LESSON PLAN

School:
Teacher:
Date : 29
th
May 2014

Class: 3
rd
grade
No. of students: 23 students
Level: beginners (2 classes a week, 1
st
year of study)
Textbook: Way ahead
Unit : get u! at se"en o#clock
Topic : $onsolidation % &resent 'i(!le
Time) *0 (inutes
Type of lesson: (i+ed
,lesson of reinforcing "ocabulary
,lesson of checking gra((ar understanding and co(!rehension of &resent 'i(!le
-ense
Type of interaction) ' %', - % 's
Class manaement: frontal, tea( work
Skills involved) listening, reading, writing, s!eaking
!aterials"#ids: !u!ils# books, teacher#s book, blackboard, chalk, handouts, la!to!,
!ictures
Timetable fit: -he lesson is a !art of the unit 22 .I get up at seven oclock which
focuses on daily routine and daily actions/ -he students ha"e already co"ered the
"ocabulary !art related to ti(e, daily acti"ities and the gra((ar !art , &resent 'i(!le but
they need to de"elo! the skill of using this tense/ -his class will hel! students to i(!ro"e
"ocabulary and to describe the actions they are doing e"ery day/
1
#ims:
!ain aims
1/ to !ro"ide !ractice in s!eaking by talking about re!eated actions
'ubsidiary ai(s
o to re"i"e !re"ious "ocabulary and knowledge
2/ to enable 's to use !resent 'i(!le in affir(ati"e constructions
3/ to !ro"ide controlled written !ractice of &resent 'i(!le for(s
$ersonal aims:
would like to ha"e (y !u!ils (oti"ated and acti"e, so will try to use a ga(e with
"erbs/
#ssumptions:
's are fa(iliar with grou! work and en0oy this ty!e of interaction
'ongs will (oti"ate 's to in"ol"e in the lesson
#nticipated problems:
o -i(e (ay be a !roble(/ -he lack of e+!erience to s!eak in front of a grou! of
!eo!le (ay affect the shy students/
o 1ot all the students are fa(iliar with oral co((ands and classroo( language so
so(e of these will be translated into 2o(anian/
2
$rocedure
Stae"Time"
%nteraction
Teacher&s activity Students& activity #ims
I. Warm up
* (in/
-,'s
, -he - greets the 's and
checks the absentees/
, -he - checks the
ho(ework and a!!reciates
it, corrects it if necessary/
- re"i"es a few songs
!re"iously learned/
,-he ' on duty will
identify the absentees/
,-he 's read the ho(ework
in which they had to ask
and answer 3uestions about
clocks/
-he students sing/
, to get 's break the ice
and get ready for the new
lesson
II.
Introducton
o! t"e topc
* (in/
-,'s
-he - asks the students to
answer the 3uestion
.What#s the ti(e45 (a toy
clock is used)
, the 's answer , gradual introduction of
the to!ic
III.
#ontrolled
practce
A$ %
6 (in/
- % 's
', '
','s
A#&I'I&( $
-he - di"ides the 's into
si+ tea(s and asks the( to
listen to a song/ 's (ust
write as (any "erbs as they
can about to illustrate the
daily routine/
-he tea( that has written
the (ost "erbs is the
winning tea(/
's listen to the song and
write "erbs/
, to !ro"ide acti"ities that
children en0oy, thereby
(aking learning fun and
gi"ing the 's (oti"ation
to learn
A))
7 (in
','s
's,-
A#&I'I&( )
a charades game
-he - asks for one
"olunteer to (i(e the first
cue card/
-he - gi"es the class one
(inute to correctly guess
one card/
8ne ' fro( the grou!
rando(ly chooses a cue
card fro( the bo+, goes to
the front of the class and
acts out what the cue card
says/ -he other students
fro( the grou! need to say
what the student in front is
doing e"ery day using the
target gra((ar/
's continue !laying until
all the cue cards ha"e run
out/
, to !ro"ide !ractice in
using &resent 'i(!le
93) 6 (in
','s
A#&I'I&( 3
-he - gi"es 's handouts
and asks the( to sol"e
so(e e+ercises % daily
routine
indi"idual work
's read so(e sentences and
(atch the( to the !ictures/
-hen they (atch words to
(ake sentences/
, to !ro"ide !ractice in
using &resent 'i(!le
, to de"elo! reading and
writing skills using
&resent 'i(!le
3
93) 12 (in
','s
A#&I'I&( 3
-he - gi"es 's handouts
and asks the( to look at
so(e !icture and say what
they do e"ery day/ -hen
another ' refor(ulates the
sentence using the !ronoun
.he5 or .she5 or the na(e
of the child/
indi"idual work
's read so(e sentences and
(atch the( to the !ictures/
-hen they (atch words to
(ake sentences/
, to !ro"ide !ractice in
using &resent 'i(!le
, to s!eaking skills using
&resent 'i(!le
/ Wrtten
assgnment
3 (in/
-,'s
's , -
-he - gi"es 's handouts on
which they ha"e to write
sentences about their daily
!rogra(/
-he 's discuss with their -
the re3uire(ents of their
ho(ework assign(ent/
, to !ro"ide !ractice in
using the &resent 'i(!le
-ense
:/
Evaluaton
2 (in/
-,'s
-he - e"aluates 's orally
by a!!reciating what they
ha"e !erfor(ed in the
class/ -he - gi"es (arks to
so(e 's that ha"e been
(ore acti"e/
, to !ro"ide 's with a
sense of achie"e(ent and
feedback on how well
they did in the class/
;ibliogra!hy
<ere(y, =/ (2007)/ The practice of English language teaching. >ong(an/
2ead, $/ (2013)/ 500 Activities for primary classroom. Mac(illan &ublishers
2ight, &/ ?/ (1999)/ Five-minute activities. $a(bridge ?ni"ersity &ress
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