Stage 1 : preparing a lesson plan through teaching of 8 phrasal verbs ending with in and out through container schema through cognitive approach Stage 2 : preparing a lesson plan through frame net teaching 5 words lexical unit party frame: social event

Stage 1 : preparing a lesson plan through teaching of 8 phrasal verbs ending with in and out through container schema through cognitive approach Stage 2 : preparing a lesson plan through frame net teaching 5 words lexical unit party frame: social event

Project description
the format of lesson plans are available on the example file for both lesson plans! keep the same format! I also added the image schemas for the first lesson plan and given the meanings of the phrasal verbs!
Stage 1 : preparing a lesson plan through teaching of 8 phrasal verbs ending with in and out through container schema through cognitive approach
(the example of lesson plan (in out) and image schemas and meanings of phrasal verbs are available on the example file)
Time duration: 120 minutes
Pages: 15 pages
Level : pre intermediate
Do not use the same activities on the example file do not use these activities :
Fill in the blanks
Matching
True false
Multiple choice
Be very creative with activities
Stage 2 : preparing a lesson plan through frame net teaching 5 words lexical unit party frame: social event
Lexical unit: Party
Frame :Social event
Words: : social event, attendee, occasion, host, birthday
Time duration: 60 minutes
Pages: 7 pages
Level : preintermediate
Do not use the same activities on the example file do not use these activities :
Fill in the blanks
Matching
True false
Multiple choice
Be very creative with activities
The format of these 2 lesson plans should be like the plans on the example file the activities should be based on cognitive approach.

COGNITIVE APPROACHES IN LANGUAGE TEACHING
TEACHING VOCABULARY BASED ON FRAME SEMANTICS

LESSON PLAN

Name:    Hasan Acar                    Date: 10.05.2015
Level:     Intermediate                    Length of lesson: 50 minutes
Time:                            Type of the lesson: Vocabulary
Frame: Criminal Investigation
Target Vocabulary: investigator, incident, evidence, crime scene, commit a crime
Definition: This frame describes the process that involves the determination by an authority, the investigator, of the circumstances surrounding an incident by means of inquiry.
Core Elements: Incident/ Investigator
Example: The investigator attempts to determine the exact circumstances surrounding the incident, which is typically a criminal act (murder, robbery) or the result of such an act (death, loss of money).

Aims of the Lesson:

Main Aims: By the end of the lesson, the students will have been ;
•    introduced 5 new words/phrases ( commit a crime, incident, investigator, evidence, crime scene) under the criminal investigation frame by reading the summaries of two TV series (App. B).
•    familiarized with the meanings of 5 new words/phrases with the help of matching activity (App. B).
•    able to identify these 5 new words/phrases and their other forms with a fill in the blanks activity (App. C)
•    able to use these 5 new words/phrases and their other forms by completing a given scenario in groups of three (App. D)

Materials/Aids:

–    white board, board marker, texts written by the teacher (App. B, App. C), the trailer of a TV series (Rizzoli & Isles), 4 different scenarios given by the teacher (App. D)

Background Knowledge:

–    The students’ level is Intermediate. They know how to use Present Tenses (Simple Present Tense, Present Perfect Tense) and Past Tenses (Simple Past Tense and Past Continuous Tense). They are familiar with the types of the crimes such as burglary, murder, kidnapping. The crime topic and the types of the crimes were given to the students in previous lesson. The students can understand relative clause and noun clause sentences.

Class Profile:    The class consists of 8 female and 8 male students. Their ages change from 18 to 21.  In general, the students in the classroom are willing to learn new things in English. They are aware of the importance of the exams that they will take at the end of the courses. Most of the students do their homework regularly. As I observed, most of them repeat new topics that they learn when they go home because they can give answers if I revise previous topics. There are a few students who are a bit reluctant in the classroom. Most of the class is highly motivated and willing during lessons. It is necessary to say that all of them are quite respectful.

Anticipated Problems:

1.    The students may not understand the meaning of some new vocabulary items in the text.
The teacher will explain their meanings again to the students who have difficulties with understanding the meaning of the new words.

2.    Some of the students may ask irrelevant questions in the lesson.
The teacher will warn the students that these questions are irrelevant to the topic and ask them to talk about it in another lesson or during the break.

3.    Some of the students may not involve in the production activity in the group.
The teacher monitors all the groups and encourages reluctant students.

4.    The electricity may cut out or the projector and computer may not work.
The teacher skips watching trailer part and talks about that kind of TV series in general.

LESSON PLAN CHART
STAGE    AIMS    TIME    TEACHER ACTIVITY    STUDENT ACTIVITY    MATERIALS    INTERACTION
Lead-in    To draw the students’ attention to the lesson, to introduce the topic to the students.
5’    The teacher greets the students. He tells the students that they are going to continue to talk about crimes.
He says that this time they are going to mention TV series which are about crime.
The teacher asks the students if they know any this kind of TV series.
He gets the answers from the students.
He also wants one / two students to talk about the related TV series in general.

The students greet the teacher.
The students answer the teacher’s question and some of the students talk about the TV series whose topic is crime in general.

T                Ss

Presentation    To activate students’ schemata, to draw their attention to the target words/phrases. To create a context for the new words. To appeal both to visual and auditory learners. To make the students focus on the ‘Criminal Investigation Frame and the core and related words/phrase under it. To teach different forms of some the target words/phrases..

20’     After the teacher listens to one or two students, he tells that they are going to watch a trailer of a TV series (Rizzoli & Isles) and they are going to answer the questions while watching the trailer.
He distributes the questions to the students (App. A) and starts the video.
When the trailer finishes, the teacher tells the students that they are going to watch the trailer second time and the teacher is going to stop the trailer after each question.
He gets the answers of the questions from the students one by one by stopping the video after each question.
While getting the answers, the teacher introduces some of the vocabulary items verbally.
Ex. (They work at a crime scene.), There is an incident and they try to find some evidence about this incident.)
After this part, the teacher tells the students that they are going to read the summaries of two TV series and match the bold words/phrases with their definitions (App. B).
After the students finish the activity, the teacher checks their answers by nominating different students.
As checking the students’ answers, the teacher writes the words/phrases on the board under the criminal investigation title. While writing the words/phrases, the teacher also writes other forms of some words with the part of speech and clarifies their meanings.. (investigate, investigation, incidence, criminal)

The students listen to the teacher carefully and they watch the trailer of a TV series (Rizzoli &Isles) and at the same time they answer the questions about the trailer (App. A).
While watching the video second time, some of the students give their answers.
After this part, the students read the summaries of two TV series and they match the bold words/phrases with their definitions (App. B).
After the students finish the activity, they give their answers to the teacher and they try to tell some of the target words’ part of speech.

-the trailer of a TV series (Rizzoli & Isles) and the questions (App. A)

-white board

-board marker

-two short texts written by the teacher and matching activity (App. B)

-Projector and Computer

Practice    .
To increase the students’ awareness of the new words/phrases. To give the students practice in recognizing the new words in a given context.    10’    After presentation stage, the teacher tells the students that they are going to fill in the blanks with the words in the box and he distributes the handout (App. C)
When the students finish the task, the teacher tells them to check their answers with the students sitting next to them.
After the students finish checking their answers with their peers, the teacher gets the answers by nominating some of the students.     The students do the fill in the blanks activity and check their answers with the students sitting next to them.
The students give their answers verbally.

Fill in the blanks activity created by the teacher (App. C)

Production    To give the students practice in using the new words/phrases meaningfully in their own sentences.    15’     After the practice stage, the teacher tells the students that they are going to work in groups of 4 and complete their scenario by using at least 4 new words/phrases. They can use the other forms as well.
The teacher forms groups of 4 and gives a scenario to each group.
After the students finish completing their scenario, the teacher collects their paper and he tells the students that he is going to give feedback next lesson.     The students work in groups of 4 and complete their scenario by using at least 4 new words/phrases.
After they finish the task, they give their paper to the teacher.
4 different scenario written by the teacher (App. D)

LESSON PLAN – LANGUAGE TEACHING WITH COGNITIVE METHOD

Name:    Hasan Acar                    Date: 01.05.2015
Level:     Intermediate                    Length of lesson: 50 minutes
Type of the lesson: Vocabulary (Phrasal Verbs with in-out)

Aims of the Lesson:

Main Aims: By the end of the lesson, the students will have been ;
–    introduced 8 phrasal verbs (let in, let out, break in, break out, get in, get out, check in, check out) by telling news with pictures(App. A)-(App. B).
–    given 8 phrasal verbs’ meanings with the help of (in-out) concept in container schema .
–    able to identify these 8 phrasal verbs with the practice activity(App. C).
–    able to use these 8 phrasal verbs in their own sentences with the help of the production task.

Subsidiary aims: By the end of the lesson, the students will be able to;
–    retell an event by looking at the pictures.
–    be able to write a short story by using the new phrasal verbs.

Materials/Aids:

–    White board, board marker, news written by the teacher (App. A),  projector, power point presentations (App. B) – (App. C)

Class Profile:     The class consists of 15 Intermediate students (8 female, 7 male) between the ages of 18 and 25 years old. They are all intermediate mainstream students. In general, I can say that these students are highly motivated and hardworking students. Most of them get high grades on their exams. So they are motivated to pass this level. This class’ male students are very active and motivated. Another point about the students is that as I know all the class like and respect me very much. Therefore, we have a sincere relationship.

Anticipated Problems:

1.The students may not use the target phrasal verbs while retelling the event.

-The teacher tries to elicit the words by asking some questions.

2. The students may not understand the news at first time.

-The teacher tells the story more slowly and by using his body language.

3. The computer / projector may not work or electricity may cut out.

-The teacher shows the pictures’ print out and write the sentences on the board during practice activity.

LESSON PLAN CHART
STAGE    AIMS    TIME    TEACHER ACTIVITY    STUDENT ACTIVITY    MATERIALS    INTERACTION
Lead-in    To prepare the students for the lesson and draw their attention.
5’    The teacher greets the students and he asks if they have read or heard any interesting news recently.

The teacher gets answers from the students. Then he tells them that he is going to share interesting news with them.     The students greet the teacher and they share the news that they have found interesting.

T               Ss

Presentation    To activate students’ schemata, to draw their attention to the target phrasal verbs. To create a context for the new words. To appeal both to visual and auditory learners. To make the students focus on the use of “in – out” in some phrasal verbs with the help of container schema.

20’     The teacher tells the students that when he finishes reading the news, he is going to nominate some students to retell the news. Then she reads the news with an appropriate pace for the students and shows them the relevant pictures on the power-point while reading the news.
After finishing the news, the teacher asks the students to retell the news by looking at the pictures.
He nominates one student for each picture and he guides the students to use the new phrasal verbs while retelling the news.
The teacher stops after each relevant picture and clarifies the meaning of phrasal verb by asking some concept check questions. Then he writes each phrasal verb on the board.
After writing the target phrasal verbs, the teacher generalizes the meaning that in – out gives to the phrasal verb by using container schema.      The students listen to the teacher carefully by looking at the pictures. After the teacher finishes reading the news, a student for each picture explains what happens in the pictures by using the target phrasal verbs.
The students answer the teacher’s concept check questions.
The students try to understand the in-out concept in phrasal verbs.

News written by the teacher (App. A)

Pictures related to the news (App. B)

White Board

Board Marker

Projector and computer

Practice    .
To increase the students’ awareness of the new phrasal verbs. To give the students practice in recognizing the new words in different contexts.     10’    After clarifying the meaning of each phrasal verb and writing them on the board, the teacher tells the students to choose 5 phrasal verbs out of 8 phrasal verbs and write them on a piece of paper. Then he tells them that he is going to show eight sentences with a blank and the students are supposed to guess the correct phrasal verb for each blank and cross the word if they have it.

The teacher is going to wait ten seconds after each sentence. The student who crosses all 5 phrasal verbs first and correctly will be the winner.
The teacher may choose the second and third students depending on the time.     The students are going to choose and write five phrasal verbs from the target vocabulary items.
They are going to look at the sentences and try to guess the correct phrasal verb for each blank.
When they have the correct phrasal verb in their list, they are going to cross it.     Fill in the blanks sentences (App. C)

Production    To give the students practice in using the new phrasal verbs meaningfully in their own sentences.     15’    After practice activity, the teacher wants the students to work in groups of three and write news or a story by using at least 4 of the new phrasal verbs.
The teacher gives 10 minutes for this activity.
When the students finish writing, the teacher wants them to exchange their writing with the group sitting on their right.
The teacher tells the students to identify the new phrasal verbs in their friends’ writing and decide whether they have used the words correctly or not.

The students work in groups of three and write news or a story by using at least 4 of the new phrasal verbs.
When they finish it, they give their writing to the group sitting on their right. Then the students find the new phrasal verbs in the writing they have and decide whether the uses of the new phrasal verbs are correct or not.

Warm up Activity 1 : The pictures based on image schemas of get in, get out, take in take out, check in,
check out and give in and give out are shown and the students are asked to comment on them.