INTEGRATED LESSON PLAN

Level: B1 / B2
Age: 18
Topic: EXPERIENCES
Grammar point: PRESENT PERFECT
Function: Talking about past experiences
Target vocabulary items: Terrible / Voluntarily/ Interesting / Traditional / Memory /
Share
Duration: 50 Minutes

General Objectives :

✓ Students will be provided with the chance of reading a text about life story and
experiences of a man.
✓ Students will be able to gain insight into experiences and cultures
✓ Students will be able to improve their language skills along with language
components
✓ Students will cover 6 different vocabulary items in a context
✓ Students will be able to learn and use the target grammar point
✓ Students will be given a chance to communicate with each other
communicatively
✓ Students will be able to get rid of their shyness and boredom thanks to
communicative activities
✓ Students will be able to express their feelings and ideas freely
✓ Students will be able to raise a cultural awareness
 1- WARM UP (2 Minutes) MATERIALS TO BE USED: PPT / VISUALS

Duration : 2 minutes
Aims:

✓ To arouse interest towards the class

✓ To reduce learners’ affective filter
✓ To help learners initiate their critical thinking skill
✓ To encourage learners to express themselves
✓ The precipitate for the next activities
✓ To help learners make assumptions
✓ To help learners come up with creative ideas
 ✓ Procedure:
✓ Teacher greets the class.
✓ Teacher displays four different visuals
✓ Teacher wants learners to come up with guesses about what the visuals
depict
✓ Teacher collects students’ ideas and guesses
✓ Teacher notes down what has been said by the learners
✓ Teacher asks learners to watch some GIFs
✓ Teacher questions what students think about the GIFs
✓ Teacher makes sure that learners have been able to grasp the topic
✓ Teacher asks a few questions about cultures
✓ Students answer the question and they offer different point of views.
✓ Teacher makes learners more curious and asks learners if they’d love to
learn about it
✓ Teacher makes a smooth transition into reading section by asking an
interesting question to the students.

2- Reading Section

Duration: 24 minutes ( 1st reading + vocabulary teaching + 2nd reading +

grammar teaching )

Aims:

✓ To make learning more meaningful and permanent

✓ To provide learners with the chance of improving their reading skills
✓ To initiate learners critical thinking
✓ To encourage learners to make inferences
✓ To prepare learners for the next activities

A- Skimming

Duration: 2 minutes

Aims:

➢ To have students get the gist

➢ To prepare learners for more challenging activities
Procedures:

➢ Teacher distributes the handouts for the first reading

➢ Teacher wants learners to take a look at the headline
➢ Teacher wants learners to read the text quickly
➢ Teacher asks learners to answer a question about the main idea
➢ Teacher remembers to give time limitation
➢ Teacher instructs learners that they will have two minutes for reading and two
minutes for the questions

B- VOCABULARY TEACHING

Duration: 8 MINUTES (CLARIFICATION + 1ST AND 2ND VOCABULARY

TEACHING ACTIVITY)

Aims:

➢ To help learners enrich their vocabulary size

➢ To create background for second reading
➢ To help learners understand the text better
➢ To make learners get rid of their anxiety about unknown words.

TARGET VOCABULARY ITEMS:

1- TERRIBLE
2- VOLUNTARILY
3- INTERESTING
4- TRADITIONAL
5- MEMORY
6- SHARE

Procedure:

✓ Teacher directs learners’ attention to bold written words

✓ Teacher asks learners to count how many vocabulary items there are
✓ Teacher asks learners if they know the vocabulary items or not.
✓ Teacher starts with the first vocabulary item
✓ Teacher says ‘The first vocabulary item is ‘Terrible’ and wants learners to
guess the meaning of the words
✓ Students make some assumptions, yet it is obvious that the word needs more
clarification
✓ Teacher says ‘Terrible’ means ‘Bad, and it has a negative meaning.

✓ Teacher makes sure that learners have comprehended the new vocabulary item
and teacher uses visual and example sentence with a synonym to make the
vocabulary item conceptualized.
✓ Teacher starts teaching the next vocabular item ‘Voluntarily’
✓ Teacher questions what students have been able to elicit
✓ Teacher gets the right answer from students
✓ Teacher tries to clarify the meaning of the word
✓ Teacher says ‘Voluntarily is an adverb and it means helping people for free.
✓ Teacher says ‘Willingly is the synonym of the word’
✓ Teacher moves on teaching the next vocabulary item ‘Interesting’
✓ Teacher explains the vocabulary item with an example
✓ Teacher tells learners that Interesting can be associated with a word in Turkish
✓ Teacher provides learners with a visual to make the vocabulary item learned
✓ Teacher makes sure that learners have been able to grasp the meaning of the
new vocabulary item and displays the visual
✓ Teacher provides learners with a sample sentence and pronunciation of the
word.
✓ Teacher moves on teaching the next vocabulary item ‘Traditional’
✓ Teacher asks learners to take a look at the passage and make a guess about what
it could mean.
✓ After eliciting some answers, teacher says that here we have an example
✓ Teacher provides learners with a sample sentence
✓ Teacher says ‘The traditional food of Japan is Sushi’
✓ Teacher begins teaching the fifth vocabulary item ‘Memory’
✓ Teacher says ‘Memory is about a past event, it is what we remember from past’
✓ Teacher provides learners with a sample sentence.
✓ Teacher asks learners to take a look at the passage again and says ‘When
Alzheimer’s gets worse, we lose our memories’
✓ Teacher tells learners to make guesses about what it could be
✓ Teacher displays a visual
✓ Teacher moves on teaching the last vocabulary item ‘Share’
✓ Teacher says ‘It is a verb and it is something you know.’
✓ Teacher says ‘Share means to take and to give’
✓ Teacher provides learners with a sample sentence.
 ✓ Teacher explains that ‘When you post something on your social media account,
you share it with others.’
✓ Teacher finalizes vocabulary teaching clarification and wants learners to engage
in two different activities prepared for them.

C- SCANNING (SECOND READING)

Duration: 4 minutes

✓ Teacher asks a question to the learners

✓ Teacher chooses a question requiring very detailed analysis of the text to be
answered
✓ Teacher waits for learners to come up with the right answer
✓ Teacher arouses interest to read the text again in detail
✓ Teacher tells learners to read the text again and do the activity after the second
reading.

D- GRAMMAR TEACHING (10 MINUTES / CLARIFICATION +

ACTIVITIES)

AIMS

✓ To help students get the grammar point

✓ To help students conceptualize the grammar point
✓ To help students develop their linguistic skills
✓ To help students get a better understanding of the structure

PROCEDURE:

✓ Teacher wants learners to take a look at the text again

✓ Teacher asks learners which sentence is underlined
✓ Teacher tells learners to read the sentence
✓ Teacher asks learners about their guesses about the function of the grammar
point
✓ Teacher shows some questions about the grammar point to elicit its meaning
✓ Teacher provides learners with some questions to elicit the function
✓ After eliciting the function, teacher wants learners to do two different
activities and instructs about what students will do and how many minutes
they have to complete the activities
3. WRITING ACTIVITY ( 5 MINUTES)

Aims:

• To improve learners’ writing

• To help learners communicate with each other
• To make sure if the grammar point has been covered or not
• To provide learners with autonomy

Procedures:

✓ Teacher makes a smooth transition into writing activity and explains what they
are to do.
✓ Teacher tells learners that ‘Todd’s disease has gotten worse and he forgets
about his past. You are Katie and you’ll write a letter to him, so that he can
remember.

4. LISTENING (8 MINUTES)

Aims:

• To enhance students’ listening skill

• To give them a purpose to listen
• To help learners hear the grammar point
• To help learners discriminate the sounds
• To help learners be more attentive and careful
• To help students to hear the pattern
• To motivate learners to listen to the text twice
• To encourage learners to understand the gist and dive into details

Procedures:

✓ Teacher introduces two different characters mentioned in the reading section

✓ Teacher says that these people talk about their experiences
 ✓ Teacher tells learners that listen to the speakers very carefully.
✓ Teacher says that some speakers use the grammar point we have covered.
✓ Teacher collects the answers and tells learners that they’ll listen to the text
again
✓ Teacher says that this time learners will be provided with some sentences with
blanks
✓ Teacher tells learners to fill the blanks according to the listening tape.

5. PRONUNCIATION ACTIVITY

Duration: 2 minutes

Aims:

• To make the class more enjoyable and fun

• To help learners discriminate sounds.
• Procedure:
• Teacher says: ‘I’ll play 6 different pairs of vocabulary items and you will try to
discriminate if they are same or different.

• 8. SPEAKING

Duration: 7 minutes

Aims :

• To encourage learners to use the grammar pattern

• To help learners enhance their speaking skills
• To make the lesson more communicative
Procedure:

✓ Teacher tells learners that ‘You are a grandmother/father now. You are with
your grandchildren and they want you to talk about your experiences
✓ Teacher makes group of four and each student will be grandmother/father in
turn.

9. WRAP-UP
Duration: 2 minutes
Aims:
✓ To make learning more memorable
✓ To elicit what students have understood
✓ To make sure that learners are able to use the function of the grammar point

✓ Procedure:
✓ Teacher asks: What do we learn today?
✓ Students say what they learned.
✓ Teacher writes them and explains.

10. Assumptions

• Students have covered adverbs of frequency

• Students have covered all the topics through B1
• Students have learnt about prepositions
• Students have learnt about time expressions