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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