Şeyda GÜNDOĞDU 4th Teaching

14.05.20
LESSON PLAN 4

STUDENTS’ AGE : 17 – 11th Grade

PROFICIENCY LEVEL : A2 / B1
CLASS SIZE : 25
TOPIC : Values : Both...And/Neither...Nor/Either...Or/Not Only...But Also
PLACE : Bahçelievler Deneme Anatolian High School

ASSUMED KNOWLEDGE
Students are able to:
• know simple past tense, simple present tense, past perfect tense, future tense
• ask important questions to take information
• know the differences and uses of correlative conjunctions.
• use listening and speaking skills to answer complex questions.

TIME ALLOTED

• Total class time (40 minutes)

• Introduction (5 minutes)
• Warm-up Activity (5-10 minutes)
• Main Activity (10-15 minutes)
• Follow-up Activity (5-10 minutes)
*The duration of each activity may vary depending on the situation.

OBJECTIVES

The students will be able to:

• identify the five most common pairs of correlative conjunctions
• define the role of correlative conjunctions
• construct sentences containing correlative conjunctions that have appropriate subject-
verb agreement, pronoun-antecedent agreement, and parallel structure
• explain what they think about personal values and cultural shock and norms

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Activity Activity Description

• The teacher enters the class and asks “How are you? How do you
feel? What did you do at the weekend?” Then, some students can
be expected to say, "I feel great." "I feel a little sleepless." "I'm
very happy.”
• Later, students also ask the teacher how she is. But even if they
do not ask, the teacher starts talking about herself after the
students' speech is over.
• The teacher says that she is very good and “How about starting
Introduction the lesson with a beautiful song? I'm sure you will love this
(5 minutes) song.” Then the teacher opens the song with English subtitle "Life
Vest Inside - Kindness Boomerang -One Day.” In this song, it is
(Appendix 1) mentioned that it should help people, that goodness increases as it
shares, and the clip of the song is also very impressive. The clip
begins with the help of a man to a fallen child and this boy helps
an old person, it continues this way, and everyone starts helping
each other like dominoes.
• After the music is over, the teacher asks the students if they love
the song and they will most likely say that they love the song.
Then the teacher asks, "What do you think was the theme of the
song?" Students will most likely answer as follows:
Student A: It's nice to help people.
Student B: We should be polite.
Student C: Stop with the violence.
• The teacher then thanks the students for their answers.

• The teacher begins to speak inspired by the song, “The song you
listened was not Turkish as you know, but what is mentioned in
the song is same in our society. We have values such as love,
Warm-Up respect, honesty, trust, justice, tolerance, responsibility, and
(10 minutes) politeness. and this value is common all over the world.” While
counting these values, the teacher forms a circle by pasting the
papers with these words on the board one by one.
• After hanging the papers on the blackboard, the teacher says, “I
think, not only forgiving others but also tolerating mistakes is
important.”

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• In this sentence, the teacher uses especially correlative

conjunctions so that it is effective for students to see an example
about the subject they learned.
• Then the teacher asks the students that “In your opinion, which
principle is the most important one?” by showing the principles
on the blackboard. After asking this question, the teacher expects
the students to answer using correlative conjunctions. Students
probably answer as follows:

Student A: I think the most important principle is both respect and

Warm-Up justice.
(10 minutes) Student B: I agree with Student A, but it matters not only justice but
also honesty.
• Then the teacher says "Yes, some values may be common. But as
you know, cultures in the world are very different. These
(Appendix 2) differences are very good values, but you know that when we go
to another country, we may have difficulties. So, I want to ask
(Appendix 3)
you a question, what is the meaning of “When in Roma, do as the
Romans do”?
• After asking this proverb, the teacher turned on Mentimeter and
asks the students to open their phones and enter the code written
on the board. When they enter this site, they see a page with the
same problem written. And the teacher asks the students to
answer in the form of words or phrases, not the whole sentence.
• As I have shown in the Appendices section, when students write
their answers, a word cloud occurs. The aim of the teacher is to
make the students think about this proverb and want them to
answer in a fun way. Then, the teacher looks at and reads the
words in the word cloud.
• The students' answer cannot be right or wrong because the teacher
says what they understand from that proverb. Therefore, all
opinions of the students are very valuable for the teacher.
• After that, the teacher explains what that proverb means that “As
this proverb emphasizes, if you don’t want to suffer from culture
shock when you go to another country, you should learn its social
norms and values.”

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Activity Purpose: The purpose of the activity allows students to use

correlative conjunctions by making them talk about personal values.
Then he integrates the technology into the lesson and uses Mentimeter,
and students' answers become word cloud. This situation allows students
to answer with fun and can be very good for students who are shy to
answer. The teacher thus informs students about personal values and
cultural shock and integrates the theme of the unit into the lesson.

• After the teacher explained that proverb, she entered an activity

related to that proverb and different cultures. Then the teacher
says, “Here are three people telling us what they have
experienced in a foreign country.”
• The teacher then gives the students three paragraphs in which 3
different people's experiences and the culture shock they have
experienced in another country are written and asks them to
answer the questions by using the correlative conjunctions that
Main Activity they learned.
(15 minutes) • After the teacher distributes the workshops, she asks the students
to answer the questions with their partners and the teacher says
you can start.
(Appendix 4) • After the students answer the questions, the teacher asks the
students again in the class.
Teacher: Who wants to answer the first question?
Student A: I think both Japanese culture and Indian cultures are very
different because their clothes and food are really different from our
culture.
Teacher: Thank you! What do you think about the second question?
Student B: In Australia, they neither eat bread for breakfast nor insist
to pay the bill.
• They do this for all questions and the teacher listens carefully to
the students.
• The teacher has prepared these three paragraphs so that students
can learn new information, and the answers of the questions are
not directly written in the texts so, students must read and
understand them thoroughly to answer the questions.

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• In addition, the open-ended questions create discussion

environment because if every question had a single answer, there
would be no discussion environment.
• After answering all questions as a whole class, the teacher thanks
the students very much for their participation.

Activity Purpose: The purpose of this activity is to make students read

and speak. The teacher has prepared paragraphs suitable for students'
level and interests, and their questions are questions that every student
can answer. In this way, the students practice the correlative conjunctions
and then the teacher can give the students an effective feedback.

• The teacher divides students into groups of four and gives each
peers a copy of the game board, dice, and counters (One person
from each group turns on the timer on her/his phone.)
• The teacher explains that the students are going to complete
sentences that use correlative conjunctions and that each sentence
must be different. So, if a player lands on as square that a
previous student has landed on, they must complete the sentence
Follow-up Activity in a different way.
(10 minutes) • The students then place their counters on the start square. The
first student to throw a six starts the game. The players take it in
turns to roll the dice and move their counter along the board.
(Appendix 5) • When a player lands on a square the player completes the
sentence in a way that demonstrates the use of correlative
conjunctions in the sentence.
• Then the player says the sentence to the group for confirmation. If
the other students agree that the sentence is correct, the player
stays on the square. If not, the player goes back his/her previous
square.
• After the teacher explains the game, if there is a student who does
not understand, the teacher calls a student to the blackboard and
shows how the game should be played with that student.
• Later, while the students are playing the game, the teacher walks
and listens to the students and she gives feedback to the students.

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Activity Purpose: The aim of this game is for students to complete

sentences using their creativity. Each student will have seen many
examples sentences because they must answer differently. Also,
correcting each other's mistakes and giving feedback is very suitable for
follow up activity because I think students can learn from their peers
more easily. In addition, the game will motivate and excite the students
while practicing the correlative conjunctions.

• The teacher asks the students to find a slogan because the subject
is easy, making sure that the students understand the topic. Also,
giving a reading or writing assignment can get bored with
students. So, the teacher says to students “Please work alone and
Assessment write slogans on moral and social values like kindness, honesty,
love, justice, etc. Also, try to use one of the correlative
(Appendix 6) conjunctions in your slogan. You can do it as you wish, you can
also draw pictures or you can imagine your slogans to be printed
on objects such as t-shirt, glasses, pillows. Don't forget to bring it
to the next lesson, and if you need anything, please tell me.”
• After the teacher says so, the teacher gives homework worksheets
and says see you in the next lesson.

Activity Purpose: The teacher gets an activity from the students, where
they can use their creativity and remain a memory for them. They also
use correlative conjunctions while doing this.

Anticipated • I do not think there will be any problems because the teacher will
Problems and take the worksheets more than the class size before coming to the
Solutions class. Also, the teacher will also bring a lot of dice because
students will be given to them if they accidentally lose it.

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Back-up Plans • In the introduction, the teacher will play a song, but there may be
for Technology an internet problem, so it will download the video earlier. Apart
(Optional) from that, in the Warm-up activity, the teacher will use
Mentimeter and if there is an internet problem, the teacher will
open it from her own computer if she cannot connect to the smart
board. Also, for students without internet, the teacher can open
her own internet or they can share their opinions with their
friends' phones.

Materials/Teaching • A song for the introduction part

Aids Needed • Workshhets for main, follow-up activites and homework
• Mentimeter and papers for warm-up acitvity
• Board game and dices for follow-up activity
• Smartboard and boardmarker

References • https://www.youtube.com/watch?v=nwAYpLVyeFU

APPENDICES
Appendix 1
The song in Introduction part https://www.youtube.com/watch?v=nwAYpLVyeFU

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Appendix 2
The personal values in Warm-up Activity

LOVE

HONESTY

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RESPONSIBILITY

TOLERANCE

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TRUST

JUSTICE

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RESPECT
Appendix 3
Mentimeter- Word Cloud in Warm-Up Activity

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Appendix 4

Anna, Australia

As an Australian, what I was most surprised about Turkey was the huge
breakfast tables. It includes various types of cheese, olives, eggs, sausages,
pastry and of course vegetables like cucumber and tomatoes. It is more
common to be invited to breakfast rather than dinner at weekends. Turkish
people can spend hours around the table, eating, drinking so many glasses
of Turkish tea, chatting and enjoying themselves. Another point was about
consuming bread. Yes, they eat a lot of bread at every meal. What’s more,
in my country we don’t start eating bread until the food arrives, but you
are served delicious hot bread and butter before the main dish in many
Turkish restaurants. Sharing food even with strangers is also a common
characteristic in this country. They not only want to share their food but
also insist on this. When it is time to pay the bill, another struggle starts.
Each person on the table wants to pay it, which is quite unusual for us. I
must confess that being in this country was a marvellous experience for me
and really raised my cultural awareness.

Deniz, Turkey

Before my trip to the UK, all I knew was Big Ben and their popular food,
fish, and chips. In the beginning, I had hard times getting used to the
customs of this country. For instance, in my country being punctual is
important too, but you do not have to call the person to say you will be
late just for five minutes. Here I have learnt that even if you are late for
a few minutes, you must call and tell your reason. In addition, I had
believed that the English were a bit cold and less friendly until I met
them. But soon, I realised that they were as friendly and hospitable as
the people in my country. That was a great life lesson for me.

Kim, Japan

I have been living in Turkey for a few years and learnt quite a lot
about Turkish culture and traditions. We have many differences in our
social etiquette. Japanese people communicate with brief sentences. In
Turkey, it is amusing to listen to the people telling everything in
detail. We don’t like speaking loudly, but it is a normal way of
communication here. We have differences in using body language as
well. For example, making direct eye contact is offensive in my
country. However, in Turkey it is necessary to make eye contact to
tell what you mean. Also, we bow to greet someone as a sign of
respect. It may be acceptable to shake hands, but Turkish people both
hug and kiss on two cheeks when they meet their friends. On the other hand,
we have a common tradition. People in both countries take off their shoes while entering a house. It
is a must to say that these people aren’t only friendly but also eager to show this trait.

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• Please read carefully and answer the questions according to the paragraph above
with your partner. Also, please try to use both...and/neither...nor/either...or/not
only...but also while answering the questions. Good luck 😊

1. Which two cultures in the texts are very different for you?

2. Please write two culture or norm that in Turkey, but not in the Australian culture.

3. If you had gone to another country, what would be two things you wouldn't get used
to. Please discuss it with your partner.

4. What is the difficulty when Deniz goes to Big Ben?

5. Please write two culture or norm that in Turkey, but not in the Japan culture.

6. What countries / countries are you curious about its culture and life? Why?

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Appendix 5

I love both Not only the I will either go to I have both

START romantic Turkish Canada… respect…
movies… culture…

We should either
love…

Neither my
brother…

We neither I can have He/she is not I do not like I travel not only
study... either… only a good either pop… with my
student… parents…

Mustafa Kemal
Atatürk was not
only...

We visited
both…

FINISH

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Appendix 6
Homework worksheet

Please work alone and write slogans on moral and social values like kindness,
honesty, love, justice, etc. Also, try to use one of the correlative conjunctions
in your slogan. You can do it as you wish, you can also draw pictures. Or you
can imagine your slogans to be printed on objects such as t-shirt, glasses,
pillows. Do not forget to bring it to the next lesson, and if you need anything,
please tell me. Good luck! 😊

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