Lesson Plan

Teacher: Elena-Diana LuncaşuDate: April, 18th 2013Form: 5th GradeLevel: BeginnersLesson: Which do you choose? Sports and gamesText book: Pathway to English, E.D.PTime: 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

Teacher’s activity Students’ activity

Interaction Skill Time

I. Warm-up

1. Teacher greets the students and calls the roll

- ss answer T-SS Speaking 1 min

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.

- ss ask question to identify the object

T-SS Speaking 1 min

II. Homework 1. Teacher checks homework

- ss answer and correct their homework

SS-TSS-SS

Speaking ListeningWriting

3 min

III. Lead-in

1. Teacher asks students if they recognise the 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.

- ss answer T-SSSS-SSSS-T

SpeakingListening

2 min

IV. Feed-back

1. Teacher offers feed-back and encourages students to participate.

- ss listen T-SS Listening 1 min

V.

Introducing new material;

1. Teacher writes the title on the blackboard and announces the objectives of the lesson. She asks students if they know the difference between sport and game.

- ss listen T-SS Listening 1 min

2. Teacher offers the definitions and invites students at the blackboard to write as many sports and games as they know.

- ss listen- ss write

T-SSSS-SSSS-T

WritingListening

3 min

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 write T-SSSS-SS

Writing 2 min

2 min4. 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).

- ss answer T-SSSS-SS

Speaking

5. Teacher hands students a list of adjectives (Appendix 1) and asks them to associate each game/sport with one adjective.

- ss write T-SS Writing 3 min

6. Students are invited at the blackboard to write their answers

- ss write SS-T Writing 2 min

7. Teacher explains students that what they did is give, in fact, a reason why they like a sport/game.For example: chess – boringI do not prefer chess because it is boring.

- ss listen T-SS Listening 1 min

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...

- ss write SS-SS Writing 3 min

9. Teacher checks students’ answers to see if they are correct.

- ss report their answers

SS-T Writing 1 min

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.

- ss listen- ss answer

T-SSSS-T

ListeningSpeaking

2 min

11. Teacher asks students to write their answers in their notebook while handing them a worksheet: Agreeing and Disagreeing. (Appendix 2)

- ss write T-SS Writing 2 min

12. Teacher invites students to play one last game: Tic Tac Toe.

football fun skating

exciting interesting volleyball

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

- ss work together

- ss challenge the other team

SS-SS

SS-SS

WritingSpeaking

7 min

13. Teacher invites students to solve exercise 6.a page 95 and then checks their answers

- ss write T-SSSS-T

WritingSpeaking

5 min

14. Teacher briefly revises the lesson and asks students if there is any piece of information they did not understand

- ss listen and offer feed-back

T-SSSS-T

ListeningSpeaking

1 min

VI. Feed-back

1. Teacher offers feedback and thanks everyone for the lesson.

- ss listen T-SS Listening 1 min

VII. Homework

1. Teacher announces the homework for the next lesson and explains what students have to do: exercise 6.b page 95

- ss write the homework

T-SS Writing 2 min

Appendix 1

List of adjectives

Associate one adjective with a game/sport

Terms Definitions

CHALLENGING difficult in an interesting way that tests your ability

DANGEROUS that involves risk

ENJOYABLE giving pleasure

EXCITING causing great interest or excitement.

FRIGHTENING making you feel afraid

FRUSTRATINGcausing you to feel annoyed and impatient because you cannot do or achieve what you want

HEALTHY promoting health; good for your health

RELAXING helping you to rest and become less anxious

RISKY involving the possibility of something bad happening

THRILLING exciting and enjoyable

TIRING making you feel the need to sleep or rest

UNSAFE not safe; dangerous

Appendix 2Agreeing and Disagreeing

Agreeing strongly

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.

Agreeing mildly

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

Staying neutral

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

Disagreeing mildly

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?

Disagreeing strongly

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 disagreeingFor 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.