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Lesson Project

1. The lesson plan is for a 6th grade English class on April 23rd. It focuses on discussing household chores and obligations. 2. Students will revise vocabulary related to chores, learn language for expressing obligations, and practice related expressions through paired speaking activities. 3. The lesson involves listening to a radio debate about household responsibilities, reading a related text, and completing comprehension and writing exercises.

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Petcu Afrodita
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49 views

Lesson Project

1. The lesson plan is for a 6th grade English class on April 23rd. It focuses on discussing household chores and obligations. 2. Students will revise vocabulary related to chores, learn language for expressing obligations, and practice related expressions through paired speaking activities. 3. The lesson involves listening to a radio debate about household responsibilities, reading a related text, and completing comprehension and writing exercises.

Uploaded by

Petcu Afrodita
Copyright
© © All Rights Reserved
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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LESSON PLAN

Teacher: Petcu Afrodita


Date: 23rd April, 2015
Grade: 6th
School: Scoala Gimnaziala Nr. 1, Galita
Textbook: Snapshot Elementary authors: Brian Abbs, Ingrid Freebairn,
Recent work: Vocabulary: housework activities
Topic: Do I have to do? / Crosstalk talking about housework activities
Vocabulary: talking about housework activities, adjectives and adverbs that describe peoples mood (get on
someones nerves , go off in a huff, refuse, worry)
Type: Mixed
Communicative aims:
Speaking about what 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
speakers, videoprojector.
Time allowed: 50 minutes

Aids: textbook, blackboard, worksheets, computer,

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
Phas
e

Obje
ctive
s

FOCUS/
ACTIVITY

Time
1.
2

INTERACTION
Teachers activity and
language

Warm up

T asks several questions in


English at the beginning of the
lesson, to create an English
languageatmosphere,
establishing contact between her
and SS, and help SS feel
relaxed.

Students activity and


language

* Ss listen to their
teacher and
communicate to their
teacher.

Resourc
es

Class
orga
nisati
on

T-Ss

SKILLS

Speakin
g

EVALUATION
/ Timing

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

2.

T checks Ss homework,
involving class by focusing
Ss attention on the topic :
house activities and duties.

Ss read their
homework

T appreciates their work.

O1

Noteboo
ks

Check up

T asks : What do you


usually do when your mum
asks you to do something?
; Do you always agree
with your parents? T
encourages discussion with
the whole class.

3.
O1

Lead in

T refers Ss to the picture on


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

T-Ss

Speakin
g

-T makes
appreciations
- T checks
pronunciation

Indivi
-dual
work

- T supervises
/supplies error
correction(5min

-T makes
appreciations

Ss provide answers.

- T checks
pronunciation
Ss offer examples.

T-Ss

Textbook

Ss -T

Speakin
g

- T supervises
/supplies error
correction(5min

O2
15

O3

Presentat
ion

-Ss are asked to listen to 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 sets the task in the
textbook (Ex. 3/page 83)

Matching/
Comprehe
sion

-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?

n 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

Ss listen carefully,
following the text.

T-Ss

Speakin
g

T-Ss

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

Ss answer the
question.

Textbook

PW

Comput
er

Indi

Speaker
s

vidu
ally

-Systematic
observation
(3 min)

(3min)

Listenin
g

-T monitors thei
work.

Reading

Ss discuss the
situation and elicit the
answers
Speakin
g

- T supervises
/supplies error
correction

Ss work in pairs and


try do decide the
meaning of the
phrases, somehow.

Ss write the answers

- T checks
pronunciation

-T monitors thei
work.
Listenin
g

4.

T asks students to solve


some tasks on worksheets

O1

T asks Ss to use their


dictionary

O3
O2
10

Practice

O4

Ss work on different
worksheets : some of
them complete a
crossword in order to
identify some jobs of
household easy), the
others write what they
like to do at home and
what they do not like
but have to do
anyway.(Home sweet
home- difficult)

Textbook

6.

7.
3

-Verbal
appreciation

SsSs
PW

Writing

T-Ss

-Systematic
observation

T-Ss

5.

T-Ss

T-Ss

Feed-back

Written
Evaluation

Homework

T asks Ss to read their work

T asks Ss to read the


crossword exercise from
the handouts.

Ss read their
paragraphs about
what they have to do
but they do not like at
all.
Ss read the crossword
handouts.

Individual

S-Ss
Handout
s

T sets tasks, gives examples


and monitors the work.
Exercises from the
handouts
T explains their task.(finish
them)

Handout
s

Indivi
-dual
work

-Verbal
appreciation
Speakin
g
Practice

-Systematic
observation

Writing

Written evaluati

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