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Lesson Plan

Name: Mesani Viorica Alexandru Ioan Cuza School, Baia Mare Date: March 31st, 2011 Grade: 5th B Number of students: 24 Level: lower-intermediate Lesson: Can you scuba-dive? Textbook: Snapshot, Longman Time: 50 minutes Communication: ask and talk about things you can do Language focus: Can / cant - abilities Assumed knowledge: vocabulary related to sports Skills: speaking, reading, listening, writing Learning objectives: to revise vocabulary related to sports to practise can / cant to improve vocabulary to improve pronunciation to practise listening for specific information Aids: textbook, cassette recorder, handouts, pictures board, notebooks, workbook,

Steps of the lesson 1.Warm-up

Time 2'

Activities

Interaction

Aids / materials

Ss greet the T. as she arrives. Open class T. initiates a short conversation about spring / weather. T. asks what day it is. Ss answer. T writes the date on the board. Ss were asked to write a Open class composition about their morning routine. Some of the Ss read their compositions aloud. T. checks and corrects. Picture exploitation Pair work T. asks Ss warmer questions: Where are the characters?, Where did they decide to go at the end of U9?, What can they see?, Have you been to a Sea Life Centre? If so, where? Was it in our country or abroad?, Can you touch anything there?, etc. If necessary, T. elicits the meaning of the title: a place near the sea or in a zoo where underwater creatures can be seen. T. uses pictures of sports to pair work introduce vocabulary. Ss are asked to say and write the words. Then, with books closed, Ss are asked what sports they do and if they like them. In pairs Ss brainstorm as many sports as they can think of in English. T. makes a list on the board. Ss open their books, page 72/ ex.5. In pairs, Ss must match the pictures to the sport. T. goes through the answers with the whole class. Then, they complete the list together. T. puts the following textbooks

2.Checking previous work

3'

3. Lead-in

5'

textbooks

4. Pre-teaching 10' vocabulary

textbooks

headings on the board: water sports, team sports, individual sports/ activities. T. elicits one or two examples of sports for each category. In pairs, Ss categorise the sports. 5. Listening 10' Ss are told that theyre going to listen to a conversation about sports and activities that help us keep fit. T. pre-teaches keep fit. Ss open their books at page 71/ ex1. T. asks Ss: Which character do you think does scuba-diving? Ss read and listen to the dialogue. T. elicits which sports are mentioned and tick them on the list. T. asks the questions in exercise 2a to the whole class. T. plays the tape again. Ss check their answers. T. asks:So who can scubadive?. Ss answer. T. writes the answer on the board. T. elicits and briefly drills some examples of the question and answer forms, using the sports vocabulary. Ss are asked to close their books and try to answer some questions about Luke, Emily, Spike and Daniel What can/ cant they do? e.g. Can Emily scuba-dive? Yes, she can / No, she cant. Then, Ss are asked to open their books, page71/ ex.6, look at the chart and say what each person can and cant do. T. explains the task. One student reads the example. Ss do the exercise orally. Chain game: T. divides the class into three groups of Open class Individual work Cassette recorder textbook board

6. Practice

10'

Open class Group work

textbooks

7. practice

Free 8

eight. One student chooses a sport and says, e.g. I can swim, the next student adds a sport and says I can swim and I can scuba-dive or I cant swim but I can dance. The game continues around the class for as long as Ss can think of a sport. Ss are given handouts. T. Individual explains the task. They read work the sentences and circle the correct word. An example Pair work sentence is done for them. They have 5 minutes to finish the exercise. Then, Ss are asked to change worksheets with a partner and correct the mistakes using a red pen. T. praises all the students and grades some of them. T. assigns some of the Individual exercises from Unit 12 of the work Language Booster as written homework ex 1, 4/ page 48. T. explains the task and makes sure the students know what they have to do.

handouts

8. Homework

2'

Language Booster