LESSON PLAN 1. SCHOOL 2. TEACHER 3. DATE: 21st January 2020 4. FORM: 4th A 5. LEVEL: Beginners 6. No. of STUDENTS:30 7. TIME OF LESSON: 50’ 8. TEXTBOOK: Fairyland 4 9. UNIT: 4 A space trip 10. LESSON: XL in concert 11. SKILLS INVOLVED: speaking, listening 12. MATERIALS/VISUAL AIDS: a sticky ball, blackboard, colored chalk, handouts, laptop and projector, flashcards, class DVD. 13. ANTICIPATED PROBLEMS: Ss might not understand everything in English, so L1 might be necessary to be used. 14. LESSON AIMS: ● To revise vocabulary about jobs. ● Talk about daily activities and use the question “What do you do?” ● To introduce and practice adverbs of frequency, answering the question “How often do you…?” 15. SPECIFIC COMPETENCES: (at the end of the lesson Ss should be able): ● to pronounce words, sentences correctly, with proper intonation; ● to use basic English vocabulary connected to the daily activities ● to use the new grammar items in sentences on their own ACTIVITY 1: ORGANISATIONAL MOMENT Aim: to prepare for the lesson. Procedure: ● T enters the room, greets the Ss, asks if there are any absentees and talks to the Ss asking them how they are doing. ∙Ss greet and answer the questions. Interaction: T-Ss, Ss-T Classroom organization: lockstep Timing: 1’ ACTIVITY 2: WARM-UP Aim: to stir up their interest in the topic and also to prepare them for the lesson. -to revise jobs vocabulary and evaluate Ss’ knowledge. Procedure: STICKY BALL CONTEST ● T places flashcards with jobs vocabulary on the board. Ss are divided into two groups and invited to toss a sticky ball to the flashcards, and talk about the card they hit, e.g. “He’s a farmer. He grows plants.” If the ‘player’ fails, the other group gets the chance to win the point. ● The group that scores the most points in 3 minutes is the winner; each member will receive a WOW (reward). Interaction: T-Ss, Ss-Ss Classroom organization: lockstep Timing: 5’ ACTIVITY 3: CHECKING THE PREVIOUS KNOWLEDGE Aim: to make sure of the acquisition of previous knowledge Procedure: T asks the Ss about their homework checking it frontally and individually. A few Ss present their homework about jobs and occupations, using the present tense, third person singular. Marks/ rewards will be given at this point. Interaction: T- Ss, Ss- T Classroom organization: lockstep Timing: 5’ ACTIVITY 4: PRESENTATION : TIMES OF THE DAY Aim: to introduce new topic, to capture the attention and interest of the Ss in the topic, to let Ss know what they are going to learn during the lesson. Procedure: ● T asks: “What is your job? (Student/ pupil) What do you do? (We learn.) Where? (At school.) What time do you go to school? (In the morning.) – T introduces the times of the day (IN THE morning, AT noon, IN THE afternoon, IN THE evening, AT night.). ● ‘Today we are going to learn about times of the day and activities that we do every day, called daily activities.’ Interaction: T-Ss, Ss-T Classroom organization: lockstep Timing: 3’ ACTIVITY 5: ACQUISITION OF THE NEW KNOWLEDGE: VOCABULARY Aim: to learn vocabulary connected to daily activities. To ask and answer questions about daily routines. Procedure: ● T asks Ss: How do you get ready for school in the morning? – and she elicits answers using flashcards, teaching the daily activities we usually do in the morning. ● T pre-teaches vocabulary: Starts by standing in front of the class and doing the actions for one of the daily actions vocabulary (e.g. yawns and stretches for “I wake up”). Students have to identify the picture, choosing it from a pile and sticking it on the board. ● Teach and practice the daily activities vocabulary: ● T choruses a new sentence, then she moves on to the next card, chorusing it. T goes through all the cards. When she reaches the end of the morning activities, T practices them with the Ss, inviting them to sing a song and mime the actions. ● Next, T teaches the rest of the daily activities, inviting Ss to stick them under the suitable picture with the time of the day. ● T invites SS to repeat the sentences she slowly removes the pictures chorusing the words and expressions, until only the word-cards are left. ● T invites Ss to watch and listen to a song video to see how one can talk/ sing about one’s daily activities. ● Then T invites Ss to order the daily activities on a worksheet. Interaction: T-Ss, Ss-T Classroom organization: lockstep Timing: 10’ ACTIVITY 6: ACQUISITION OF THE NEW KNOWLEDGE: ADVERBS OF FREQUENCY Aim: to discover how to talk about daily activities using adverbs of frequency. Procedure: ● T invites Ss to watch a video to find out what an alien, XL, does during his days and report back to the teacher if XL’s activities appear on their worksheet, marking them. ● T draws attention to Mona’s question addressed to XL: “How often do you play in concert?” and elicits an explanation for “How often…?” ● T points to the flashcards and she asks:” How often do I get up in the morning?” She sticks the hot air balloon with the word “never” on the board, saying: “Never?” “NO.” “Sometimes?” “NO.” “Usually?” “No.” “Always?” “Yes!” ● She repeats the procedure, randomly choosing actions from all the times of the day, asking questions such as: “How often do I have dinner in the morning?”, eliciting answers using the adverbs of frequency. ● Next T teaches the place of the adverbs of frequency in the sentence, cutting the sentences after the subject and sticking the adverbs of frequency to their right place on the board: “I never have lunch in the morning. I always brush my teeth in the morning.” - and explains Ss the way to use the structure. ● T picks a flashcard with a certain activitie, Ss say the suitable sentence. T helps them do that correctly. ● T also explains the meaning of ‘once’ and ‘twice’, using the flashcards with the moments of the day and an old calendar, using them in a few sentences. Interaction: T-Ss, Ss-T Classroom organization: lockstep Timing: 8’ ACTIVITY 7: PRACTICE: AN INTERVIEW Aim - to verify the comprehension of the new items. Procedure: Interview ● Ss are invited to fill out a form about how often do day do things, and then move around the class and find someone to interview, asking them the same questions, filling out the form. ● After they finish the task, Ss go back to their groups and compare their results, presenting their surveys to the class: “Five Ss always have lunch at noon. 6 Ss never watch TV at noon.” Interaction: Ss-Ss Classroom organization: PW, GW Timing: 8’ ACTIVITY 8: WRITTEN PRODUCTION Aim: to use the new grammar structure in sentences; to describe a day in the life of a character. Procedure: Ss work in groups to complete a worksheet with the new items. ● Ss are invited to name a funny character (provided by the T) and come up with a daily routine (1st person singular), tossing a dice that has the adverbs of frequency written on it and taking a card from a pile, e.g. “I always have breakfast in the evening.” They are allowed to complete the sentences to make them funnier, e.g. “I always have breakfast in the bathroom in the evening.” ● Ss work in groups and stick the character on a flipchart, and write sentences about his/her daily routine. ● T monitors activity. ● Ss’ representatives present the result of their work. Interaction: Ss-Ss Classroom organization: GW Timing: 9’ FEED-BACK AND HOMEWORK: 1’ Aim: to consolidate new knowledge Homework: p. 33 ex 5. Write about your day using the adverbs of frequency.
