Nurel Toprak Nurel Toprak

Teaching Practice 4 _ Nurel Toprak
Elementary level


In this lesson, students will be exposed to writing in the context of kitchen utilities. They will also be producing some writing in the post- reading stage. Throughout the lesson, the students will be practicing activities while at the same time motivating and encouraging each other to keep to the target language.


Abc HO and Questions
Abc Diagram

Main Aims

  • To provide students will the right vocabulary to help them describe a kitchen report to someone else.

Subsidiary Aims

  • To encourage the students to be able to be confident enough to form a sentence. This will be achieved with the activities outlined in this lesson plan.


Warmer/ Lead-In (0-4 minutes) • To get the students prepared for the while reading activity, by first doing a brainstorming and elicitng part first.

First the teacher will write on the board 'what's in the kitchen', and then teacher will elicit from the students about what do you find in the kitchen.

Pre - teach vocabulary (0-3 minutes) • To introduce the students to the words used within the text.

The teacher writes some words on the board and and elicits from the students kitchen utilities. The teacher then asks the students : " what do you do with the kettle?" "what does the oven do"

Gist reading and activity (0-5 minutes) • To skim the text given and complete the crossword puzzle.

The Teacher shows the HO and the students will read the text and complete the crossword puzzle. Concept checking by asking: . Are you working together ? No. . Are you reading for a long time ? No. When the students have finished, the teacher will check the answer with the whole class.

Group Activity (0-4 minutes) • To use the words that they learnt to complete the task.

Students are then given a diagram of a kitchen and five cut up pictures. The students must stick the remaining three pictures into the diagram. The aim of this game is to easily make a coffee. The students have to stick the kitchen utilities to get around the kitchen easily enough to make a coffee. The students will be ın groups at this point.

Feedback (0-3 minutes) • The students swap papers and check each other

Then each group will swap diagrams with another group and see if there kitchen is easy to get around to make a coffee.

Writing (0-6 minutes) • To get the students using the vocabulary to make a report.

Students will then write a report about how they can improve the kitchen. They have to pretend that they have a client and the students are writing about how they can improve the kitchen. The teacher will put up prompts to help the students. While the students are writing, the teacher will be monitoring and making notes of the errors they make. You should move the fridge. The best place to put it ıs ...... because .... Give the students a few minutes to check that they are happy.

Feedback (0-4 minutes) • correct errors

Some of the students will read there report out loud and then the teacher will check for errors.

Diagram and Writing (0-10 minutes) • The students will produce from what they have learnt.

The students will change groups. Then the teacher will get the students to draw their own kitchen and then write a report about it , in there groups. 5 mins Once they finish, students will swap there designs and reports with another group and then that group will write a report on how they could improve it. 5 mins

Feedback (0-4 minutes) • Check the students reports

Th teacher will check that the students have completed the report and written it the correct way. Correct errors if need be.

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