PART I. LAYING THE GROUND

PART I. LAYING THE GROUND

1.Student Teachers:

Fatih YEŞİL Eren KÖKSAL Meltem UZUN

2. Class Profile:

Age : 15-17

Proficiency: Threshold (B1)

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Time: 45

3.Syllabus Type : Integrated Syllabus

4.Aims:

I want to;

o Improve their listening skills

o Develop their ability to organize ideas o Develop their note taking skill

o Improve them in thinking critically

o Improve their abilities to discuss on a given topic o Improve their lexical treasure

o Develop them in instructional technology

5.Potential Outcomes:

o The students can organize their ideas and support the given idea.

o The students can think deeply about lexical connections of the vocabulary items given.

PART II. LESSON STAGE

Warm-up

Greeting

Activity I

The teacher asks the students which cartoons characters they know. Besides, he asks about the characters they mention. After that, he shows the video.

Link of the video: https://www.youtube.com/watch?v=KJJW7EF5aVk Here are some screenshots of the cartoon:

After watching the video the teacher asks students’ idea about Coyote and Road Runner. He asks: - Do you know some other cartoons like Coyote and Road Runner?

- Which character is good & which character is bad; Coyote or Road Runner? Why? - What is specific characteristics making them good or bad?

Activity II:

Visual Prompts & Brainstorming

Time: 9 min

In this activity consists of two layers. Before the activity the teacher groups the class group of five and he announces that he will show a set of pictures. Then, he instructs them to come up with as many words as possible. These words might be directly related to the picture such as mood, characteristics of the persons, the materials in the picture, or indirectly related words reminding them of any event, situation… etc. These pictures are least or most related to the listening & watching material and contains some lexical items to be faced.

Layer 1: The teacher shows some 6-10 pictures twice. At the first time, the teacher slides the pictures fast. At the second time, he slides slowly and let the students to thinks on them.

Layer 2: The teacher finishes sliding the pictures and elicits answers. Before eliciting, he asks the students to cluster words under these titles “positive characteristic” “negative characteristic” and “null”.

Lastly, he asks elicits possible vocabulary from the various groups which has the most vocabulary items for each specific picture. Preferably, the teacher may note some vocabulary items on the board. At the end, he counts each group’s score and announces the winner group.

WHILE

Activity III: Listening & Watching

Time: 13 min

The teacher, before showing the video about experiment on morality of babies, asks some fostering questions to lead them think on some breaking points in the video. Here are some possible

questions:

-Do you think that babies have the sense of morality? Why / why not?

-Do you remember the first time you behave naughty? Was it bad or good? Why? -Do you remember differentiating good from bad? How?

-What was the worst thing you did?

The teacher handouts worksheet below and instructs the students to take notes in the chart under some specific titles as in:

1.While listening take notes under the titles.

Names / characters Adjectives describing persons Things the babies can / can’t do statistics Other notes

2.Read the statements below and write True (T) or False(F). IF false correct the statement. 1. They can do many things older children can do

2.A five-month-old baby have moral sense. 3.The puppet in blue shirt is helpful. 4.Wesley chose the wrong puppet.

Activity IV: Debate

Time: 17 min

The teacher divides the class into two. He writes the statements on two pieces of papers. And, he asks each group to choose a representative. Besides, he chooses three volunteer jury members. He invites the representatives to the board and asks them to take one out of the box. Each representative reads his/her statement to the class. After that, each group prepares for five minutes and finds alternative responses to defend their statements. The statements:

1- Our decisions and behaviors are all the result of our morality sense coming from birth.

2- Our decisions and behaviors are up to us and we all gain our moral sense in society. The groups sit against each other and the teacher starts debate. The groups firstly discuss about the acquisition of morality. Then, they focus on the impact of moral values on personal choices. Lastly, they reach the hot point and start to battle against.

The teacher finishes and evaluates debate and the groups in terms of; -consistency

-evidences to defend

-concretely supporting their matters -respect to each other

-organization / presentation of ideas -logical deductions …etc

At the end of the activity the teacher, considering items above, decides the winner.

Homework

The students are supposed to work in group of four and watch the rest of the video and put forward some controversial issues on the matter. Then, they are to discuss as group on these issues and record it. Then they are to post it to the class’s blog. Lastly, they are to comment on each other’s posts.