Lesson Plan

Teacher: Elena-Diana Luncau Date: April, 18th 2013 Form: 5th Grade Level: Beginners Lesson: Which do you choose? Sports and games Text book: Pathway to English, E.D.P Time: 50 min Aims: By the end of the lesson students will be able to: Cognitive: - to make the difference between sports and games; - to identify types of sports/games; - to associate adjectives with a sport/game; - to agree or disagree with somebody; Affective: - create interest in the topic; - stimulate their imagination; - be confident in them when speaking a foreign language.

Approaches: Communicative and Discovery Approach Techniques: Brainstorming, Elicitation, Oral Drill Activities, Description, Conversation, Drawing, Anticipation, Reproducing Sounds. Games (Tic Tac Toe) Materials: Textbook, Blackboard, Small Football/Tennis Ball, Handouts.

Stage of lesson I. Warm-up

Teachers activity 1. Teacher greets the students and calls the roll 2. Teacher asks students to come in front of the classroom and form a circle to play a game. Students must catch the small ball and say a number. The one who repeats the number stops playing. 1. Teacher checks homework

Students activity - ss answer

Interaction T-SS

Skill Speaking Speaking

Time 1 min 1 min

Purpose - to check if all students are present; - to create a pleasant atmosphere in the classroom

- ss ask question T-SS to identify the object

II. Homework

- ss answer and correct their homework

SS-T SS-SS

Speaking Listening Writing Speaking Listening

3 min

- to check if they all know the previous taught material; - to activate ss background knowledge

III. Lead-in

1. Teacher asks students if they recognise the - ss answer ball and share something about the sport with which is played. Then, brings out a second ball and asks students to tell her which type of ball it is. 1. Teacher offers feed-back and encourages students to participate. - ss listen

T-SS SS-SS SS-T

2 min

IV. Feed-back

T-SS

Listening

1 min

- to let ss know how well they performed - to provide a context for the lesson - to make sure ss use the new vocabulary - to provide a context for future activities

1. Teacher writes the title on the blackboard and announces the objectives of the lesson. She asks students if they know the difference Introducing between sport and game. new material; 2. Teacher offers the definitions and invites students at the blackboard to write as many sports and games as they know. V. 3. Teacher allots time for students to write down all the words from the blackboard and asks them to open their books at page 93.

- ss listen

T-SS

Listening

1 min

- ss listen - ss write - ss write

T-SS SS-SS SS-T T-SS SS-SS

Writing Listening Writing

3 min

2 min

4. Teacher asks students to pay attention to all the sports pictured in their books and invites them to ask each other which game/sport they prefer: SS: Which game/sport do you prefer? SS: I prefer (football). And you? Which game/sport do you prefer? SS: I prefer (chess). 5. Teacher hands students a list of adjectives (Appendix 1) and asks them to associate each game/sport with one adjective. 6. Students are invited at the blackboard to write their answers 7. Teacher explains students that what they did is give, in fact, a reason why they like a sport/game. For example: chess boring I do not prefer chess because it is boring. 8. Teacher asks students to make up sentences as the given examples: I prefer (chess) because it is... I do not prefer (chess) because it is... 9. Teacher checks students answers to see if they are correct. 10. Teacher invites students to look at Language Focus Box and agree or disagree with one sentence written on the blackboard, using the expressions in the box. 11. Teacher asks students to write their answers in their notebook while handing them

- ss answer

T-SS SS-SS

Speaking

2 min

- to make sure ss use the new vocabulary

- ss write

T-SS

Writing

3 min

- to make sure ss use the new vocabulary - to make sure all used the language correctly - to provide a context for future activities

- ss write

SS-T

Writing

2 min

- ss listen

T-SS

Listening

1 min

- ss write

SS-SS

Writing

3 min

- to make sure ss use the new material taught - to make sure ss use the language correctly - to check comprehension

- ss report their answers - ss listen - ss answer

SS-T

Writing

1 min

T-SS SS-T

Listening Speaking

2 min

- ss write

T-SS

Writing

2 min

- to provide a context

a worksheet: Agreeing and Disagreeing. (Appendix 2) 12. Teacher invites students to play one last game: Tic Tac Toe. football exciting fun interesting skating volleyball - ss work together SS-SS Writing Speaking 7 min

- to make sure ss have the material at their portfolios

- to make sure ss use the new material

rowing prefers boxing - students have to build sentences with the words from the box and tic tac toe the other team. - the winning team can challenge the other one to do something 13. Teacher invites students to solve exercise 6.a page 95 and then checks their answers

- ss challenge the other team - ss write

SS-SS T-SS SS-T T-SS SS-T Writing Speaking Listening Speaking 5 min - to create a context in which students use the vocabulary - to let ss know how well they performed

14. Teacher briefly revises the lesson and asks - ss listen and students if there is any piece of information offer feed-back they did not understand VI. Feed-back 1. Teacher offers feedback and thanks everyone for the lesson. 1. Teacher announces the homework for the next lesson and explains what students have to do: exercise 6.b page 95 - ss listen

1 min

T-SS

Listening

1 min

- to let ss know how well they performed; - to let ss know what they have to prepare for the next lesson

VII. Homework

- ss write the homework

T-SS

Writing

2 min

Appendix 1 List of adjectives Associate one adjective with a game/sport

Terms

Definitions
difficult in an interesting way that tests your ability that involves risk giving pleasure causing great interest or excitement. making you feel afraid causing you to feel annoyed and impatient because you cannot do or achieve what you want promoting health; good for your health helping you to rest and become less anxious involving the possibility of something bad happening exciting and enjoyable making you feel the need to sleep or rest not safe; dangerous

CHALLENGING DANGEROUS ENJOYABLE EXCITING FRIGHTENING FRUSTRATING HEALTHY RELAXING RISKY THRILLING TIRING UNSAFE

Appendix 2 Agreeing and Disagreeing

Agreeing strongly

Agreeing mildly

For example: That film should be banned. You are so right. Absolutely. I totally/completely/fully agree. That's exactly what I say. Of course it should.
Staying neutral

For example: That film should be banned. I suppose so. Well, yes, maybe it should. Should it? Okay. If you say so.

For example: That film should be banned. Well, that's your opinion. Perhaps. Perhaps not. Mmmm. Ah. That film.

Disagreeing mildly

Disagreeing strongly

For example: That film should be banned. Do you think so? Why that one in particular? Well, it is challenging. Isn't banning it rather extreme?

For example: That film should be banned. No, it shouldn't. That's rubbish. What are you talking about? You are so wrong.

To make their disagreement seem less forceful, English people will use words like Well, Actually or Yes, but at the start of their sentence. They might also apologise for disagreeing For example: That film should be banned. I'm sorry, but I don't think so. Yes, but you want almost every film banned. Well, actually, it's not that bad as a matter of fact.