LESSON PLAN

Teacher: Mareş Iulia-Georgiana

Date: the 10th of June

Class: 6th grade

Number of students: 23

Time: 50 minutes

Level: Pre-Intermediate

Lesson: “A visit to London”

Topic: First Conditional

Text book: Pathway to English

Approach: Grammar

Assumed knowledge: to talk about likely situations and describe their result.

Lesson aims:

- to talk about possible or probable future actions;- to give students the opportunity to gather information about their classmates;- to create a relaxed atmosphere in the classroom;

Cognitive Objectives:

By the end of the lesson the students will be able to:

- to make sentences with a given beginning;

- say what they would behave in different situations;

- match texts with locations on the map.

Affective Objectives:

-stimulate their imagination and creativity;

-become self-confident when speaking a foreign language;

-create a friendly atmosphere in order to offer the background for smooth, easy

--conversations between teacher and students.

Teaching techniques: conversation, explanation, exercises, group work, pair work.

Materials: course book, notebooks, board, laptop, PPT presentation, tickets with symbols, dice, game board, map, envelopes, crests, worksheets, group work, pair work.

Types of interaction : Teacher – Students (T-Ss)

Student – Students (Ss-Ss)

Students – Teacher (Ss- T)

BIBLIOGRAPHY:

ACHIM, A, COMISEL, E, DINU, F, POPOVICI, R, TEODORESCU E, Pathway to

English, Student’s book, grade 6th, Oxford University Press;

http://www.versuri.ro/

http://www.englishexercises.org/makeagame/viewgame.asp?id=8256

Stage of lesson

Teacher’s activity

Student’s activity

Interaction Skill Time Purpose

Warm up Teacher greets students;

Teacher asks ss what is the date and write it on the blackboard.

Teacher starts the lesson with a small talk about the weather:

eg. What will you do this weekend if the weather is good?

If the weather is good I will go to a picnic.

Ss answer

Ss answer

Ss answer

T-Ss

T-Ss

T-Ss

Ss-T

Speaking 3

min

To create a pleasant atmosphere in the classroom and to know the students better;

Homework check-up

If there is any homework, teacher asks ss to read it.

Teacher and ss check the homework and correct it if necessary

Ss-T

T-Ss

Reading

Speaking

Writing

2

min

To notice how responsible the students are and to correct the eventual mistakes;

Lead in

Pair work

The teacher plays a fragment of a song (Bruno Mars- It will rain which is well-known by the ss; then the teacher asks the ss to fill in the gaps in order to complete the lyrics. They are supposed to

Ss listen to the song and answer the teacher’s questions: The singer is called Bruno Mars; He sings about love and breakup…

Ss listens carefully to the song, fill in the gaps with the right words and

T –Ss

Ss-Ss

Ss-T

Listening

Writing

Speaking

10

min

To motivate the students and to provide context for the next activities;

work in pairs Teacher asks some questions such as: What’s the name of the artist that sings the song? What kind of feelings does he want to express? etc.

Teacher extracts a lyric and ask the ss to identify the parts of the first conditional (If clause/ Main Clause); annex 1

then identify the If Clause and the Main Clause of a conditional sentence;

Announcing the lesson topic

Practice:

First activity:

The map of London

Group Working;

Teacher writes the title of the lesson on the board: “First conditional- A visit to London”(p. 89); Teacher tells the Ss that the lesson aim is to talk about possible, probable actions in future.

Teacher asks each student to choose a ticket which contains symbols (a butterfly, a clover, a flower, a heart or a star); Each ticket corresponds to a

Ss write the title in their notebooks.

The students choosing the same symbol make up a group and so fulfill a certain task; Ss work together in order to solve the task.

Ss read the

T-Ss

T-Ss

Listening

Speaking

1 min

15

min

To fix the objective of the lesson;

To practice the way in which the students can express an possible situations;

Learning by discovery .

certain group (annex 2). Each group is given an envelope containing two or three descriptions of monuments or touristic attractions from London. Firstly, they have to match the description with its names. After that, ss must choose one of those locations and make up a conditional sentence using the information that have been already read (eg. If I go to Madame Tussauds, I will see wax celebrities (annex 3)

Teacher shows a PPT presentation containing the pictures of the locations discovered by ss. Ss are supposed to find that location on a map and stick its name on it (on that map, at the board).

descriptions and match them with their name (at the board).

They make up conditional sentences by using the information that they have read.

Ss say aloud the sentences. Ss watch the pictures presented by the teacher, then they find the location on the map and stick its name under it.

Ss-Ss

Ss-Ss

Ss-T

T-Ss

Ss-T

Speaking

Writing

Listening

Speaking

Second

Teacher presents the game board, explains the

A ss from each group rolls the dice and make

To practice the first conditional;

activity:

The game board

Group working

procedure and establishes the rules of the game (a S from each group must roll a dice and make a grammatically correct sentence beginning with If… using the words in the square; if a player from a group can’t finish off the sentence, they miss a go…); The first group that reaches the square marked Finish wins the game. annex 4

the sentences using the words written into the square. Ss apply the rules.

The first group that reaches Finish square wins the game.

The winner gets a London crest (annex 5).

SS –T

SS-SS

Speaking

Listening

Speaking

13

min

To motivate them to collaborate with their classmates in order to solve the task;

To give them the opportunity to choose the best solutions.

.

Third activity:

Free practice-exercises

Teacher gives the students worksheets and asks them to do some of the exercises (annex 6). Teacher asks the students to read the solutions and check them.

Ss solve the exercise from the course book.

Ss solve the exercise 1from the worksheets

T-Ss

Ss-T

Reading

Writing

Speaking

5

min

To check the rules comprehension.

Homework: Teacher announces the homework for the next lesson: the last exercise from the

Ss write down in their notebooks what they are supposed to do for next lesson

T-Ss Listening 1 min

To let the students know what they have to prepare for the new lesson.

worksheet.

Teacher expresses her appreciation regarding the ss involvement in the activities. annex 5

(exercises 2 and 3 from the worksheet).

Ss listen the teacher’s appreciations and recommendation (if needed).

T-Ss Writing

To let them know the teacher’s opinion about their achievements.

Annex 1

Lyrics: It will rain

If you ever leave me baby,

Leave some morphine at my door

‘Cause it would take a whole lot of medication

To realize what we used to have,

We don’t have it anymore.

There’s no religion that could save me

No matter how long my knees are on the floor

So keep in mind all the sacrifices I’m makin’

Will keep you by my side

Will keep you from walkin’ out the door.

'Cause there'll be no sunlight

If I lose you, baby

There'll be no clear skies

If I lose you, baby

Just like the clouds

My eyes will do the same,

If you walk away

Everyday it will rain

1. Who sings this song?

2. What kind of feelings does the artist want to express?

3. What does “There’ll be no clear skies/ If I lose you, baby” mean?

It will rain

Complete the lyrics of the following song:

……………………… me baby,

Leave some morphine at my door

‘Cause it would take a whole lot of medication

To realize what we used to have,

We don’t have it anymore.

There’s no religion that could save me

No matter how long my knees are on the floor

So keep in mind all the sacrifices I’m makin’

Will keep you by my side

Will keep you from walkin’ out the door.

'Cause there'll be no sunlight

………………….……, baby

There'… ……………..skies

If I…………………, baby

Just like the clouds

My eyes …………………same,

………………..……… away

Everyday it will ……………. .

Annex 6

Worksheet

- First conditional -

I. Complete the sentences with the correct form of the verbs in brackets.

1. If the ……………(win) the race, he…………….(get) a prize.

2. I ……………….(feel) tired if I …………………(not have) enough sleep.

3. If you……………….. (not arrive) early, you……………..(not get) a seat

at the concert.

4. If he………….. (stay) at home all weekend, he…………..(be) bored.

5. You………………. (feel) healthier if you………………..(eat) more fruit

and vegetables.

6. I……………… (not go) to the party if she………………..(not ask) me.

II. Match the sentences halves. Then write the sentences with the verbs in

the correct tense.

1. If we (go) down to the beach, a) she (not) eat it.

2. You (not want) your dinner b) unless you (study).

3. If the food (be) spicy, c) if he (not be) here by six thirty.

4. Unless you (book) now, d) if the weather (be) fine.

5. We have a barbecue e) we (see) Jake.

6. We (not wait) for him f) if we (eat) all those chocolates.

7. You (not pass) your exam g) unless you (leave) now.

8. You (not catch) the train h) you (not get) a ticket.

III. Make sentences which are true for you.

a. If I have time this weekend,……………………………………….… .

b. If I’ve got enough money next summer,………………………………

c. Unless I’ve got a lot of homework today, …………………………….

d. Unless it rains on Saturday, …………………………………………….

e. If I go to London next year, ……………………………………………...

Annex 2

The SYMBOL of each group:

First group

Second group

Third group

Forth group

Fifth group

Annex 5

London crest