LESSON PLAN

Name: Student-teacher Cornea Alexandra-Marina Mentor: Chelariu Estera Date: 16th of March 2012 School: Colegiul Naional Iosif Vulcan Class: 3th D Level: starter Time: 50 Textbook: Set Sail, Pupils book, Jenny Dooley, Virginia Evans, Express Publishing Title of the lesson: Pet Shop Fun Type of lesson: mixed Unit: 6, Module 3 - Furry Friends Skills: speaking, listening Objectives: By the end of the lesson, students will have had: practiced the vocabulary previously acquired learnt the new vocabulary on pets understood the use and meaning of the modal verb CAN and its forms spoken about themselves in terms of what they can do and what they cant do spoken about animals in terms of what they can or cannot do listened and mimed the actions mentioned in its lyrics Teaching aids: textbook, notebooks, handouts, blackboard, CD and CD player, pictures, cards Anticipated problems: noise, learners may encounter problems in understanding the text they listen/read Modes of interaction: o Teacher Whole Class (T-Ss) o Individual work (Iw) o Student Student (S-S) o Students Students (Ss-Ss)

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Stages of the lesson Starting the lesson and checking attendance

Time

Teachers activity Teacher greets the pupils and introduces herself, as it is the first time shes teaching this classroom. Hello, everybody! My name is Alexandra Cornea and today I am going to teach you English! In order to review the vocabulary of unit 5, Teacher is going to play a game with them (Chinese Whispers). Teacher lets them know they are going to play a game and explains the rules. We are going to play a game now. It is called Chinese Whispers and it resembles a lot to our Telefonul fara fir. I am going to whisper the name of an animal to the pupils that sit in the front row, and then they will whisper it to the ones who are standing behind them and so one, untill the word is whispered to the pupils standing in the last row. Those pupils will be asked to call out the animal. The pupils standing in the front row will be asked to say if it is the correct one. Examples of animals: goat, sheep, fish, fox, dog, frog, mouse, cow, cat etc. Teacher asks the pupils to be some of those animals (ex. Be a cat!, Be a dog!, Be a sheep!).

Learners activity Learners greet the students and prepare themselfs for the English lesson.

Modes of interact ion

Objectives

T - Ss

Learners will quietly whisper the words to the other pupils.

To make students feel comfortable in the class To get them function in English
T-SS

Warm-up

The last pupil will call out the name of the animal as soon as he/she hears and understands it.

T-S S-S S-T SS-T

To prepare them for the next activity To revise previously learnt vocabulary

As you have already learnt, there are wild animals, which live in the wilderness (ill ask the pupils to give me some examples), but there are also animals that live on mens farms. These animals may be raised for milk, meat or eggs. But there are also animals that live in the company of man. These animals, as you may well know, are called pets. Do you have any pets at home? Teacher asks some students to say a few words about their pet/s. Do you know how its called a shop where pets are sold? It is called a petshop. Take a look at this image. What animals can you find in a petshop? Teacher shows the pupils the image and asks them to indicate the names of the animals in the picture (cats, dogs, parrots, birds, fish, rabbits). Teacher plays once the song from page 44 so that pupils have an idea about what the lesson will be about. After having played it, Teacher asks the pupils to name some animals they heard in the song. She may ask them what the song was about to check comprehension and, like this, the animals would be named as well.

Learners listen carefully and try to give Teacher good answers. They may ask Teacher to further explain or to elicit the unknown vocabulary.

To revise words and expressions already known

Introducing the title/theme

To add new words in their vocabulary T Ss Learners listen attentively to the song and to its lyrics, so that at the end of the song they can answer Teachers questions. ST Ss - T To point the subject of the new lesson

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Before playing the song, Teacher introduces the new vocabulary. She pins up the pictures on the BB. Then, she points to each animal, reads and says the corresponding word. She asks the students to repeat after her, individually and chorally. She points to the animals in random order and invite the pupils to say the corresponding words. Teacher then mimes and says an action (crawl, fly, jump, swim, walk, talk) and asks the pupils to repeat the word after her. Then, she says once again an action and invite the students to say which animal can do that action. Teacher asks some students to come to the BB and connect the cards on which there are written the actions to the corresponding images, asking them aloud: Which animal can jump? A rabbit can jump (T asks the students to repeat). Teacher asks the pupils to open their books at page 44 (Teacher writes the number on the BB). Teacher reads the instructions and explains the task: Listen, sing and do (Total Physical Response, mime according to the lyrics of the song). Teacher plays the song and mimes the words, encouraging the pupils to do the same. Teacher plays once again the song and the pupils mime all together and sing the song.

The pupils listen attentively to Ts explanations and repeat the words when they are asked, individually or chorally.

To introduce vocabulary T Ss ST S Ss To avoid comprehension problems

new

Pre-listening

Pupils are attentive to Teachers actions and mime in order to guess the meaning of the words denoting actions. Some students go to the BB and connect the actions with the animals.

any

Ss- T

To accustom them with the vocabulary required in the new lesson

While-listening

Learners listen carefully to the song and try to mime the actions denoted and to sing it.

To listen to the recording for specific information T - Ss To search for specific information in the recording (and in the text)

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Teacher asks the students to close their books and to open their notebooks. She writes down on the BB: I CAN talk. A parrot CAN talk VS I HAVE sister. He HAS a brother. Teacher makes the pupils understand that CAN is the same in all persons. She begins conjugating the verb (I can, you can, she can) and asks a pupil to continue the conjugation of the modal verb. Teacher asks a student to come to the BB and write down the conjugation of the verb CAN. Then she asks another student to say how the negative form is formed (How would we say if we arent able to perform an action? What will be our answer if somebody asks us: can you drive?) and to write it down on the BB as well. Teacher ask the students if they can sing, dance, read, jump, swim, fly, run, draw, cook, count, drive, speak Italian, speak Chinese. Teacher asks the student to formulate sentences in which to mention what they can or cannot do.

Post Listening, Gramar practice

Learners write down the examples in their notebooks. They answer Teachers questions and conjugate the modal verb. They write down in their notebooks the conjugation. Students answer negatively to the question, thus discovering the negative form of the modal verb CAN. Students answer Ts questions and formulate phrases in which they speak about themselves in terms of what they can or cannot do. Students listen attentively to Ts explanation in order to get familiar with the rules and then they play the game several times.

To understand the use and meaning of the modal verb To understand that it has only one form in present for all persons To make students use the negative form of the verb T Ss ST Ss T S Ss I To teach the negative form To make pupils speak about themselves in terms of what they can or cannot do

To check if students understood the new words To make them use the new vocabulary
To revise the recently acquired vocabulary To reuse the words in context new

Game: Amnesia The teacher explains the rules: one student has lost his/her memory and the other must help him find out what animal is he, saying what that animal can do. The amnesiac pick up a card without looking at what is written on it and puts in on his/her front so that everybody can see who he/she is.

The students are asked to copy the lyrics of the song in their notebooks and to fill in the The students write down their handouts the teacher gives them, as well as homework and receive the some exercices from their grammar book (+ handouts. explanations). Learners listen to the song The teacher plays the song once again and and mime the actions. They asks the pupils to mime the actions. Teacher greet Teacher as she is leaving greets the students and leaves the classroom. the classroom.

Assigning homework

T - Ss

To further practice the use of the modal verb CAN

Ending the lesson

T - Ss