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PPP Lesson Plan Template

The PPP lesson plan template provides the objective, date, name, type, levels, materials, time, and structure for a lesson teaching six color words in Turkish: kirmizi, pembe, mavi, yesil, sari, mor, and turuncu. The lesson includes warm-up, presentation, practice, and production sections with activities like matching colors, spinning for colors, flashcards, and spelling practice to introduce, reinforce, and assess learning of the new vocabulary.

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Cindy Rahit Kelvin Joenoi
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© Attribution Non-Commercial (BY-NC)
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6K views3 pages

PPP Lesson Plan Template

The PPP lesson plan template provides the objective, date, name, type, levels, materials, time, and structure for a lesson teaching six color words in Turkish: kirmizi, pembe, mavi, yesil, sari, mor, and turuncu. The lesson includes warm-up, presentation, practice, and production sections with activities like matching colors, spinning for colors, flashcards, and spelling practice to introduce, reinforce, and assess learning of the new vocabulary.

Uploaded by

Cindy Rahit Kelvin Joenoi
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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PPP Lesson Plan Template

Objective Students will be able to identify six color words in Turkish. Students will be able to pronounce six color words in Turkish.

Date: ______ ______ ______ _____ Your Name : ______ ______ ______ ______ ______ ______ ______ ______ _____

Type Vocabulary Kirmizi, pembe, mavi, yesil, sari, mor, turuncu

Levels Materials

e!inner "olored popsicle sticks #heel !ame board Paperclips #hiteboard and markers

Time Interaction Patterns Potential Problems (and solutions if appropriate)

$% minutes TS & ' (, SS & ' (, Ss Ss & ' ( , T" & ' ( Problem) This is the first lesson for students in Turkish so it !ill probably be "uite over!helmin# at first to not hear a lan#ua#e they understand$ Solution) Lots of repetition visual aids and teacher !ill not use lots of other vocabulary or lan#ua#e durin# the lesson (focus on the % !ords)$ Problem) pronunciation& the Turkish 'c( is a 'j( sound in )n#lish also there is the sh and ch sound !hich has a special character$ Problem) It is the end of a lon# !orkshop day and students !ill probably be tired$

Solution) *ave lots of interactive #ames and activities !here students are doing more than listening to the teacher$

#arm *p &+ce reaker( , Lead- in +reetin#s

Presentation
In this section introduce any ne! vocabulary or phrases by usin# pictures or visual aids to describe them$ Introduce usin# the follo!in# steps, -$ Meanin# .$ Pronunciation /$ 0orm (spellin# or #rammar) .. Teacher holds up colored paper and says the name of the color in Turkish. $. Students repeat the word. /. Teacher then takes the same color and matches it to somethin! of the same color in the room &someone0s shirt, pencil, chair, etc(. 1. Students repeat the word. 2. Then, teacher says the word a!ain and asks students to look for somethin! of the same color and point. Student, students point. 3. Students repeat the word. 4. Teacher writes the word on the board and puts colored paper next to the word. 5. 6epeat pronunciation a!ain. 67P78T 9:6 8LL 3 ":L:6S

Date: ______ ______ ______ _____ Your Name : ______ ______ ______ ______ ______ ______ ______ ______ _____

Practice
1reate several (. or /) practice activities usin# the ne! vocabulary$ Look to increase 2TT and decrease TTT$ 3emember 242 interaction is e5tremely important in a PPP Lesson Plan$ These activities are usually more based around the 3eceptive skills (3eadin# and Listenin#)$ Teacher hands each student a colored popsicle stick. Students must form !roups based on the color of their stick.

Students will be handed a !ame wheel with the six colors on it and a paper clip. They are to put the paper clip in the center of the board with their pencil throu!h it. The paper clip becomes a spinner. 7ach student must flick the paper clip, say the color and find somethin! that matches the color that they have landed on and say the color a!ain. &9or the first few minutes, leave the paper on the board next to the words. Then, take the paper away(.

9lashcard Speakin! Practice+n pairs, students take pieces of paper in the six different colors and hold up for one student and the student says the name of that color. Then, switch.

Speed 6ace; Put students in pairs facin! each other. etween each pair put

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six cards of six different colors in the middle. The teacher says a color word and the first person to !rab the paper wins a point. +f there is extra time) Spellin! practice; &9orm(

Date: ______ ______ ______ _____ Your Name : ______ ______ ______ ______ ______ ______ ______ ______ _____
Production O3 8ssessment 6eflection

Teacher !ives students the word and !oin! around the circle, each person in the !roup must say one letter. 7x) Leslie < P 7sti- 7 Thomas- = Leslie7sti- 7 +f someone messes up, they must start over a!ain.

Production activities #ive students the opportunity to use the ne! vocabulary on their o!n to construct ne! dialo#ues and conversations$ These activities are usually based around Productive skills (2peakin# and 6ritin#) This is a #ood opportunity to do some on&#oin# formative assessment$ >ow, in !roups &students work individually, now, thou!h( the teacher hands students colored pencils &only 3(. Teacher takes the colored pieces of paper off the board and has students write the word in the correct color. &=ake sure the words and colors are off the board now.

?ave students write the correct word for each color on the paper.

8s students are workin!, teacher monitors answers. Then, teacher collects paper and check answers. +f there are colors that many students !ot wron!, teacher will reteach those in the next lesson.

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