Lesson : English
Grade : 5
Unit : 10
Subject : Revision of can, have got/ has got, like
Topic : Cartoon characters
Level : Beginner
Age: 11
Duration: 40+40 minutes
Approaches and Methods : Communicative Language Teaching
Techniques :Fill in the blanks, group work, role play
Expected Errors: Use of have/ has got and do/does with the wrong
subjects.
Overgeneralizing ‘-s’.
Subject-verb agreement mistakes.
Corrective Feedback: Recast
Graham Crookes and Richard Schmidt :
 Motivating students into the lesson :
At the opening stages of the lesson, it has
been observed that remarks teachers make about
forthcoming activities can lead to higher levels of
interest on the part of the students.
Seeing the pictures of the characters :
Spreading activation
Cedric and Chen are classmates. One day, they go back
to their homes from school together. On the way, they
see a park and they sit on a bank at the park. Cedric :
Chen, I am very
happy. Tomorrow is
Saturday. It is
cartoon day.
Yes, it is Cedric.
I am excited. I
love cartoons.
Who is your
favorite cartoon
character ?
Oo ! Can you
describe them? What
do they like ? What
have they got ?
My favorite cartoon
characters are
Superman, Brainy
Smurf, Tom and
Jerry.
Superman is a very clever
hero. He has got super powers. He is
very fast and strong. He can fly and
He can hear very well. He has got
blue clothes and a red cape. He
loves helping good people, but he
doesn’t like bad people.
And Brainy Smurf is very smart. He
has got blue body and large glasses.
He loves giving advice and reading
books.
Tom is a stupid cat. Jerry is a clever
mouse. Tom doesn’t like Jerry. He likes
eating mouse and fish. He likes
following Jerry. Jerry likes eating
cheese and ıt doesn’t like Tom.
My favorite
charatcers are Bugs
Bunny and Tweety
and He-man.
Who is your
favorite character
Cedric?
Tweety is a little, pretty bird. It has got
big feet, blond body and blue eyes. It
loves singing. It doesn’t like cats. It can
fly, but it likes sitting in the cage.
Bugs Bunny is a clever and a happy
rabbit. It has got two big ears and
teeth. It likes eating carrots. It can
change the reality. It loves hopping.
He-man is a hero. He is
strong . He has got the
power. He likes god people.
He doesn’t like bad people.
He can fight very well.
Our favorite cartoon
characters are very
different and they have
got different things
andpowers. Let’s watch
them together tomorrow.
Oooww ! Really ? I am
very pleased, Chen.
Then, see you tomorrow.
See you tomorrow, Cedric.
Teacher’s reading aloud at first:
 Teacher talk
 Pronunciation
Use of cartoon characters as the topic :
 Schema theory
Grammatical forms given in a story :
 Connectionism
Connectionism : After hering language features in specific situational or lingusitic context
over and over again, learners develop a stronger and stronger network of connections
between these elements. Eventually, the presence of one situational or lingusitic element
will activate the others in the learners’mind. For example : learners might get subject-verb
agreement correct, not because they know a rule but because they have heard examples
such as “it likes” so often that each subject pronoun activates the correct verb form.
 Transfer appropriate processing
When we learn something, our memories also record something about the context in which
it was learned and even about the way we learned it. For example; by reading or hearing it.
Therefore, the information is retriewed easily via the story.
 Enhanced input
Use of visual aids :
 Learning styles
 Affective filter
hypothesis
 Comprehensible input
Practise
Fill in the blanks.
1.Superman ________________ superpowers.
2. Brainy Smurf___________ giving advice.
3. Tom ______________ Jerry.
4. Tweety can________but it ________ sitting in the cage.
5.Bugs Bunny __________carrots.
6. He-man is a ________. He _____________ the power.
7.Superman _________fly and_________hear very well.
8. Superman____________bad people.
9.He-man ________________good people.
10. Jerry _________________cheese.
Use of fill in the blanks exercise :
 Focus on form.
 Checking the grammatical forms’ accuracies.
Completion game
Students make groups of 4. Each group is
given the characteristics of one cartoon
character in scrambled sentences. There are
different sentences or phrases or just a word
for each group member.At first, together they
will put them in the order and then combine
the pieces, form sentences and find the
character together. Then they will read it to the
class and ask who the character is. Other
groups will try to guess.
Use of completion game :
Graham Crookes and Richard Schmidt :
 Cooperative goals rather than competitive ones
This teaching have been found to increase the self-confidence of the students including
weaker ones because every participant in a cooperative task has an important role to play.
Knowing that their teammates are counting on them can increase students’ motivation.
 Cooperation and interaction among the learners.
Practise:
 Information Processing
Language learning starts with declarative knowledge, through practise it may become
procedural knowledge.
In foreign language acquisition, the path from declarative knowledge to procedural
knowledge can be associated with the king of learning that takes place in a classroom,
where rule learning is followed by practise.
Also, exposure to, and comprehension of, a language feature may also be counted as
practise.
I start the lesson with the powerpoint and then pass to the practise part.
Production :
Work in pairs. Create a short story similar to the
story at the begining of the lesson. In the story, each
person will describe one of his/her own different
favourite cartoon character different from the story at
the begining of the lesson. Then, act it out in front of
the class.
Production :
 Interaction hypothesis
Conversational interaction is and essential condition for foreign language learning.
Through tehse interactions, interlocutors ifgure out what they need to keep the
conversation going and make the input comprehensible.Modified interaction is necessary
for making language comprehensible. That is, learners need opportunities to interact with
other speakers, working together to reach mutual comprenesion.
 Noticing hypothesis
Learner’s seeing themselves in videotaped interactions is beneficial in respect of exploring what
they were thinking at that time and realizing their mistakes. Also, it makes possible to identify
some things that learners show they are aware of and to compare these to performance on
measures of their language knowledge
PROPOSALS FOR CLASSROOM TEACHING
Get it right in the end
Get it right in the end :
 Classroom activities should be built primarily on creating oppotunities for students to
express and understand meaningful language.
There are activities and game and role play for them to produce and use the language.
 Form- focused instruction and corrective feedback are also essential for learner’s
continued growth and development.
There is a fill in the blank exercise that accords with this statement. Also, when they make any
mistake it is corrected by recast.
 Learners’ prior educational experiences need to be taken into account in respect of the
right balance between form-focused and meaning-based activities.
They already know the grammar subjects so there is just one exercise directly focuses on form.
 It is based on meaningful language use from the very begining of their exposure to the
target language.
It gives impotance to access both comprehensible input and conversational interactions
with teachers and other students. When learners are given the opportunity engage in interaction,
they are compelled to “negotiate for meaning” to arrive at mutual understanding.
POSSIBLE ERRORS & CORRECTIVE FEEDBACK
 Recast will be used :
Use of have/has got with the wrong subject:
S: It have got blue eyes.
T: It has got blue eyes
Use of do/does with the wrong subject
S: What do it like?
T : What does it like ?
Overgeneralizing ‘-s’
S : Bugs Bunny can changes the reality
T : Bugs Bunny can changes the reality
Subject verb agreement mistakes :
S : It like eating carrots
T : It likes eating carrots