Lesson Plan

Your name: Sample Student Name Country: Turkey

Part 1:
Lesson name: General English I
Class (a brief description of course and students): Students are young adults. The
number of students is 10 (12 max.). The course is in a private institution where students pay
to learn English. Students have different backgrounds and almost the same level of English.

English level of the lesson: A1

The overall duration of the lesson (number of hours): It is a four-hour per week course,
divided into two, on Mondays and Wednesdays. The lesson is planned for two hours. Each
lesson is 40 minutes.

Brief description of the lesson: This lesson aims to improve learners' vocabulary,
speaking and writing skills based on describing a place/city, activity worksheets, games, pair
work, teacher and peer evaluation.

Materials and handouts needed: Pictures of a house, rooms and furniture, Outline for
writing: Describing a city, Reading text, Supplementary grammar worksheets

Equipment and technology needed: Whiteboard, smart board, computer

Classroom layout and grouping of students: This is a fixed seating plan in my context,
students will always sit in a circle/U shape in order to see one another.

A B C

D Stage-board F
E

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Part 2:

Lesson Goal Lesson Objectives Assessment

Ss identify the descriptions in Teacher observation
reading
determine the descriptions, Teacher observation
make descriptions in his/her
writings

Students (Ss) will be able to make simple and clear Teacher observation
develop their written and descriptions in his/her speech Answering questions,
spoken production skills with describing a room
texts, jigsaw reading, games choose the descriptive Teacher observation
expressions in reading Reading aloud
materials,
Comprehension
answer the questions asked
in reading materials Answering questions

write simple, clear and Teacher observation

understandable information

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Part 3: The Lesson Procedure
Teacher action Students (anticipated Materials/equip. Time
response)
Warm-up
Teacher (T) talks about Students (Ss) answer some of No material 2 Min
general issues the questions or join the
conversation

T asks questions about where Ss answer the questions No material 3 min

ss live; in a house or flat, on Whiteboard
which floor they live, how
many rooms there are in their
houses

T gives a picture of a Ss look at the picture, try to A picture 2 min

house/room name the rooms & furniture Whiteboard

Body
The teacher gives a text, Ss listen to the passage then Text 3 min
description of the house/room read it aloud in turn
in the picture given before and
reads it aloud

T checks their understanding Ss answer follow-up questions Worksheet 5 min

T gives the pictures of other Ss work in pairs and look at the Pictures 5 min
rooms pictures and try to describe the
rooms

T asks questions about ss' Ss try to describe their own No material 4 min
own houses and wants them to houses
describe their favorite room in
the house

T reorganizes the chairs in the Ss watching the video tell what Computer/smart 5 min
class, half of the students sit happens in the video (by using board
toward the screen and their the target structure), the others A video clip
partners sit facing back the write what is told. Then the
Paper and pen
screen. teacher stops the video, ss
T explains the activity and change their seats and roles.
plays the video.
In the end, T evaluates the
sentences written by the ss.

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The teacher organizes the T explains the game. T writes a White board 11 min
chairs again, and the students letter with his finger on the back two boardmarkers
sit in a straight line in two of the student who sits at the
different rows (as two groups) back in the row. Then T does the
facing the board. T explains same to the other student from
the game. T writes a letter with the other group. When T says
his finger on the back of the 'start' the students write the
student who sits at the back in same letter on the back of the
the row. Then T does the student who sits in front. It is like
same to the other student from a chain and the letter comes to
the other group. When T says the first student and he stands
'start' the students write the up and writes a word (must be a
same letter on the back of the piece of furniture) starting with
student who sits in front. It is this letter. The students who
like a chain and the letter writes first gets a point for his
comes to the first student and group. Then, they change their
he stands up and writes a seats, they sit on one chair
word (must be a piece of forward. And the same
furniture) starting with this procedure starts again.
letter. The students who write
first gets a point for his group.
Then, they change their seats,
and they sit on one chair
forward. And the same
procedure starts again.
Next course
Warm-up
T asks ss' hometowns, favorite Ss answer the questions No material 3 Min
cities, the places that they
want to visit

Body
T asks ss to work in pairs Ss work in pairs, put the Activity 5 Min
paragraphs in the correct paper(paragraphs)
T gives paragraphs and order/put the sentences in the
wants them to put the correct order
paragraphs in the correct
order/T gives sentences and
wants them to put the
sentences in the correct
order
T checks the order of the Ss listen to the passage then Activity 5 Min
paragraphs, then read the text read it aloud in turn paper(paragraphs)
aloud

T checks their understanding Ss answer follow-up questions No material 4 Min

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T points to the outline of the Ss write about the place they like Paper, pen 17 min
text the most
T wants ss to write about their
own hometowns/favorite cities
While ss write, T walks around
and helps if needed.
T takes the papers to check Ss listen No material 6 min
later and then assigns
Worksheet
homework: 1. ss will shoot a
video in a room in their house,
they will show the room and
tell at the same time.
2. T gives supplementary
grammar exercises

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Part 4:

Read the text and answer the questions below.

Hi! My name is Carol. I am a housewife and I live in this house with my

husband James, my son Tim and my little daughter Lisa.
My house is small but very cozy. Downstairs there is a living room and a
kitchen. There isn't a dining room in my house, so we have our meals in the
kitchen. There is a table and four chairs in the kitchen. The kitchen is quite
large. In the living room, there are two sofas, a coffee table and an antique
carpet.
Upstairs there are two bedrooms, a study room and a bathroom. I love
spending time in the study. There is also an attic in my house that I use as
lumber-room.
I really love my house and spending time with my family here.

1. What does Carol do for a living? ....................................................................

2. Is her house big or small? .....................................................................
3. Which rooms are there downstairs? ....................................................................
4. Which rooms are there upstairs? ....................................................................
5. What's in the kitchen? ....................................................................
6. Is there an attic in the house? ....................................................................
7. Does she like her house? ....................................................................

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 Supplementary grammar exercise

I. Fill in the gaps using There is, There are, Are there or Is there:
1) _____________ a big kitchen in my flat.
2) _____________ two bedrooms in my house.
3) _____________ a bookcase in your room?
4) _____________ a chair, a desk and a wardrobe by the window.
5) _____________ three floors in your house?
6) _____________ a living room and a dining room in my flat.
7) _____________ five chairs at the table.
8) _____________a bookshelf on the wall?
9) _____________many boxes under the table?
10) _____________a bed and a wardrobe between the chairs.
11) _____________a new carpet on the floor?
12) _____________a new carpet and an old carpet on the floor.

II. Form general questions of the sentences:

1) There is a carpet under the table.
2) There is a desk and a chair behind the bookcase.
3) There is a sofa between the armchairs.
4) There is one map on the wall.
5) There is a pen and a pencil in the pen case.
6) There is a student book, a record book, a workbook and a pen case in my rucksack.
7) There are many books in my bag.
8) There are five kittens in the basket.
9) There are eight pencils, five pens and fifteen workbooks on his desk.
10) There are nine pupils and a teacher in the classroom.
11) There are twenty flats in this house.
12) There are many apple-trees in his garden.

III. Make the sentences negative:

1) There is a carpet under the table.
2) There is a desk and a chair behind the bookcase.
3) There is a sofa between the armchairs.
4) There is one map on the wall.
5) There is a pen and a pencil in the pen case.
6) There is a student book, a record book, a workbook and a pen case in my rucksack.

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7) There are many books in my bag.
8) There are five kittens in the basket.
9) There are eight pencils, five pens and fifteen workbooks on his desk.
10) There are nine pupils and a teacher in the classroom.
11) There are twenty flats in this house.
12) There are many apple-trees in his garden.
IV. Answer the questions using the words in brackets:
1) What is there under the table? (a ball)
2) What is there between the armchairs? (a coffee table)
3) What is there on the wall? (a poster)
4) What is there behind the wall? (a garden)
5) What is there in your bag? (a lot of books)
6) What is there by the wardrobe? (a sofa)
7) How many books are there in your bag? (eight)
8) How many children are there in the garden? (thirty)
9) How many chairs are there at the table? (two)
10) How many boxes are there under the table? (three)
11) How many pictures are there between the windows? (one)
12) How many kittens are there in the basket? (four)
V. Form special questions using the question words in brackets:
1) There is a box under the table. (What)
2) There is a lamp behind the computer. (What)
3) There are two pictures between the bookcases. (How many)
4) There is one mirror on the wall. (How many)
5) There is a pen and a pencil in the pen case. (What)
6) There is a record book, four books and a pen case in my rucksack. (What)
7) There are many books in my bag. (How many)
8) There are five kittens in the basket. (How many)
9) There is a computer, a lamp and fifteen workbooks on his desk. (What)
10) There are nine pupils and a teacher in the classroom. (Who)
11) There are four bedrooms in this house. (How many)
12) There are many flowers in her garden. (What)

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Describing a city, my hometown Aydın

Aydın is the west of Turkey. It is the twentieth biggest city in Turkey with the population
of 1.100.000. The weather is always warm there and the city is quite green. Aydın is famous for
its fig and touristic spots.
In the city center, there are palm trees everywhere. It is very peaceful; people are
friendly and cheerful. There are a lot of coffee shops, shopping malls, stores so you can find
whatever you look for. During the day, people try to stay at home because it is extremely hot.
They mostly go out at night. It is a safe city so you can stay out till midnight. You can also visit
the ancient city, Tralleis.
Around the city, in the countryside, there are beautiful olive and fig gardens. You can
buy fresh fruit and olive oil along the roadside. You can go swimming whenever you want
because there are beautiful sandy beaches in Didim and Kuşadası. There are a lot of ancient
cities such as Ephesus.
So, it is a lovely and peaceful city. Next time you go there, visit Kuşadası and enjoy the
sea and the sun!

Students write the description of their hometowns in detail according to the

outline:
Introduction : Name and location of the city
Body : What's there in the city center?
What can you do there?
What's there around the city?
What can you do there and where can you visit?
Conclusion : How you feel?
Give a recommendation.

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Part 5:
Supplemental activities/extensions or remediation (in case activities are easier or
harder than expected):

For the speaking part:

If it is harder,
Students can be grouped in smaller groups or pair work can be supported.
If it is easier,
Students can be encouraged to express their ideas one by one.

For the writing part:

If it is harder,
Students can be allowed to use the similar sentences written in the sample text. Also, they
can be given extra vocabulary beforehand.
If it is easier,
Student can be asked to create an imaginative house/city to describe because it is easier to
write about something they see or know well.

Technology alternatives (in case things don't work as planned): Laptop/projector can
be used.

Potential obstacles and challenges: (describe any challenges or problems you

anticipate encountering when teaching this lesson): Students may start to use "there
is/there are" for all sentences, for example they may say "there is crowded" or "there is
hot/cold" etc.

How will you overcome potential obstacles and challenges?

In order to avoid such misusage, students can be taught in mother tongue briefly since their
level is elementary.

Part 6:

What elements of this lesson are new, ie, that you haven't used or thought about
before? (A requirement of this final project lesson plan is that you use something
new in this lesson that you learned as part of our course)
In which part of the course did you get the idea for these elements (based on the
teaching methods)?

…..

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