sts
are more eager to do this activity.)

Assesment: T observes their use of simple present tense and their ability to
form a sentence in target language.

Assessment
- T asks “What do you on Sundays?” to each student one by one before they
leave.
3-5 mins
Homework,

- T asks them to prepare a weekly plan to see what they do each day and
Follow-up
what are their routines. The next class will be about our routines.
Hande YÜKSEL
11661014

Materials, Instructions and Answer Keys

Warm up

The papers that T gives;

Sunday Monday Tuesday Wednesday Thursday

Friday Saturday

Activity 1

Guess and match the speaker’s job by looking at the pictures.

1. On Mondays a) He learns to fly helicopter.

2. On Saturdays (with his son) b) He climbs mountains.
3. On Tuesdays (with his daughter) c) He paints walls.
4. On Wednesdays (with his wife) d) He films the game.
Hande YÜKSEL
11661014

Activity 2

ANSWER KEY

Activity 1

1) B

2) C

3) D

4) A

Activity 2

1) Mondays, (very) cold

2) Son, Saturdays
3) Daughter, Tuesdays
4) Wife, Wednesdays
Hande YÜKSEL
11661014

THE TRANSCRİPT OF AUDİO

Woman: On Mondays, Alex climbs mountains.

Man: What, every week?
Woman: Yes. And sometimes, the mountains are very high and the weather is very cold.
Man: oh, OK.

Woman: Alex has lots of fun with his son, Matt, on Saturdays.
Man: Do they do sport?
Woman: No. They always go to painting school.
Man: Really? They paint pictures?
Woman: They’re learning to paint walls.

Man: Does Alex have any more children?

Woman: Yes. His daughter’s called Lucy. She plays basketball very well.
Man: What, at school?
Woman: Yes, every Tuesday. She’s fantastic. Alex often films the games she plays in.

Woman: Alex is learning to fly. Did you know that?

Man: No! Is he learning to fly planes?
Woman: No, helicopters. His wife, Eva, is teaching him.
Man: Brilliant! When does he have lessons?
Woman: On Wednesdays.

SOURCE : https://www.cambridgelms.org/primary/p/en/frontpage

(Unit 28)

(If you want to open it, you need a membership, that’s why I wrote the transcript)