LESSON PLAN

Day and date: 24.05.2011. Level: pre-intermediate, 5th grade Number of students: 26 AIMS I will be working on: Improving Ss fluency Explaining and improving Ss intonation Encouraging group work and work in pairs OBJECTIVES By the end of the lesson Ss will: Have practised their speaking, pronunciation of questions, in order to acquire the fact that wh-questions have falling intonation and yes/no questions have rising intonation Have gotten the explanation that stress pattern in English differs from word to word. Namely, while in some words stress is at the begging of the word, there are words where the stress is in the middle and at the end of the word Have practised the intonation of certain words of approval, such as: Really, Mmmm, Right, in order to memorize that these words sound differently when used as sounds of approval or questions Have acquired some new vocabulary items (snowmobile, reserve, safari, tent, rafting, canoeing) Have worked on improving their listening Teacher: Marija Jani Lesson: Choosing a Holiday Method: Eclectic ANTICIPATED PROBLEMS Some of the Ss might not want to cooperate and might ask for further explanations of some of the exercises, or might find it difficult to pronounce new words.

POSSIBLE SOLUTIONS I will try to further explain the lesson and exercises. If the Ss find it difficult to pronounce some of the new words, the teacher will repeat the word several times and ask the students to repeat after him/her until the pronunciation is correct.

skills

ASSUMPTIONS MATERIALS I am assuming that: Pictures for the warm-up activity Their language competence is good enough to be able to understand the Blackboard for 5 min additional activity-hangman lesson and do the exercises included in the lesson plan They will find the topic interesting enough to want to be involved in the class BLACKBOARD PLAN HANGMAN

STAGE AND TIME 3min.

PROCEDURE Warm up The T describes a word by giving clues and Ss are supposed to guess which word the T is talking about (mountain, seaside, river, lake, monument, etc.). When the Ss guess the word, the T shows them the picture of it ( e.g. We usually go there during the winter, when there is a lot of snow, so we can ski.- it is a mountain).

INTERACTIO N Ss-T

AIM To help Ss relax and revise the old vocabulary

4 min.

15 min.

Linguistic Introduction The T will ask the Ss questions, such as: Do you like travelling? Which is your favourite holiday destination? Would you like to go on a safari? Are you fond of adventures? If the answer is yes, what kind of adventure would you like to experience?, etc. Presentation The Ss will be asked to skim the advertisements in order to get familiar with the basic content and main issues the texts deal with, and to look for unfamiliar words and phrases. They will be given up to five minutes for this. After they have finished, the T will ask them if they understand what the texts were about and to briefly retell the texts main ideas. After that, unfamiliar words will be explained. The T will first ask them to look back at the text and try to derive the meanings of the words from there; if they cannot, the T will offer them two possible meanings (multiple choice), of which they should choose one based on the text. If they fail to mention a word the T thinks might present a problem for them, the T will ask them about it. The T will also explain the pronunciation of new words by repeating all the words several times, one at a time, and asking students to pronounce the words all the way until the pronunciation is correct. Possible unfamiliar words: snowmobile, reserve, safari, tent, rafting, canoeing, diving.

T-Ss

To introduce the topic and elicit certain vocabulary items relevant for the lesson

T-Ss

For Ss to practice reading for gist, learn new vocabulary and practice pronunciation

13 min.

Practice 1 Word Stress Quiz-Provide examples of sentences with certain words underlined and the syllable with the main stress written in italics. In some words, it will be the correct syllable, and in some the wrong one. In words with the wrong syllable stressed Ss are supposed to correct the mistakes and circle the right syllable. The teacher will explain to the Ss that stress pattern in English differs from word to word, that in some words stress is at the

T-Ss

To explain to the Ss that stress pattern in English may vary from word to word. In some words, the stress is at the initial syllable, in some in the middle, and in some other words at the final syllable. In order to check whether the Ss have understood that, the teacher will provide them with the exercise and they will have an opportunity to learn from the examples.

beginning, while in some others is in the middle and in some at the final syllable of the word. e.g. 1. Would you like to go skiing with me? 2. Our guide is very experienced. 3. Our trip to Africa was very comfortable and well-organized. 4. Last year we organized camping in the woods. 5. We went to observe animals in air-conditioned vehicles. Practice 2 Getting to know you- Ss work in pairs and are to ask each other questions, using Past Simple Tense and intonation, about each others adventurous trips or holidays. The teacher will explain to the Ss that the intonation of questions in English differs, in accordance with the type of the questions, so that whquestions have falling intonation and yes/no questions have rising intonation. e.g. S1: When did you go to the seaside last time? S2: It was last year. I was swimming a lot, but the best part of the holiday was rafting on the near-by river. S1: Really? It is so exciting! And where did you go skiing last winter? S2: I went to Kopaonik with my family.

To practice questions and different intonation in different types of questions. The Ss will be given the explanation that wh-questions have falling intonation and yes/no questions have rising intonation, in order to notice the difference between these two types of questions.

1 min.

Homework For their homework, Ss are supposed to write a paragraph describing an exotic place they would like to visit. They are supposed to use adjectives from the key words: clean, comfortable, exciting, educational, interesting, safe, wellorganized, etc., as many of them as possible. They are also supposed to use the new words, such as: snowmobile, reserve, tent, safari, rafting, canoeing, diving. Production Role-play: Ss are divided into pairs and one of them gets to be an employee in a travel agency, while the other is a customer who is interested in the offers of the agency. The employee asks the customer about his /her plans for the holiday, about the destinations, trying to use intonation and sounds of approval, such as: Really, Mmm, Right, Yea, etc. Then, the Ss switch their roles. e.g. A: Id like to go on the trip to Greenland. B: Really? Ss

To show whether they have acquired the proper use of the vocabulary from the lesson.

8 min.

To check what Ss have acquired and practice their intonation and fluency, especially in pronouncing the sounds of approval. The teacher will explain to the Ss that the sounds of approval have different intonation from the same sounds used in questions, for example.

A: Yes, Id like to explore somewhere. And I love skiing. B: Mmm. But its very cold. And I dont like skiing. Id prefer to go swimming and sunbathing in Greece.

3 min 5 min

7 min

ADDITIONAL ACTIVITIES Synonyms and antonyms Ss will be asked to provide synonyms and antonyms for the following words from the lesson: boring, cheap, difficult, dirty, safe, tiring Hangman Divide Ss into three teams according to the rows they are sitting in and draw a hangman on the board. Each team will guess in turn: if they guess a letter, they get another guess; if they are wrong, the next team gets their chance Possible words: safari, canoeing, camp fire, vehicle Words Chain We will start an association game with the word forest. Then the T will pas a rubber or a paper ball to a student, who will have to say a word connected to the previous one, e.g. gloomy, mysterious. After about 15 students have had their turn, we will try to trace the chain back, word by word, from the last one to the one we started with.