LESSON PLAN - Didactic.ro - comunitatea online a cadrelor didactice by 70ivX898

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									                                     LESSON PLAN

TEACHER`S NAME:
SCHOOL:
DATE: the fifth of May, 2006
TIME: 9.00-9.50
NUMBER OF STUDENTS: 22
GRADE: V D
TEXTBOOK:Pathway to English
UNIT OF LEARNING: Sports and games
TOPIC: Revision
SKILLS: writing, speaking, reading
LANGUAGE FOCUS : reviewing the past simple tense, regular and irregular verbs
LESSON AIMS: by the end of the lesson the students will be able to:
     1. recognize the past simple tense-regular and irregular verbs
     2. use the structure to make sentences of their own (affirmative, negative and
         interrogative)
     3. name some sports
     4. express preferences
AIDS (MATERIALS): testpaper, chalk, blackboard, sheets of paper
ORGANIZATIONAL MOMENT: the student on duty tells the absents; the teacher
writes the absentees in the catalogue; then the teacher checks homework and students
correct mistakes, if necessary.
Timing: 6 minutes
ACTIVITY 1:
Aims: to test the ability of the students to :
-use the correct form of verbs in the past simple tense;
-write complete sentences
-rearrange letters so as to form words
Timing: 20 minutes
Interaction: individual work
Procedures: the teacher tells the students that they will get a testpaper; hands out the
papers and explains their tasks, students do the exercises, then hand in the testpapers.
ACTIVITY 2:
Aims: to reinforce students’s knowledge and use the simple past tense in a fun and
competitive way, to practice making sentences in the simple past tense
Timing: 22 minutes
Interaction: T-S/group work
Procedures: teacher tells students that they are going to play a special Tic-Tac-Toe game
in which they will use the past tense of several different irregular verbs. Teacher divides
the class in 2 teams. Teacher draws a big tic-tac-toe grid on the board, numbers the
squares so that the students can identify the square of their choice by stating the number.
Students say base forms of irregular verbs. The students from each team choose, in turn,
a verb, say the past form of the verb and form a sentence. If it is correct, the teacher
writes the x or o in the square.The winner team is the one who places four of the same
marks in a continuous line either horizontally, vertically or diagonally.
Students work in groups and form pairs, decide which is X and which is 0. Teacher
distributes pieces of paper with the grids and verbs. Taking turns each student reads aloud
one of the verbs. The student then uses the past tense of the verb and forms a sentence, if
it is correct, he/she can write an X or 0.
T gives homework
Timing: 2 minutes
The teacher asks the students to play the game with someone and write sentences with the
past forms of the verbs.


                                   TIC TAC TOE

                1                   2                   3                    4
               BE                 READ               MEET                   EAT
           (happy/sad)        (a newspaper)        (my friends)          (a burger)



                 5                   6                   7                   8
               GET                COME                 RUN              CHOOSE
            (a present)         (to school)           (home)            (a picture)



                9                   10                   11                  12
              FALL               LEAVE                  SEE                FEEL
          (on the street)        (school)             (a film)             (love)



                13                  14                 15                    16
             TAKE                  WIN                FIND                  GO
             (a taxi)            (a prize)           (money)            (to church)
                                      TESTPAPER


1. Choose the correct answer-A, B or C.                                         2,8 p

           a. Mary ___________________in Greece last July with her family.

           A. was     B. were   C.is
           b. They ___________________by car.

           A.go       B. went  C.going
           c.They______________in a big hotel.

           A. staying B. stayed C.stays
           d. The weather_________________fine.

           A.were     B. be   C.was
           e. They____________________dinner in a Greek restaurant.

           A. having   B.has   C. had
           f. They_________________the Acropolis.

           A. visited B. visit C. visiting
           g. They__________________ to Thessaloniki.

           A. didn’t go B. not went C. don’t goes


3. Unscramble the names of these sports and games:                              2,4 p
Hescs=                                                      wrong I=
koch ye=                                                    a taker=
wings mim=                                                  bingo x =
a clap dry sing=                                            ziuq=
fall boot=                                                  king is=
ask tall ebb=                                               sent in=
4. Write sentences about two sports you like and give five reasons for each.   1,8 p
Optional exercise-for extra point
3. Put the scrambled words in the right order to form sentences
                   a. yesterday/you/Where/did/meet/?

                  b. you/did/friends/When/visit/your/?

                  c. match/go/They/to/didn’t/football/the/.

                  d. library/Why/they/the/go/to/did/?
                                       LESSON PLAN
TEACHER`S NAME:
SCHOOL:
DATE: the fifth of May, 2006
TIME: 10.00-10.50
NUMBER OF STUDENTS: 21
GRADE: V C
TEXTBOOK: Pathway to English
UNIT OF LEARNING: Sports and games
TOPIC: The British and their sports
SKILLS: speaking, reading, writing
LANGUAGE FOCUS : present simple tense
LESSON AIMS: by the end of the lesson the students will be able to:
    1. talk about sports
    2. read a text and answer questions
    3. deduce the meaning of a word from a text using pictures
AIDS (MATERIALS): textbook, puzzle, sheet of paper
ORGANIZATIONAL MOMENT: the student on duty tells the absents; the teacher
writes the absentees in the catalogue; then T checks homework and students correct
mistakes, if necessary.
Timing: 5 minutes
ACTIVITY 1:
Aims: to review vocabulary related to sports, introduce the students into the new lesson
Timing: 14 minutes
Interaction: T-S; pair work
Procedures: Teacher asks the students: what sports and games do you like? Students
answer the question. The teacher tells students that they will get a word puzzle and they
have to work in pairs and find twelve sports. The teacher gives the students the sheet of
paper, the students find and then read the names of the sports and games they found.
ACTIVITY 2:
Aims: to develop speaking skills, answer question, describe pictures
Timing: 6 minutes
Interaction: T-S
Procedures: T asks the students to open their books on 97/2a look at the pictures, answer
the question: What are these people doing? Students answer the questions.
ACTIVITY 3:
Aims: to check understanding, to use vocabulary related to sports
Timing: 8 minutes
Interaction: group work
Procedures: teacher asks the students to read silently the descriptions of three popular
British sports. Teacher tells students they don’t have to worry if they don’t understand
every word. Students are asked to read the texts and to match each description with one
of the pictures above.
Students write in their copybooks: 1-c; 2-a; 3-c. Then they say which words helped them
to decide which sport it was. Students underline the words, then read them to the teacher.
ACTIVITY 4:
Aims: to deduce the meaning of a word from the text using pictures,to use words related
to sports
Timing: 5 minutes
Interaction: group work
Procedures: the teacher asks the students: where and how do you play these games? T
asks the students to work in groups and find the correct meaning of the words 98/2d.
Students are asked to write the correct answers in their copybook. 1-a; 2-a; 3-b; 4-b; 5-c;
6-a. Students read the correct answers; to make sure they understand, t asks the students
to say the words in Hungarian, too.
ACTIVITY 5:
Aims: to describe a sport
Timing: 10 minutes
Interaction: group work
Procedures: Teacher tells the students that they will get a sheet of paper with a table, they
have to fill it in with the name of sports, the place and the equipment. Students put the
words in the correct place and then read them.

If there is time left, students get sheets of paper, with the description of some sports; they
work in groups and write the name of the sport on the paper.
T gives homework.
Timing: 2 minutes
The teacher asks the students to write a short paragraph about a sport they know well. Do
not name the sport.

Find 12 sports in the following word puzzle.


                          SPORTS             AND                 GAMES

                             O   H   R   T   E   N   N   I   S   S   C   K
                             L   O   O   P   A   L   L   H   I   K   H   A
                             O   C   W   B   O   X   I   N   G   I   E   R
                             N   K   I   O   D   U   E   L   A   I   S   A
                             E   E   N   G   I   A   R   I   L   N   S   T
                             C   Y   G   B   E   R   I   M   E   G   I   E
                             P   L   A   Y   I   N   G   C   A   R   D   S
                             Q   B   A   S   K   E   T   B   A   L   L   P
                             U   U   N   S   W   I   M   M   I   N   G   O
                             I   M   I   N   A   S   U   E   S   Z   I   N
                             Z   N   F   O   O   T   B   A   L   L   T   G

Put the following words in the correct place in the table.

                                     WHAT? WHERE? HOW?

     Rowing Hockey Court River Boat Ring Racket Tennis Ball                       sticks

          SPORT                              PLACE                           EQUIPMENT




Football Pitch Bathing costume Pool Boxing Boxing gloves Pitch Swimming
1. In this sport each team has eleven players. They kick the ball with their foot, run with
it on a pitch.The players kick the ball into the goal. Players don’t use their hands in this
sport. Only the goalkeeper can use his hands. More than 240 million people play it in
more than 200 countries in every part of the world. It is the most popular sport in the
world.

2. There are two players in this sport, they use a racquest to hit a ball. They play it on a
court.


Give out cards with the descriptions of sports; students work in group, they have to
recognize them. Who recognizes all of them, get 3 points; the others: 2 or 1.


If there is time left, t asks the students to compare the sports.t gives pieces of paper to
each group and ask the students to write the name of a sport or game on each one. T
collects all the pieces of paper and shuffles them. T asks the students to say some
adjectives; t writes the adjectives on board ex,. boring, exciting, interesting etc. T asks
students to work in groups of 3 or 4 and share the pieces of paper out between the groups.
T asks each group to make 2 piles of words, face down and then take it in turns to turn up
a word from each pile. They use the words they have turned up to make a comparative
sentence.
                                     LESSON PLAN

TEACHER`S NAME:
SCHOOL:
DATE: the eighth of May, 2006
TIME:
NUMBER OF STUDENTS: 16
GRADE: VI C
TEXTBOOK:Generation 2000
UNIT OF LEARNING: 42
TOPIC: Now and then
SKILLS: listening, reading, speaking, writing
LANGUAGE FOCUS : used to/didn’t use to, present simple
LESSON AIMS: by the end of the lesson the students will be able to:
    1. talk about changing tastes
    2. use the structure ”used to”, ”didn’t use to”
    3. listen a text and answer the questions
    4. discuss the texts
AIDS (MATERIALS): textbook, tape, chalk, blackboard, handouts
ORGANIZATIONAL MOMENT: the student on duty tells the absents; the teacher
writes the absentees in the catalogue; then T checks homework and students correct
mistakes, if necessary.
Timing: 6 minutes
ACTIVITY 1:
Aims: to introduce the students into the new topic, talk about changing tastes, introduce
new structure, to create expectations
Timing: 8 minutes
Interaction: T-S
Procedures: Teacher discusses with the students how their life at school has changed.
Teacher asks , for example, the following questions: How many subjects do you study
now? Did you use to study so many subjects when you were in the 3rd form ? How many
did you use to study? Do you study physics now? Did you use to study physics before? T
writes up one or two questions and answers on the board, underlining the target structure,
eg:
We study 14 subjects.
How many subjects did you use to study?
We used to study ten subjects in the third grade.
We didn’t use to study Physics then.
ACTIVITY 2:
Aims: to develop listening skills, answer questions
Timing: 8 minutes
Interaction: T-S
Procedures: teaher asks the students to open their books on 78/, look at the pictures.
Teacher tells the students that ”She is Carolina Kay, he is Peter Howard, what they look
like now and what they looked like when they were children.” T asks the students to
guess Carolina and Peter’s age now and then. Ss listen the tape and write the answers in
their copybook, then check in pair and as a class: She is 19; she was 9; he is 22; he was
11.
ACTIVITY 3:
Aims: to find the differences about the people , extract specific information from a text to
develop listening skills,
Timing: 10 minutes
Interaction: whole class/pair work
Procedures: teacher tells ss that they will listen to the text once again, they will get a
worksheet with some sentences, and they have to underline the correct words. Teacher
gives the worksheet, asks the ss to read the examples and the other sentences. Teacher
plays the tape once again . Students listen, discuss the answers in pair, then teacher asks
them to read the sentences. Teacher explains the students that we use ”used to” to talk
about things that happened repeatedly or always in the past but which are now finished. T
compares it with the present simple. Eg . I eat chocolate every day. I used to eat chocolate
every day. T asks: which is in the present, which is in the past? T explains any language
or vocabulary difficulties.
ACTIVITY 4:
Aims: to find out information about members of the class by asking and answering
questions, to practice the new structure
Timing: 16 minutes
Interaction: T-S/S-S
Procedures: t asks the students: What did you used to do, what didn’t you use to do? T
tells the students that they have to find out the information on their sheet of paper that
they will get by speaking to everybody in the class.T gives the students the sheet of paper
with a chart; t asks students to read the activities and match them to the pictures. Then
students stand up and go round the class. T makes sure that each student knows how to
ask and answer the relevant questions correctly. When they have spoken to everybody in
the class, students sit down and write sentences about each other; they read the examples
from the sheet of paper. Then they talk about the information they have found out.

T gives homework
Timing: 2 minutes
Teacher gives a handout, asks the students to look at the pictures and complete the
sentences with used to or the present simple and the words in brackets 67/1 WB. If there
is time left, students start doing this activity in the classroom. If they don’t finish activity
4, their homework is to write sentences about each other.
     PAST                                                   PRESENT
DID YOU USE TO:           Name       Yes, I   No, I    DO YOU:                Yes, I      No, I
                                      did     didn’t                           do         don’t
                                               X                                         X
Eat sweets                                             Eat sweets
Go to bed early                                        Go to bed early
Bite your nails                                        Bite your nails
Have long hair                                         Have long hair
Sleep a lot                                            Sleep a lot
Play with dolls                                        Play with dolls
Play with toy cars                                     Play with toy cars
Wash your hair every                                   Wash your hair
day                                                    every day
Eat hamburgers and                                     Eat hamburgers
chips                                                  and chips
Speak English when                                     Speak English
you were 7




    What is different in the present? Write sentences about your clasmate.
    Example:
                    PAST                                              PRESENT
    She/he used to eat hamburgers.                           She/he doesn’t eat hamburgets.
    She/he didn’t use to eat hamburgers.                     She/he eats hamburgers.
                                        LESSON PLAN
TEACHER`S NAME:
SCHOOL:
DATE: the fifth of May, 2006
TIME: 11.10-12.00
NUMBER OF STUDENTS: 14
GRADE: VI. B
TEXTBOOK: Generation 2000
UNIT OF LEARNING: 41
TOPIC: Pen Pals
SKILLS: speaking, reading, writing
LANGUAGE FOCUS : present simple
LESSON AIMS: by the end of the lesson the students will be able to:
-talk about pen pals;
-recognize and write formal and informal letters;
-to fill in a questionnaire with personal information
AIDS (MATERIALS): textbook, handouts, questionnaire
ORGANIZATIONAL MOMENT: the student on duty tells the absents; the teacher
writes the absentees in the catalogue; then T checks homework and students correct
mistakes, if necessary.
Timing: 7 minutes
ACTIVITY 1:
Aims: talking about formal and informal letters, make sentences
Timing: 12 minutes
Interaction: T-S/individual work
Procedures: T asks the students: what do you like more: writing formal or writing
informal letters? Students answer the question. T tells the students to read an informal
letter from Brad Otago and then mark the sentences true or false. T gives a handout to the
students, with the letter and the sentences; Students do this task, T asks some students to
read the sentences.
ACTIVITY 2:
Aims: fill in a questionnaire, answer questions
Timing: 10 minutes
Interaction: group work
Procedures: teacher tells students to read the letter again and complete the questionnaire
with his details. Teacher gives the questionnaire to the students, who answer the
questions ; teacher asks the spokespersons of the groups to read the answers.
ACTIVITY 3:
Aims: to check whether students can differentiate between a formal and informal letter
Timing: 7 minutes
Interaction: pair work
Procedures: T asks the students: would you find the expressions in a formal letter or an
informal letter? Students read the sentences from the sheet of paper and write FL=formal
or IL=informal.
ACTIVITY 4:
Aims: to use correct punctuation in a letter
Timing: 11 minutes
Interaction: pair work
Procedures: t asks students to read Judie’s letter and answer: what is missing? Students
look at the letter and say: there is no punctuation. T asks the students to write out Jodie’s
letter with capital letters and correct the punctuation. T gives homework.Timing: 3
minutesThe teacher asks the students to write a letter about themselves to a pen pal.
Extra exercises

    1. Find and write the past simple form of the 11 irregular verbs next to their present
       /infinitive forms. Example: write-wrote


F   A   N   O   W   E   N   T   I   N
O   S   O   M   U   R   F   I   K   E
M   A   W   O   N   I   E   G   I   S
E   W   I   W   A   S   L   O   M   K
C   A   S   O   M   A   L   T   A   O
H   B   A   L   E   B   E   G   A   N
O   L   L   I   T   A   L   R   R   O
S   M   A   M   E   N   E   S   O   Z
E   A   C   A   M   E   F   E   U   L
R   E   A   D   Y   G   T   Z   D   U


    2. What did you do yesterday? (write affirmative or negative sentences.)
    a. (get up at 6.30)  I got up at 6,30.           OR: I didn’t get up at 6.30
    b .(have a shower)
    ………………………………………………………………....
    c. (go to school)    …………………………………………………………………
    d. (do a test)       …………………………………………………………………
    e. (play football)   …………………………………………………………………
    f. (break a window)   ………………………………………………………………...
    g. (watch TV)         ………………………………………………………………...



    3. Put the verbs in the correct form of the Simple Past (affirmative, interrogative or
       negative)
           a. He PLAYED (play) badminton yesterday but he DIDN’T WIN (not/win.)
           b. That was a stupid thing to do. Why ………………………….(you/do) it?
           c. That’s an ugly dress. Why…………………………(she/choose) it?
           d. We ………………..(watch) TV yesterday but
               we……………………(not/enjoy) the film.
           e. They ……………………(wait) a long time for the bus but it
               …………….(not/come).
           f. What…………………..(Sue/give) you for a birthday present?
           g. Our friends ……………………………..(not/have) a good holiday.
Listen to the tape and underline the correct words:


     Example:    She eats/doesn’t eat chips.

  1. She washes/doesn’t wash her hair every day.

         2. She bites/doesn’t bite her nails.

     3. She used to/didn’t use to eat junk food.

4. She used to/didn’t use to wash her hair every day.

     5. She used to/didn’t use to bite her nails.

  6. He likes/doesn’t like his job as a travel guide.

      7. He likes/doesn’t like meeting people.

         8. He loves/doesn’t love travelling.

       9. He used to/didn’t use to like school.

         10. He used to/didn’t use to be shy.
                        .
     11. He used to/didn’t use to hate travelling.

								
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