6a Lessons Plans

Aspect Modelling1. Theme and source material Directions

2. Form, date and time 6a, November 29, 2012

3. Aims: Language development

Intellectual development

Personality development

To practice prepositions through listening, writing and speaking sub skills

To practise application level of students’ cognitive skills(write dialog about directions)To develop knowledge level of students’ cognitive skills(students listen and watch the video about prepositions)

To help students be more open about their ideas

4. Aim for the teacher To encourage students for writing their own dialogs; to motivate students to listen to their class mates; to involve everyone from the class equally.

No. Stage and timing Objective Activities, instructions Teaching aids, organisation form

1. Introduction 3 minT-Ss

To start the lesson in a more relaxed way

The teacher greets students and asks if they are ready for the lesson

The teacher asks about the day students are having and how they are feeling

The teacher asks students to breathe in, out; flex their muscles and then relax them several times, asks them to sit down

The teacher asks students to hand in their homework

2. Grammar revision7 minT-SsS-Ss

To make surestudents haverevised thegrammar they learnt the previous week and to make sure that everyone from the class is participating in the task

Students are given 17 adjectives In their notebooks students

have to write comparative and superlative forms of the given adjectives

Each student has to read out comparative and superlative form of one adjective; the rest of the class has to compare it.

The teacher drawing the lots with the students’ names chooses the student who has to share the results.

PPP(power point presentation) ; Lots with students’ names

3. Vocabulary introduction10 min

To make sure students have thenecessary

The teacher shows a video where different people are asking for directions

Before the video is shown the teacher tells the students to

Video

background for the further study

listen carefully and to write down the expressions which are used for showing and asking the directions

Students are asked to share their results and discuss their meaning with the class

The teacher writes the expressions on the blackboard

3. Vocabulary and grammar practice13 minS-SsT-Ss

To help students practice newly learnt vocabulary and to practice grammar- present simple and present continuous.

The teacher distributes the worksheets.

Students have to insert the correct expressions in the tasks.

Students are asked to share and compare their results

Students are divided into pairs with the help of the coloured papers

Each pair receives a picture of an object (place), a map and a description of their role. Their task is to write a short dialog about asking and giving directions to the object (place).

Some of the pairs present their dialogs.

Worksheets;Coloured papers;Individual work; Pair work;

5. Homework5 minT-SS

To introduce the homework; to make sure that everyone understands it

The teacher gives the handout with the pictures and some information about two places in England

The students’ task is to compare these places using “comparative” and “superlative” and using the words revised at the beginning of the lesson

Handouts of pictures,

information about places and

vocabulary which should be

used

6. End 2 minT-SS

To sum up the lesson and welcome students to the next lesson

The teacher says thank you to the class for the lesson

The teacher gives feedback of the lesson

The teacher reminds students of their homework

Hot reflection:The students where surprisingly interested in creating their own dialogs. Many of students wanted to

present their dialogs; nevertheless, because of the lack of time not all of the dialogs where presented. Because students wanted to present their dialogs the opportunity for that will be given also in the next lesson. While writing the dialogs the class was very calm and concentrated. When others presented their dialogs rest of the class listened very carefully and with respect.

Aspect Modelling1. Theme and source material Christmas traditions

2. Form, date and time 6a, December 10, 2012




To practice the vocabulary related to Christmas through listening, reading and writing sub skills

To practise application level of students’ cognitive skills(students do the tasks about Christmas vocabulary; students prepare the questions on the text they read)

To develop knowledge level of students’ cognitive skills(students listen and watch the video about Christmas and share traditions they heard )

To ignore distractions (in the background while doing the tasks, Christmas music is played)

4. Aim for the teacher To create Christmas atmosphere






The teacher asks students to breathe in, out; flex their muscles and then relax them several times, asks them to sit down

2. Vocabulary revision5 minT-SsS-Ss

To make surestudents haverevised thevocabulary they learnt in the previous lesson and to make sure that everyone from the class is participating in the task

Each student picks one sheet of paper on which there is a picture of a place/building

The words from the previous lesson (buildings/places) are written on the blackboard

Each student has to stick their picture next to the right meaning

Teacher asks the class if it is done correctly. If not, one of the students is asked to correct it. Drawing the lots chooses that student.

Pictures of places/buildings; Blackboard;Lots with students’ names

3. Introduction10 min

To lead students into the topic “Christmas traditions”

The teacher shows a video about different Christmas traditions

Before the video is shown the teacher asks the students to listen carefully to the traditions

Video

which are mentioned and write them down in their notebooks in the vocabulary part

The teacher asks students to name the traditions mentioned in the video

The teacher introduces the Christmas vocabulary with the help of PowerPoint. Students have to follow the slides and write down the meaning of the traditions they heard in the video. Students should also write down the words, which they themselves did not mange to write down while watching the video.

3. Vocabulary practice17 minS-SsT-Ss

To encourage students practice vocabulary and grammar- present simple and present continuous.

Each student receives a Christmas tree with active vocabulary written on it and pictures of active vocabulary. Students’ task is to decorate the Christmas tree connection the written word with the matching picture. The teacher shows the decorated Christmas tree on PowerPoint and asks if every one’s Christmas tree looks like that

The teacher distributes handouts with the lyrics of the song “White Christmas” by Lady Gaga

Students have to fill the gaps with given words, which are the same as introduced in the beginning of the lesson. Students have to use them in the right present simple and present continuous form.

Students listen to the song and check the answers.

The teacher asks how successful the students were.

Each student receives a short description of one tradition. Students have to read the description and then prepare answers to the questions that are shown on the PowerPoint. Students have three minutes time.

Each student has to introduce the tradition and give answers to the questions.

Handouts of lyrics and Christmas tree, PowerPoint presentation,Song, handouts of tradition descriptions

Individual work; whole class



The teacher reminds the Students about the video that was shown in the beginning of the lesson.

The teacher tells the students to write and illustrate a short story about their Christmas traditions (max 40 words)

The teacher shows a temple of the short story

Temple of the short story

6. End 2 minT-SS




The teacher tells the marks that the students have earned

The teacher reminds the students of their homework

Hot reflection:

The mood for Christmas was set successfully, because of the background music and Christmas decorations. Students really enjoyed the task for filling gaps in the lyrics of “White Christmas”, and ask if it is possible to do more tasks which are combined with music. While doing tasks students were concentrated. Nevertheless, for vocabulary revision it became obvious that not all of students have studied it. The teacher reminded that next week there will be vocabulary test so students should revise the vocabulary.

Aspect Modelling1. Theme and source material Comparatives and Superlatives, Headway Elementary

2. Form, date and time 6a, November 7, 2012




To learn the use of Comparatives and SuperlativesTo practice the use of Comparatives and Superlatives

To practise application level of students’ cognitive skills(Students have to make sentences while looking at the picture)To develop knowledge level of students’ cognitive skills(To learn adjectives which have irregular comparative and superlative forms)

To help students learn to listen to the information that their classmates give

4. Aim for the teacher To move around the classroom






Whole class

5. Warm up 3 minT-SsS-Ss

To lead students to the topic, to help students to switch to English.

The teacher shows one short video.

Students have to decide which person was funnier and why. Which is the better joke teller in the video?

Whole class

6. Checking homework 5 minT-Ss

To make sure that everyone has done the homework. To learn if students have any knowledge of using comparatives and superlatives

The teacher walks around the class to make sure that everyone has done their homework

The teacher asks some of the students to give reasons why they think the city or the country side is a better place to live

Whole class

7. Grammar presentation 10 min

The teacher introduces the topic by asking the students which computer game is better “Sims” or “Need for speed”

The teacher asks students to open their notebooks at the grammar section and write down the rules which are presented by teacher

PowerPoint presentation, computer, projector.

Whole class

The teacher shows 10 pictures and asks students to compare them (which is bigger, which is smaller which is the biggest)

3. Grammar practice15 minS-SsT-Ss

To practice usingthe new knowledge

Students do exercises in their workbook.

Each student receives a different picture. Students go around class asking others if they can compare two objects from the picture. The students write down the sentences.

Students tell about their pictures using the classmates’ sentences. In case there is a mistake the student should correct it.

Handouts with pictures; Headway Elementary workbook.

Pair work, Individual work


Introduce with homework; make sure that everyone understands their homework and writes it down. To practice newly learnt grammar at home

The teacher gives a handout to each student about the use of comparatives and superlatives. Students have to do these tasks at home.

Handouts

6. End 2 minT-SS


The teacher gives some examples using comparatives and superlatives and sums up the rules of forming them




Hot reflection: The students were interested in the video; therefore, more videos will be used in the future lessons

for different purposes. Two students did not understand the superlative and comparative forms entirely; therefore, while other students were doing their tasks the teacher explained the rules individually and showed again where in their books the examples are available. One student managed to finish tasks earlier; additionally, teacher gave him previously prepared extra tasks from grammar book so he doesn’t get bored.

Aspect Modelling1. Theme and source material Food around the world, Headway Elementary

2. Form, date and time 6a, October 15, 2012




To practice listening and speaking

To practise application level of students’ cognitive skills(Students have to tell about their national food)To develop knowledge level of students’ cognitive skills(To learn about food around the world)

To extend answers

4. Aim for the teacher To learn students names






Whole class

2. Warm up 3 minT-Ss

To help students to switch to English.

Each student tells about their usual breakfast to the whole class.

Whole class


To make sure that everyone has done the homework. To learn if students have any knowledge of using comparatives and superlatives

The teacher walks around the class to make sure that everyone has done their homework

Some students share their results.

The teacher asks if anyone has some questions.

Headway Elementary book Whole class

4. Pre-listening 3 min T-Ss

To lead in the topic

The teacher asks students to tell about their favourite food and if they its origin.

Whole class

5. Listening 7 min

To practice listening for general information

Students listen to ‘food around the world’ two times.

Headway Elementary book, CD player and CD.

Individual work 6. Post-listening

14 min S-SsT-Ss

To connect vocabulary from the previous topic with the new one.

Each student receives a slip of paper with a name of a country.

Each student has to tell the class what was told in the listing task about their chosen

Handouts, Slips of paper with names of countries.

country. Students have 3 minutes time to prepare.

After listening to all classmates students receive handouts where they write 3 characteristic things about country’s cuisine

Some students are asked to share with their results

All students are asked to hand in the handouts.


Introduce with homework; make sure that everyone understands their homework and writes it down.

The teacher introduces with the homework for the next week.

Students have to prepare a poster about their national cuisine using pictures and keywords

The teacher shows an example of a poster

Example of a poster

6. End 2 minT-SS


Each student gives one keyword about Latvian food.




Hot reflection:

Not all students had done their homework. The notes in their report books were made by teacher in order to make them aware of the consequences. Students were interested in foods of other countries; therefore, teacher tried to arrange a lesson which may include both the English lesson and the household lesson. Unfortunately, the teacher of the household subject did not want to participate in that.

The class in general was very active; nevertheless, a lot of grammar mistakes were made while speaking. Because of this, students were asked correct themselves.

Aspect Modelling1. Theme and source material Looking good





To practice vocabulary through

To practise application level of students’ cognitive skills (Students write the description of a classmate) To develop knowledge level of students’ cognitive skills (Students learn new words and their meaning)

To help students wait for their turn and be polite to others

4. Aim for the teacher To involve all students equally






The teacher asks students to hand in their homework

5. Preposition revision7 minT-SsS-Ss

To make surestudents haverevised theprepositions they learnt the previous week and to make sure that everyone from the class is participating in the task

Each student receives a slip of paper with a destination and a map.

Students write a description how they would get from the school to the target destination.

Students share the results.

Maps, slips of paper with destinations.

Individual work.

6. Vocabulary introduction10 min

To make sure students have thenecessarybackground for the further study

The teacher shows picture of two people.

Students have to describe each person.

Teacher introduces new vocabulary with the help of PowerPoint, students write down the vocabulary and the meaning of it in the notebooks.

PowerPoint, Computer, Projector.

Whole class

3. Vocabulary and grammar practice13 minS-SsT-Ss

To help students practice newly learnt vocabulary and to practice grammar - present continuous and present simple.

Each student receives a picture of one person and a handout.

Students describe the person by filling the handouts opposite the correct name.

Students move around the class in order to gather the information about other people which are on their list in the handout. Students can only use English. They are not allowed to show the picture of the person.

Students have to share and compare the results with the class.

Handouts and pictures.

Individual work; Pairwork.



The teacher introduces with homework.

Students have to bring a photo of 2 people they care about and describe them in their notebooks for the next lesson.

6. End 4 minT-SS

To sum up the lesson and


Whole class

S-SS welcome students to the next lesson

Two students come in front of the class. Rest of the students have to describe their classmates



Hot reflectionThe students were very active because of their previous lesson – sports. Nevertheless, after moving

around the class for collecting information students became calmer. Because of this the teacher should have chosen this activity in the beginning of the class, so the rest of the lesson could continue in more peaceful way.

Aspect Modelling1. Theme and source material Presentation of the project “My holiday resorts”

2. Form, date and time 6a, 21 November, 2012




To practice pronunciation and grammar

To practise knowledge level of students’ cognitive skills (To answer the question and present the project work )

To practise application level of students’ cognitive skills (To evaluate and analyse classmates’ presentations )

To overcome the fear of speaking in front of the class

4. Aim for the teacher To encourage students to speak in front of the class



To encourage the students for the presentations.

The teacher greets students and asks if they are ready for the lesson.

The teacher asks about the day students are having and how they are feeling and if they are excited about their presentations

9. Warm up 3 minT-Ss

To analyze students working process and obstacles.

Each student tells 1 obstacle one faced and 2 things one enjoyed while preparing the presentation

10. Presentations 3 min T-Ss

To give students a chance to speak infront of the class. To analyse the mistakes and evaluate the presentations.

Teacher gives an evaluation table for each student. In the table students have to analyse every classmates’ presentations.

In the handouts students have to note if the comparatives and superlatives where used often enough, if there were any mistakes make.

Each student comes in front of the class and presents their project.

After each presentation the teacher asks one question about the presentation to one of the listeners. The teacher chooses the person by drawing lots.

Evaluation tables,Lots.

Individual work

11. Homework 3 min T-Ss

Introduce homework; make sure that everyone

The teacher introduces with homework and gives handouts.

Students have to fill the handouts while reflecting on the

Handouts

understands their homework and writes it down. To analyze one’s own presentation.

presentation.

12. End 2 minT-SS

To sum up the lesson and give feedback

The teacher gives feedback for students’ performances and asks students to hand in the evaluation forms. Teacher explains that the full evaluation of presentations will be given in one week when all opinions will be gathered.

The teacher reminds students to do their homework for the next lesson.

Hot reflection: Some of the students were very nervous to come in front of the class. Few asked if they could present

their presentations individually to the teacher. Because the aim of the lesson was to encourage students to speak in front of the class no individual presentations were allowed. Nevertheless, the teacher game some tips which may release the stress to the students.

All students had prepared their presentations but some presentations were higher level and some lower.

Aspect Modelling1. Theme and source material Christmas story





To practice present simple and present continuous through listing and speaking sub skills.

To practise knowledge level of students’ cognitive skills(retell the story and answer questions )

To practise application level of students’ cognitive skills(To create questions )

To listen to classmates’ stories.

4. Aim for the teacher To create Christmas atmosphere




The teacher greets students and asks if they are ready for the lesson.

The teacher asks about the day students are having, how they are feeling and if they are ready for Christmas.

Whole class


To make sure that everyone has done the homework. To encourage students speak in front of the class.

Each student comes in front of the class and presents ones Christmas story.

Individual work

7. Pre-listing2 minT-S

To lead to “The Night After Christmas”

Students tell which is their favourite Christmas story

The teacher asks if students know the story “The Night After Christmas”.

Whole class

6. Listening5 minT-SS

To practise listeningfor generalinformation

Students listen to the Christmas story “ The Night After Christmas” two times

CD recorder , CD

Post-listening Min T-SsS-S

Students receive a story and read it 3 times (so each student has a chance to read)

Students write 2 questions about the story and ask the answers to them to three classmates.

Stories

Individual work, Pair work

Students share their results. Homework2 min T-Ss

The teacher introduces the homework – students have to learn to retell the story “The Night After Christmas” for the next lesson.

8. End 2 minT-SS





Hot reflection:

The students were interested in the stories of others and could not wait when their turn will come to tell the story. Because of this, the teacher started to draw lots. One student started to mock another because of the pronunciation of some words. Because of this the teacher explained the whole class what does tolerance means, and developed it in a little discussion.

Documents

6a Lessons Plans