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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
• Give short, simple and oral instructions about the human body parts.
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
• Computer
• Internet Connection
• Projector
Materials/teaching • Sound system
aids needed • Homework
• H5p Application
• Quiver
BERFİN BAŞAR, BEYZA GÜNDOĞDU & ŞEYDA GÜNDOĞDU
• 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
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