1. AYSER RAİF İSMAİL IRREGULAR VERBS

2. Subject: Simple Past Tense (Affirmative-with both regular and irregular verbs) Grade: 7th class Level: Pre-intermediate Topic: Atatürk: The founder of Turkish Republic Duruation: 40+40’ Approach and Method: Communiactive Language Teaching Skills: Listening, speaking, reading, writing Level: Pre-intermediate CEF Level: A2-Waystage Age: 13 years old Expected Errors: Misuse of Irregular verbs Type of Corrective feedback: Recast LESSON PLAN

3. Materials: Computer, projector, board, worksheets, reading passage. Techniques: Brainstorming, the use of authentic - real life materials, question-answer exercise, repetition, pairwork. Role of the teacher: facilitator,group process manager,monitor Role of the student: negotiator Basic characteristics of the teaching/learning process: The lesson is mostly student-centered. Almost everything is done with a communicative intent in the lesson. True communication is purposeful.

4. I used CLT in my lesson; BECAUSE In communicative language teaching the students have a chance to learn the four language skills for social interaction at the same time in a meaningful context and they develop communicative competence.

5. The main error I expect is misuse of irregular verbs; BECAUSE In the previous lesson the students have already learned the past form of the regular verbs. And this lesson they will learn irregular verbs. At this point, the teacher expects the students to add –ed ending to each verb.

6. WARM UP The teacher comes to the clasroom and greets the students. Then she draws a brainstorming circle on the board in which Atatürk is written. She writes what the students say around the name ‘Atatürk’ in order to attract the students’ attention and call up their previous knowledge about the subject. She writes the answers of the students around the circle. Then, she distributes a reading passage that is about the life of Atatürk in which both regular and irregular verbs written in bold.

7. I chose brainstorming as a warm up activity; BECAUSE I wanted to reveal out the students’ shemas and scripts about the topic. In this way, the teacher knows what they already know and what she will teach.

8. ATATÜRK’S LIFE

9. PRESENTATIONPRESENTATION Mustafa Kemal Atatürk, the leader of the Independence War, was born in 1881 in Salonica. His parents were Ali Rıza Efendi and Zübeyde Hanım. He attended the Şemsi Efendi Primary School in Salonica. Then, he went to Salonica Military Secondary School. After he graduated from this school, he attended Military High School in Manastır in Macedonia. His real name was Mustafa. His mathematics teacher called him Kemal. “Kemal” means perfection. Mustafa Kemal was a perfect student and later he was a perfect leader. He came İstanbul in 1899. He was a student in the War Collage. He graduated from the General Staff College in 1905. He was a staff captain. He could speak French and German.

10. Atatürk was interested in being a soldier all his life. He was interested in mathematics, literature and history in his education. He was a commander from 1905 to 1923. His first military success was Trablusgarp Battle. He was very successful. Atatürk was a perfect soldier and a statesman. He always wanted to find solutions to the problems in his political life. When he was the chairman of Erzurum and Sivas Congresses, his political life started. He was the first president of the Turkish Grand National Assembly and the first president of Turkish Republic. After he became a president, he had great success and respect in politics at home and in the world. He said “peace at home, peace in the world.” This sentence shows his character and his point of view. Atatürk made many reforms in different fields for a better life in the country. His reforms had great successes in every way. He made political reforms, social reforms, legal reforms, economic reforms and reforms in the fields of education and culture.

11. I used reading text in presentation; Because I wanted the students to see both regular and irregular verbs in the same text. By this way, they will come across with irregular verbs for the first time and they will try to distinguish them.

12. PRACTICE The teacher gives the students the chronological order of Atatürk’s life that is written in Simple Present Tense. Then, she wants them to turn these sentences into Simple Past Tense using both regular and irregular verbs.

13. A Chronology of the Main Events in Atatürk’s Lıfe 1881born in Salonica 1888 attends Şemsi Efendi Primary School 1899goes to war college 1905 graduates from the General Staff Collage with the rank of staff 1914The First World War begins March 18 1 victory of Gallipoli August 8-9,1915becomes the Commander in Anafartalar Group May 19, 1919 comes to Samsun October 31, 1918becomes the Chairman of Erzurum Congress December 27, 1919arrives in Ankara April 23, 1920opens the Turkish Grand National Assembly in Ankara and makes political Reforms August 5, 1921becomes Chief Commander August 23, 1921The battle of Sakarya starts. September 19, 1921The Turkish Grand National Assembly gives him the title “Gazi”. August 26, 1922leads Great Offensive from the hill of Kocatepe August 30, 1922wins the battle of “The Commander –-in-chief at Dumlupınar” has great success January 29, 1923marries Latife Hanım in İzmir August 11, 1923becomes the President of the Second Grand National Assembly October 29, 1923becomes the first president of Turkish Republic November 24, 1934The Turkish Grand National Assembly gives him the surname “Atatürk”. March 1,1935becomes the president of the Republic for the fourth time November 10,1938dies in İstanbul

14. PRODUCTONPRODUCTON In production part the teacher gives some pictures which are about Atatürk and wants students to write sentences with the given words in Simpe past tense. Atatürk/ attends Şemsi Efendi Primary School. ……………………………………………………

15. Atatürk/makes lots of innovations. …………………………………………..

16. GENERAL LINGUISTIC REFLECTION 1. Cognitive and Developmental Perspective My general perspective is the cognitive and developmental perspective because it supports my lesson by its three important principles. First, it denies that there is a separate module for language in the mind. Second, it understands grammar in terms of conceptualization. Third, it claims that the knowledge of language arises out of language use. Also, the teacher does not use mother tongue in the class, students use target language because cognitivist perspective does not allow using native language in the classroom environment.

17. 2. Information processing : This is a process of building up knowledge. Learners at the earliest stages will use most of their resources to understand the main words in a message. In that situation, they may not notice the grammatical morphemes attached to some of the words, especially those that do not substantially affect meaning. Gradually, through experience and practice, information that was new becomes easier to process and learners become able to access it quickly and even automatically. This frees them to pay attention to other aspects of the language that, in turn, gradually become automatic. In my lesson, students learn the past forms of regular verbs. They see the –ed ending at the end of the verbs. At first they may not notice this suffix, but through practice and experience, they become aware of it.

18. 3.First language influence: According to Contrastive Analysis (CAH), errors were often assumed to be the result of transfer from learners’ first language. For example, in my lesson the main error I expect from students is adding –ed ending to each verbs. In the students’ first language, the rule for making Simple past tense is the same for all the verbs, but in English they will face with two different rules. They will tend to use only a rule while making Simple past tense.

19. 4. Overgeneralization: The overgeneralization of various linguistic inflections is a feature of language acquisition/learning. The learner generalizes a regular rule to irregular forms. In my lesson, the English past tense inflection illustrates this phenomenon. The phenomenon always occurs unconsciously. Without timely instruction and correction, the errors will stay for as long as it can do. As teachers, we should try to avoid this situation in our lesson.

20. 5. Corrective feedback in the classroom: RECAST The teacher uses recasts as a corrective feedback in the classroom. ‘Recasts’ involve the teacher’s reformulation of all or part of a student’s utterance, minus the error. So, the teacher uses recasts to encourage the students to answer the questions again and participate in the activities without hesitating.

21. 6. Let’s Talk Proposal: According to the ‘Let’s Talk’ proposal, the teacher emphasizes the importance of both comprehensible input and conversational interactions with teachers and other students. I also take this important point into consideration and I provide comprehensible input for my students and I try to create an interaction atmosphere with teachers and other students.

22. 7.Get it right in the end: According to ‘Get It Right in the End’ proposal, the proponents do not assume that everything has to be taught. If the learners have adequate exposure to the language and a motivation to learn, many language features are acquired. Therefore, I provide learners with motivation and exposure to the language.