LESSON PLAN

Teacher: Liliana Gheorghe Date: 2nd April 2009 Grade: 6th School: Gheorghe Banea Macin Textbook: Snapshot Elementary authors: Brian Abbs, Ingrid Freebairn, Recent work: Vocabulary: housework activities Grammar: have to (Present and Past Tense ) / comparing Must Topic: Do I have to do? / Crosstalk Grammar using have to and talking about housework activities Vocabulary: adjectives and adverbs that describe peoples mood (get on someones nerves , go off in a huff, refuse, worry) Type: Mixed Communicative aims: Role play Speaking about people have to do at home Objectives: O1 To revise vocabulary for communication O2 To introduce language needed for expressing external obligation O3 To provide practice of expressions for obligation O4 To give practice in the use of adjectives and adverbs of mood Skills: Speaking/ Listening / Reading /Writing Aids: textbook, blackboard, worksheets, cassette, cassette-player Time allowed: 50 minutes Organization: individual work pairwork Methods: conversation observation exercise didactic narration

Bibliography: Harmer, Jeremy, The Practice of English Language Teaching, Longman, 2000 Vizental, Adriana : Metodica predarii limbii engleze Strategies of Teaching and Testing English as a Foreign Language Polirom, Iasi, 2007 Abbs, Brian; Freebairn, Ingrid : Snapshot Elementary Teachers Book, Longman, 2001

PROCEDURE
Phase

Objec tives

FOCUS/ ACTIVITY INTERACTION Teachers activity and language Students activity and language T asks several questions about weather and SS mood .SS are * Ss listen to their teacher asked to close their books .T asks and communicate to their What do they think Daniel is teacher. writing about in his letter? SS now read Daniels letter. Chatting in English at the beginning of the lesson, T creates an English language atmosphere, establishing contact between her and SS, and helps SS to feel relax. SS elicit the answers reading their homework. T checks the answer with the whole class. T checks their homework, Ss provide answers. involving class by focusing Ss s attention on the topic : house Ss offer examples. activities and duties. Ss do the exercise T appreciates their work, Ss read their homework T asks : What do you usually do when your mum asks you to do something? ; Do you always agree with your parents? T encourage discussion with the whole class. T refers Ss to the picture on the page no. 83 and helps them identify the situation. T asks Ss to look at the picture and say what they think it is about. T announces the title of the new
Resources
Class organi sation

SKILLS

Time 1. 3 Warm up

EVALUATION / Timing

T-Ss

Speaking

- T checks pronunciation - T supervises /supplies error correction (3 min)

2. 5

O1

Check up

T-Ss Textbook
Individual work

Speaking

3. 6

O1 Lead in

-T makes appreciations - T checks pronunciation - T supervises /supplies error correction(5min)

lesson and writes it on the board. T elicits the answer.

Ss answer the questions. O2 O3

T-Ss T-Ss PW Indi vidua lly

Speaking -Systematic observation (3 min) (3min) Listening Reading -T monitors their work.

Presentatio n

-Ss are asked the students to listen to the cassette, a radio show named Crosstalk which debates such a problem between children and parents. While Ss are listening to the cassette, they are asked to follow the text from the text book. T asks some Ss to read and then skim the text and elicit the new words (tidy/untidy, post, water, smells, enough, worry, own) -Which household jobs do you think Lucy and her mother disagree about? -T set the task in the textbook (Ex. 3/page 83) -T asks Ss : who do you agree with, Lucy or her mother? / Why? /Do you think Marcus does as much as Lucy?/ Should they do the same amount of housework? T plays the cassette once again and asks Ss : Can you remember who said these phrases?-Its a waste of time / It gets on my nerves/She goes off in a huff T encourage Ss to use their dictionary, or check with the message. T checks the answers with the whole class

Textbook Ss answer the question. cassette Ss listen to the cassette and try to match the message with the text.

Ss discuss the situation and elicit the answers Ss write the answers in their notebook and/or on the blackboard.

Matching/ Comprehen
15

Whole class T-Ss Speaking

- T checks pronunciation - T supervises /supplies error correction

sion

Ss listen carefully. Ss work in pair and try do decide the meaning of the phrases, somehow.

Listening Reading PW -T monitors their work. T-Ss

4.

Practice
O1 10 O3 O2 O4

T asks students to solve some tasks on worksheets T asks Ss to use their dictionary

Ss work on different worksheets : some of them complete a crossword in order to identify some jobs of housework(easy), the others are working on a dialog based on the text role play or they write what they like to do at home and what they do not like but have to do anyway.(Home sweet homedifficult)

Textbook

T-Ss

-Verbal appreciation Writing -Systematic observation

Ss-Ss

PW T-Ss T-Ss

5. 5 Feed-back T asks Ss to play the roles and read their work Ss plays the roles Lucy and Amanda Ss read their paragraphs about what they have to do but they do not like at all. T asks the Ss to read the Ss read the crossword crossword exercise from the handouts. handouts. T sets tasks, gives examples and monitors the work. Exercises from the handouts T explains their task.(finish them)

T-Ss
Individual

Speaking Practice Acting

-Verbal appreciation -Systematic observation Written evaluation

S-Ss Handouts
Individual work PW

6. 2

Written Evaluation Homework

Writing

7. 3

Handouts