Daily Lesson Plan

Form

Date
February 17th, 2016
Teacher
Maria Ionesi and Susan Crane
Topic/Unit/Lesson Unit 4/Lesson 4/ World of Computers

COMPETENCES SUB-COMPETENCES:
Pragmatic
1.2 Understanding the general meaning of an easy, short, oral message, presented in a simple and clear way.
(spoken
2.4 Producing a simple message with appropriate fluency, stress, intonation, and sense groups.
interaction)
2.6 Maintaining a conversation about computers, using pragmatics of turn-taking, nominating topics, expressing agreements
Lesson Summary:
Time: 45 minutes
and disagreement.
1. Greeting
Communicative
3.3 Identifying the main ideas of the text (silent reading).
2. Working with homework
(listening, reading, 3.1 Reading aloud a short fragment of an unknown text (chosen by the teacher) with appropriate fluency, stress, intonation,
3. Motivation
written interaction) and sense groups.
4. Information/Presentation
5. Practice/Reflection
Linguistic
6. Application/Extension
Learning
Objectives
By the end of the lesson students will:
7. Giving homework
-Identify and understand the use of computer-related vocabulary
8. Lesson ending
-Create sentences with computer-related vocabulary, with proper structure and grammar

Enabling Skills:
Lesson
SC
stage/
Materials

Time

COMMUNICATIVE

AREA

-Identify English sentences based off of a Russian translation, so that they can quickly translate silently from Russian to
English
-Properly differentiate between the use of should/shouldnt and must/mustnt
ACTIVITY PLAN
Grammar:
Teachers Activity
Pupils Activity
1. Methods
Skills to be
Use should-shouldnt and must/mustnt in their proper context, making sure to conjugate complementary verbs correctly.
2. Techniques
evaluated/
3. Forms of activity
Evaluation
Vocabulary:
Use computer-related vocabulary in everyday situations.
Pronunciation:
Correctly pronounce reviewed vocabulary in the lesson, being careful to use English pronunciation with Russian cognates.

Language Skill
Proficiency Focus

Listening :
Listen to a passage in Russian and be able to identify its English equivalent.
Speaking:
Discuss the use of computer technology in different aspects of life.
Writing:
Write sentences with new and reviewed vocabulary with regard to computers.
Reading:
Read sentences containing should/shouldnt and must/mustnt and accurately translate them.

KSA

Knowledge:
Students will understand how to use degrees of certainty in their own lives when discussing obligation.
Skills:
Students will be able to talk about computers and computer programs.

I.
Evocation/
Motivation
Materials:
Computer
Screen

1.2
2.4
2.6

7
mi
n

(Get Students Involved-Activate

Background knowledge)

(Get Students Involved-Activate

Background knowledge)

1. Opening
Teachers will greet students and introduce
the theme of the lesson. They will also
introduce the objectives. They will ask what
they learned in the previous lesson.

1. Opening
Students will greet teachers and discuss what
they learned in the previous lesson.

2. Work with Homework:

The homework, although dependent upon
how far the class got in the previous lesson,
was a vocabulary revision. Students were to
write sentences with vocabulary. Teachers
briefly go through several homework
examples.

2. Work with Homework:

Students will read aloud their sentences in
quick succession.

3. Warm up activity
Teachers will introduce a Spider-Gram on
the 6th Grade Platform at
moldovawebsupportgrade6.weebly.com and
have students complete the Spider-Gram
with revised vocabulary.

3. Warm up activity
Students will complete an online SpiderGram with the teachers so that they can
revise the vocabulary for the new lesson.

1. Methods:
Communicative
Grammar/Translation
Direct
2. Techniques:
Discussion
Spider-Gram
3. Forms:
Whole-Class

Reading
Writing
Listening
Speaking

12
mi
n

13
mi
n

(Introduce new material)

-Vocabulary
Teachers will have students stand and make
up sentences using the 6th Grade Platform,
exercise 4 under Unit 4/Lesson 4.
- Grammar:
Teachers will revise
should/shouldnt/must/mustnt with students
and have them quickly make up examples of
the grammatical structure.
- Text:
Susan will read aloud the text
Computerland on page 66 of the textbook
and have students follow along, listening to
the correct English pronunciation.
(Practice new material-all new information must have a structured practice)
- Vocabulary:
Through the game Translators (explained
below), teachers will have students quickly
identify different vocabulary words in
English that they hear in Russian.
- Grammar:
Teachers will give pairs flashcards with
exercises having to do with should/
shouldnt/must/mustnt and ask them to solve
the sentences by choosing the appropriate
modal verb.
- Text:
The teachers will play the game Translators with students. Maria will read
random sentences from the text Computerland in Russian and have students quickly
identify which sentence in English she is
reading. The faster they do it, the better. The
teachers will also call on each student to
answer this so everyone is involved

(Introduce new material)

-Vocabulary
Students will stand and complete the
sentences of the exercise 4 online, and also
create sentences of their own to share with
the class.
-Grammar:
Students will make up sentences using the
modal verbs should/shouldnt/must/mustnt
- Text:
Students will listen to Susan read the text
Computerland on page 66 of the textbook,
hearing the correct English pronunciation
and noting whenever new vocabulary is
used.
(Practice new material-all new
information must have a structured
practice)
- Vocabulary:
Students will quickly have to identify words
in English that they hear in Russian.
- Grammar:
Students will work together in pairs to
complete the sentences given to them on
flashcards.
- Text:
Students will play the game Translators
with the teachers, guessing which English
sentence from the text Computerland the
teacher is reading in Russian.

1. Methods:
Grammar/Translation
Communicative
Natural

Reading
Writing
Listening
Speaking

2. Techniques:
Sentence Creation
Listening Exercises
3. Forms:
Whole-Class

1. Methods:
Grammar/Translation
Direct
Communicative
2. Techniques:
Flashcards
Reading Race
3. Forms:
Pairs
Whole-Class
Individual

Reading
Writing
Listening
Speaking

III.
Reflection/
Practice
Materials:
Textbooks
Blackboard
Chalk

IV.
Extension

2.4
2.6
1.2
3.3
3.1

3.1
3.3
1.2

12
mi
n

1
mi
n

(Apply new material in class)

- Vocabulary:
Teachers will have students work in pairs to
answer exercise 4, page 67 in the textbook,
placing the sentences in chronological order.
Students will have to translate these
sentences, recognizing the vocabulary used
in each one.
- Grammar:
Teachers will have students complete
exercise 5, page 67, and choose the right
adjective of comparison. They should then
translate each sentence, understanding how
the grammatical structure works.
- Text:
Once exercise 4 is complete, teachers will
have students write the sentences on the
board in a timeline.
Summarizing the lesson
Evaluating the students

(Apply new material in class)

- Vocabulary:
Students will work together to translate
exercise 4, page 67, and place the sentences
in chronological order.
- Grammar:
Students will complete exercise 5, page 67,
and translate the sentences, paying careful
attention to the adjective of comparison
construction.
- Text:
Students will write the sentences from
exercise 4, page 67, in timeline format.

1. Methods:
Grammar/Translation
Direct
Communicative

Reading
Writing
Listening
Speaking

2. Techniques:
Timeline Creation
3. Forms:
Pairs
Whole-Class
Individual

(Apply and consolidate new material introduced in class through homework assignments)
Homework
Circle all that apply:
vocabulary
grammar,
text,
reading,
writing,
listening,
speaking
Homework assignment:
Exercise 9, page 67: students should choose between the modal verbs should/shouldnt/must/mustnt in complete written sentences. They
should also be able to translate the sentences.
Evaluation of the Lesson:
1. Did I accomplish lesson objectives?
2. What worked well and why?
3. What didnt work well and why?
4. What would I do differently?
5. How would I improve the lesson?

Assessment of student's knowledge and skills: How will these be assessed and how will students receive grades?
Name:
Grade:
Notes: