Lesson Plan

NAME: Alina Matei

SCHOOL: School of Bogdăneşti

DATE: the 9th of March 2010

CLASS: 5th

STUDENTS: 10

TIMING: 50 min

TEXTBOOK: Snapshot starter

UNIT: What is Daniel doing? PRESENT CONTINUOUS vs PRESENT SIMPLE

TYPE OF LESSON: Mixed type (checking previous material & introducing new material)

SKILLS: reading, speaking, listening, and writing

AIDS: blackboard, chalk, hand-outs, over head projector, book, notebooks

Teaching techniques: dialogue, explanation, individual work, pair work, team work, exercise.

Bibliography: Abbs, Brian, Freebairn,Ingrid : “Snapshot Starter”- Teacher’s book, Longman,2001, Vizental, Adriana – Metodica predarii limbii engleze, Polirom, Iasi, 2007, Turai, Maria Ioana, Gramatica limbii engleze, Corint, Bucureşti, 2008

AIMS:

  • To raise SS’ attention upon the both tenses
  • To practice Present Tense Continuous
  • To practice vocabulary related to the topic
  • to practice Present Tense Simple & Continuous
  • to practice their speaking/writing/listening & writing skills
  • to practice vocabulary related to parts of the house

OBJECTIVES:

By the end of the lesson, the Ss will be able to:

  • to use correctly the forms of Present Tense Simple & Continuous
  • to employ in sentences the new words related to house
  • to use correctly the language referring to actions taking place at the moment of speaking & repeatedly


Stages of the lesson / Teacher’s activity / Student’s activity / Interaction / Skill / Time / Purpose
1.WARM-UP
2.HOMEWORK
CHECKING
3.FEED BACK
4.CHECKING PREVIOUS MATERIAL
5.FEED BACK
6.INTRODUCING NEW MATERIAL
a) pre-reading
b)while-reading
c)post-reading
7.FEED BACK
8.HOMEWORK / The teacher asks Ss who the absents are.
The teacher asks Ss how the previous day was, Mother’s day.
The teacher checks ex 4, page 75:hand out no 1.
The teacher offers feed back.
The teacher asks Ss about abilities:
-can you swim?
-can you speak English?
-can you sing like Bethoveen? Etc.
The teacher offers feed back.
a)The teacher initiates a conversation on the topic: Present continuous and asks one S to say the forms of the verb „to be”
b)The teacher asks Ss to watch and to read a power point presentation which presents the differences between present simple&
continuous
c)The teacher asks Ss to read the text.
The teacher corrects possible mistakes in their pronun-ciation and writes down on the blackboard the unknown words.
The teacher asks Ss to do ex 2, page 77, in pairs.
Ask and talk aboutthe pictures using the verbs: to talk on the phone, to play tennis, to watch TV, to have a shower, to read a book, to use the computer, etc
The techer checks the answers and asks Ss to write on the blackboard.
The teacher offers feed back.
The teacher asks Ss to write 5 true sentences with actions that repeat (present simple) and to transform them using present contiunuous tense. / The Ss answer.
The Ss answer
The Ss read the exercise.
The Ss listen
The Ss answer with “yes, I can” or “no, I can’t”.
The Ss listen.
The Ss listen and one S answerS
The Ss read it.
The Ss read.
The Ss pronounce again if necessary.
The Ss write the answers
The Ss read
The Ss listen
The Ss write down the task / T-Ss
T-Ss
I.W
T-Ss
T-S
Lockstep
T-Ss
I.W
I.W
I.W
T-S
P.W
I-W
Lockstep
T-Ss / Speaking
Speaking
Reading
Speaking
Listening
Speaking
Listening
Listening
Speaking
Reading
Reading
Speaking
Writing
Reading
Writing
Listening
Writing / 2’
2’
4’
2’
5
2’
5’
7’
5’
2’
5’
5’
2'
2’ / To see if anybody is absent.
To create a free and relaxed atmosphere for the English class.
To check their knowledge about the learnt adverbials.
To let Ss know how well they performed.
To check the speaking skills and the verb “can” expressing ability.
To let Ss know how well they performed.
To introduce them to the new topic.
To activate their thinking.
To allow Ss to discover the forms of present continuous in context
To check the pronun-ciation.
To check the understanding of the images.
To see if the answers are correct
To let the Ss know how well they performed.
To evaluate the understanding of the material taught.

HAND OUT NO 1

HOMEWORK-V

EXERCISE 4, PAGE 75

Place the correct adverb or adverbial phrase in the correct place in the sentence:

Ex: I clean my teeth after breakfast. (usually)

I usually clean my teeth after breakfast.

  1. Spike is late for school. (always)
  2. Daniel plays hockey. (twice a week)
  3. She helps her parents in the house. (never)
  4. They play basketball after school. (often)
  5. Emily’s mother does exercises. (every day)
  6. My father is tired on Friday evening (often)
  7. We go to a disco on Saturday night. (sometimes)

HAND OUT NO 2

GRADE: V

Complete this dialogue using present simple continuous:

am, is, are+V+ing

Julie: Keith ………………..a lot of noise! What.….he………..…..?

Adam: I don’t know. He.…………………in his room. You know he………………...... electrical engineering, and I think he…………………… to build a robot, or something.

Julie:He ….always …………… these days.

Adam: That’s because he………………………his final exams next week.

Kim: Yes, and then he……………………….home.

Julie: What...... you……………….for dinner tonight, Kim?

Kim: I’…………….…again tonight! I’m sure it’s Keith’s turn to cook.

Julie: I hope he’………………………..us a robot that he can cook dinner. I hope so because Keith is a terrible cook!

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