BURSA ULUDAĞ UNIVERSITY

SCHOOL OF FOREIGN LANGUAGES

Lesson Plan Template

Form: YDYO_MGB_01

Name: Lesson type/skill: Vocabulary & Pronunciation

Week/Day: 23 / Tuesday (09.00-09.40) Lesson length: 40 min
Level: B1+ Lesson Tile and Materials Visual Material
Course Book

Learning Objective(s): Learners will be able to tell an undesired time and an opportunity that they have had with verbal idioms.

Learners will be able to pronounce words with “ch” accurately.

Personal aims (Action Points from previous observation): Minimizing unnecessary TTT

Managing time effectively

Assumptions regarding students’ knowledge in relation to Some of the learners will have watched a film the previous night because in the pandemic period they do a lot
today’s lesson: of stay home activities. I will start a conversation about cinema and move on to theatre from cinema, and lead
the topic to immersive theatre.

Learners will have awareness of verbal idioms because they will have been exposed to some underlined
examples in the reading passage the previous lesson.

Learners may not want to repeat the sentences they listen in the Pronunciation Section. They generally don’t
 like listen and repeat activities. However, they may be interested in describing the target sounds with new
phonetic symbols.

Anticipated problems: Solutions:

Wifi connection can cause problems. T will connect with mobile phone.

Some SS may be absent in the previous lesson, so they may At the beginning of the lesson, T and SS will read the passage quickly trying to infer the meaning of the target
not have been exposed to the target verbal idioms. verbal idioms.

SS may not remember the underlined verbal idioms in the At the beginning of the lesson, T and SS will read the passage quickly trying to infer the meaning of the target
reading passage studied the day before. verbal idioms.

Time Stage Stage objective Procedure / Steps Interaction Materials

Ss-Ss /T-Ss

0-2’ Warm-up Review from last class T welcomes SS. WC

T starts with small talk and asks SS a question with second

conditionals:
-Would you go to the cinema or theatre if we were not in a
pandemic period.

SS answer.

2-4’ Lead-in Develop interest – activate the T shows a picture of immersive theatre to develop interest. T-SS Visual
schemata
T asks SS what they remember about immersive theatre https://
from the reading passage they studied the day before. yicaichina.mediu
m.com/sleep-no-
more-
shakespeares-
 macbeth-keeps-
shanghai-
theatregoers-
eyes-wide-open-
4f74fb5c25f2

4-11’ Presentation SS should read the whole T directs SS to the previous reading passage about T-SS Course Book
(Vocabulary) passage / sentences immersive theatre.
to work out the
meaning of the underlined verbal T reads the passage quickly focusing the attention on the
idioms underlined verbal idioms, which are the focus of
Vocabulary Section.
SS can then complete the
exercises in Vocabulary Hub. SS follow.

T asks SS comprehension questions about the sentences

with underlined verbal idioms while reading.

T directs SS to the information box in Vocabulary Section.

11-25’ Practice Consolidate understanding of the T directs SS to Vocabulary Hub on p.146. T-SS Course Book
verbal idioms
T sets Task A with a time limit of 6 mins. S

T asks SS to read the sentences with the correct answers

one by one.

T sets Task B with a time limit of 3 mins.

T asks SS to read the sentences with the correct answers

one by one.

25-32’ Production Practise the target verbal idioms T directs SS to Ex.B on p.101. T-SS Course Book
 productively in a more
meaningful way T sets the first step of the task with a time limit of 3 mins. S

SS complete the sentences so they are true for them and get SS
ready to explain the details.

T sends the students into BORs for 3 minutes to tell their

sentences to partners for the second step of the activity.

T visits the BORs and listens to the SS silently -the camera

and microphone off.

T supports or gives feedback to the SS only when it’s

necessary.

32-33’ Lead in (Pronunciation) Develop interest – activate the T leads SS to the Pronunciation Section Ex.A. T-SS Course Book
schemata
T asks SS how they pronounce the words in the box. WC

T plays the track and SS repeat after the words.

33-34’ Presentation Students should know the related T goes over the rule box and introduces the phonetic T Course Book
phonetic symbols to indicate symbols for the three different pronouncing ways of “ch”.
different pronunciation of “ch”.

35-39’ Practise Practise the pronunciation of “ch” T sets the task in Ex.B in two steps. T Course Book

SS underline the target points and write the correct phonetic S

symbols.
T-SS
T plays the track.

T calls SS’ names one by one and they repeat the sentences
 while checking their answers.

39-40’ Wrap-up Set up a link between this lesson T tells SS that they need to pay attention to the way they T-SS Course Book
and next lesson. pronounce “ch” in the next Speaking Activity in the next
lesson.