ders planıı

8/9/2019 ders planıı

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Stage

Aims of the stage What T does and whatthe Ls do

Materials Grouping Timing

Pre-speaking

▪to introduce the

topic▪to activate

backgroundknowledge▪to motivate Ls andencourage them tospeak ▪to create

predictions and toarouse curiosity

T shows pictures , asks

some questions about pictures and Ss answer them.

Appendix 1

Visuals andrealia, some

picturesrelated to thetopic

Whole class 5’

Pre-speaking

▪to make Ls think about the topic▪to make Lsremember whatthey have learned

T shows the grammar structure Ls have learned

before. Ts summarizes therules and the fuctions of the structure and givessome examples.

Appendix 2 Whole class 3’

While-speaking

▪to createexpectations and

predictions▪to improve Ls’creative thinking▪to encourage Ls tospeak ▪to develop Ls’speaking skills.▪to make Ls

practice languagestructure

T explains the game. Tmakes Ls be groups of six.Each group chooses one S.Those chosen Ss aredetectives and the restmembers are witnesses. Tgives each group asituaiton. The witnessessuggest concrete evidenceswithout mentioning thesituation and detectives tryto deduce it fromevidences.

Appendix 3 Groups of six

20’

Post-speaking

▪to make Ls to becreative▪to demonstrate

their skills▪ to develop Ls’writing skills▪to enable Ls to usethe functionallanguage they justhave learned

T wants Ss work in pairs. Texplains Ls what to do. Ss

write a dialogue accordingto given situation. Then Ssact it out.

Appendix 4 In pairs 7’



APPENDIX I

What is this? What is this?Is there anyone who uses it? Why do people use it?

*Do those two items recall you anything?* Generally who uses them?

Why do people need detectives? Did you see this movie?Is there anyone who went to a detective? What is it about?

What are they doing?

APPENDIX II

MODALS(Expressing degrees of certainty

• We use “must” and “can’t” if we don’t know the truth certainly but if we have some powerful evidences and proofs. We use “ must” in positive sentences and we use

“ can’t” in negative sentences.

For exmple;* - Why is the baby crying?

- She must be hungry. She hasn’t eaten anything for three hours.

* - Tim says he is very hungry.- No, he can’t be hungry. He ate a huge meal just half an hour ago.



APPENDIX III

GAME: Students work in groups of six. Each group chooses one stundent to come to the board. Those student will be “detectives” and the rest member of the each group will be“witnesses”. Teacher have several situations and groups will choose a situation. The decetives

don’t see the situations. Each group suggest orally, evidences (sounds, sights, smells, etc…)without mentioning the situation itself. According to evidences, the “detectives” try to deduce.Each team takes turns. The “detectives” will change in each turn. If “detectives” guess thesituation truly, his group will get one point. At the end of the game, which group has more

points will win the game.

SITUATIONS:

• The child must be ill.• It must be a public holiday.• Someone must be at the door.• He can’t be in a good mood.• The weather can’t be cold.• ………………………….• …………………………… etc.

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