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Lesson Plan 6th Grade Have To

The lesson plan is for a 6th grade English class. It focuses on teaching housework activities vocabulary using the textbook Snapshot Elementary. The plan includes a warm-up activity to review vocabulary, presenting new content about expressing obligations using "have to", and providing practice through role plays, matching exercises and worksheets. Students will practice speaking, listening, reading and writing skills. The lesson will conclude with feedback and homework assignment.

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Stoica Villialina
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259 views5 pages

Lesson Plan 6th Grade Have To

The lesson plan is for a 6th grade English class. It focuses on teaching housework activities vocabulary using the textbook Snapshot Elementary. The plan includes a warm-up activity to review vocabulary, presenting new content about expressing obligations using "have to", and providing practice through role plays, matching exercises and worksheets. Students will practice speaking, listening, reading and writing skills. The lesson will conclude with feedback and homework assignment.

Uploaded by

Stoica Villialina
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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LESSON PLAN

Teacher: Date:
Grade: 6th
School:
Textbook: Snapshot Elementary authors: Brian Abbs, Ingrid Freebairn,
Recent work: Vocabulary: housework activities
Grammar: have to (Present and Past Tense ) / comparing Must
Topic: Do I have to do? / Crosstalk
Grammar using have to and talking about housework activities
Vocabulary: adjectives and adverbs that describe peoples mood (get on someones nerves , go off in a huff,
refuse, worry)
Type: Mixed
Communicative aims:
Role play
Speaking about 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
Aids: textbook, blackboard, worksheets, cassette, cassette-player
Time allowed: 50 minutes
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
Phase

Objec
tives

FOCUS/
ACTIVITY

Time
1.
3

2.
5

Warm up

O1

Check up

INTERACTION
Teachers activity and language
Students activity and
language
T asks several questions about
weather and SS mood .SS are * Ss listen to their teacher
asked to close their books .T asks and communicate to their
What do they think Daniel is teacher.
writing about in his letter? SS
now read Daniels letter. Chatting
in English at the beginning of the
lesson, T creates an English
language
atmosphere, establishing
contact between her and SS, and
helps SS to feel relax.
SS elicit the answers reading their
homework. T checks the answer
with the whole class.
T checks their homework,
Ss provide answers.
involving class by focusing Ss s
attention on the topic : house
Ss offer examples.
activities and duties.
Ss do the exercise
T appreciates their work,
Ss read their homework

Resourc
es

Textbook

Class

SKILLS

T-Ss

Speaking

T-Ss

Speaking

Individual
work

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

-T makes
appreciations
- T checks
pronunciation

3.

O1
Lead in

- T supervises
/supplies error
correction(5min)

T asks : What do you usually do


when your mum asks you to do
something? ; Do you always
agree with your parents? T
encourage discussion with the
whole class.
T refers Ss to the picture on the
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.
Ss answer the questions.

O2
O3

Presentatio
n

Matching/
Compreh
15

sion

-Ss are asked the students to listen


to the cassette, 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 set the task in the textbook (Ex.
3/page 83)
-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?
T plays the cassette once again

T-Ss
Textbook

Speaking
-Systematic
observation
(3 min)

T-Ss
PW

Ss answer the question.


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

Ss discuss the situation


and elicit the answers
Ss write the answers in
their notebook and/or on
the blackboard.

Indi
vidua
lly

(3min)
Listening
Reading

Whole
class
T-Ss
Speaking

-T monitors their
work.

- T checks
pronunciation
- T supervises
/supplies error
correction

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 huff
T encourage Ss to use their
dictionary, or check with the
message.
T checks the answers with the
whole class

4.

Practice
O1

T asks students to solve some


tasks on worksheets
T asks Ss to use their
dictionary

10
O3
O2
O4

Ss listen carefully.
Ss work in pair and try do
decide the meaning of the
phrases, somehow.

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

Listening
Reading
PW
-T monitors their
work.
T-Ss

Textbook

Ss-Ss

6.
2

Feed-back

Written
Evaluatio

Writing

PW
T-Ss
T-Ss

T-Ss
Ss plays the roles Lucy and
Amanda
Ss read their paragraphs about
what they have to do but they
do not like at all.
T asks the Ss to read the
Ss read the crossword
crossword exercise from the handouts.
handouts.
T sets tasks, gives examples

-Verbal
appreciation
-Systematic
observation

5.
5

T-Ss

T asks Ss to play the roles


and read their work

Individual

Speaking
Practice

-Verbal
appreciation

Acting

-Systematic
observation

Writing

Written
evaluation

S-Ss
Handouts

Individual
work
PW

n
7.
3

and monitors the work.


Exercises from the handouts

Homewor T explains their task.(finish


k them)

Handouts

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