platformarecd700063838.files.wordpress.com · Web view-Students may have problems with the pronunciation of several words so they may get some help from the teacher

LESSON PLAN

SCHOOL: Scoala Gimnaziala PetreștiGRADE: 5th (L1)LEVEL OF PROFICIENCY: A1TEACHER: Ionescu (Andrei) Cristina - LucianaLESSON: Let’s go Shopping!LESSON FOCUS: Vocabulary lesson (Lesson of communication of new knowledge)Lesson of integrated skills: Speaking, Writing, Listening and ReadingTEXTBOOK: Limba moderna 1 – Limba Engleza – Uniscan Group EducationalUnit 11: Let’s have fun!TIME: 50 minutes

COMPETENCES 1. Understanding oral messages in common communication situations;1.1. Identifying the overall meaning of common messages and dialogues which are clearly articulated;2. Producing oral messages in common communication situations;2.4. Being willing to take part in dialogues.

AIMS At the end of the lesson students will be able:1. to identify the words related to types of shops;2. to make simple sentences and short dialogues with the words related to types of shops;3. to use the words related to types of shops correctly and ask for items sold in these shops;

AFFECTIVE AIMS:1. to create a relaxed atmosphere, proper for studying, in order to offer the background for easy conversation;2. to encourage students to use their English;3. to raise expectations and create involvement in the subject;

SKILLS: Listening, Speaking, Reading, Writing

TECHNIQUES: dialogues; group work, pair work, individual work, observation, explanation, discovery

RESOURCES: realia, cassette recorder, poster and pictures, notebooks, handouts, whiteboard and coloured markers, overhead projector

TYPE OF INTERACTION: teacher-students, students-teacher, student-student

METHOD: Communicative approach

TEACHER’S ROLE: resource, organiser, monitor

STUDENTS’ ROLE: task performers

ANTICIPATED PROBLEMS1

-Students may have problems with the pronunciation of several words so they may get some help from the teacher.

ASSESSMENT ACTIVITY: Students will be assessed on class participation.

ACTIVITIES

WARM UP AIMS -to create a pleasant atmosphere for the English class;

-to help students feel relaxed.AIDS -RegisterINTERACTION Teacher-Students

Students-TeacherPROCEDURE Greetings

-The teacher asks students How are you today? / Who is on duty today? / Is anybody absent? / Are you ready to start the English class?-Students answer the teacher’s questions;

ESTIMATED TIME -1 minuteMETHODS -ConversationCLASS ORGANIZATION

-Whole class

TRANSITION TO THE NEW TOPIC

HOMEWORK CHECK-UP

AIDS -Whiteboard, notebookAIM -to check if there were any problems with their homework;

-to check the mistakes;INTERACTION -Teacher-Students

-Students-TeacherPROCEDURE -The teacher asks students what their homework was: “What was your

homework for today?”, ‘Was it difficult?’, ‘Who wants to read it?’The teacher checks the homework.-Students read their homework. They had to work in groups, find out their favourite free – time activities and create a poster with them. A leader of each group presents the poster. -The teacher checks the mistakes.

ESTIMATED TIME -5 minutesMETHODS -ConversationCLASS ORGANIZATION

-Whole class

CHECKING PREVIOUS KNOWLEDGEAIM -to check previous knowledge;INTERACTION -Teacher – Students

-Students-Teacher

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PROCEDURE -The teacher asks: ‘What did we talk about last time?” She asks questions related to the previous lesson: Free-time activities. The following questions are asked: ‘Do you have much free-time during the day?’/’Do you have much free-time in the evenings?’ ‘What do you do?’/ Who do you spend your free-time with?’/ ‘Where do you spend your free-time?’Students answer the teacher’s questions. -Possible answers: We don’t have much free time during the day because we have to do our homework for the next day. Although in the evenings we usually watch a TV show or a movie or even surf the internet. Sometimes we play games on the computer. We usually spend time with family and friends at home or in the park. We sometimes go to the cinema or to a picnic.

ESTIMATED TIME -3 minutesMETHODS -ConversationCLASS ORGANIZATION

-Whole class

PRESENTATION: 1. LEAD IN (speaking activity)

A.

AIDS -board, flashcardsAIM -to familiarize students with the new topic;INTERACTION Students-Teacher

Teacher-StudentsPROCEDURE -The teacher shows students 3 pictures related to free-time activities.

(Annex 1). She asks students which picture is their favourite. After that she tells students which picture is her favourite and explains why. She asks students: ‘Do you like shopping?’ ‘Do you go shopping in your free-time?’ ‘What do you usually buy?’-Students answer the teacher’s questions. Possible answer: We like shopping very much. We usually go shopping on Saturday or Sunday. We buy food, clothes or toys/games.’-Then the teacher tells students that the new lesson is “Let’s go shopping”. She writes the date and the title on the whiteboard and tells students the aims of the lesson.

ESTIMATED TIME -4 minutesMETHODS -conversationCLASS ORGANIZATION

-whole class

2 . INTRODUCING THE NEW LESSON

B.

AIDS -whiteboard, flashcards, worksheets, notebooksAIM -to identify the types of shops;

-to make sentences with words related to types of shops;-to improve pronunciation;

COMPETENCES 2. Producing oral messages in common communication situations;2.3. Expressing prefferences;

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INTERACTION -Student – Student-Students – Teacher-Teacher-Students

PROCEDURE -The teacher gives students some handouts. (Annex 2) They work in groups of four and solve the exercise. They have to match pictures related to types of shops with the corresponding words. -Students have 2 minutes to solve the exercise. Then, in turns, they come to the whiteboard to match each picture with one of the words given. The other students are asked to make sentences with the new words. -Example of sentences: I am going to the chemist’ s to buy an aspirin. / He buys a bottle of milk from the grocer’s every day. / When I go home from school I usually buy a newspaper from the newsagent’s. There is a bookstore opposite my house. I buy bread from the baker’s every day. The clothes shop closes at 7 p.m. every day. My father usually buys sweets from the sweet shop. -After students write all the sentences on the whiteboard and in their notebooks, the teacher reads the new words and asks students to repeat them. Then, some students are asked to read the new words again. Teacher’s role: organiser, resourceStudents’ role: task performers

ESTIMATED TIME -17 minutesCLASS ORGANIZATION

-group work; whole class

DEVELOPMENT/PRACTICE

Practice 1

AIDS posterAIM -to practise words related to types of shops in speaking;COMPETENCES 1.1. Identifying the global meaning of the message (selecting the

suitable images)INTERACTION -Teacher - Students

-Students – TeacherPROCEDURE -The teacher shows students a poster with different items found in

different types of shops. (Annex 3). She asks students: ‘Where can you find meat?’ / ‘Can we buy a magazine from the grocer’s?’/ ‘Where can you buy an aspirin?’ And so on and so forth. -Students pay attention to the questions and answer them. Example: ‘We can buy an aspirin from the chemist’s.’/ We can’t buy a magazine from the grocer’s. We can buy it from the newsagent’s.

ESTIMATED TIME -4 minutesMETHODS -DialogueCLASS ORGANISATION

-whole class

DEVELOPMENT/PRACTICE

Practice 2Listening activityReading activity

AIDS Worksheets, cassette recorderAIM -to practise words related to types of shops in reading and listening;

-to identify words related to types of shops;

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-to improve listening and reading skills;COMPETENCES 1. Understanding oral messages in common communication situations;

2. Producing oral messages in common communication situations;2.3. Expressing preferences;2.4. Being willing to take part in dialogues.

INTERACTION -Student - Student-Students – Teacher

PROCEDURE -Students are given some sheets of paper on which there are written fragments of a dialogue (Annex 4). In groups of four, they must try to put the sentences in the right order. After that, they must listen to a dialogue to see if they were right. Students with a lower English level are given a different worksheet. They are given the first half of the dialogue and have to reorder the second half. (Annex 5)If it is necessary, the teacher plays the tape again.Students read the dialogue by playing roles. The whole correct dialogue can be found in Annex 6. Teacher’s role: monitorStudents’ role: task performers

ESTIMATED TIME -5 minutesMETHODS -Dialogue; role-playCLASS ORGANISATION

-group work

PRODUCTION/ FEED-BACK

Practice 3 – speaking activity

AIDS -realiaAIM -to ask for items sold in different shops;

-to make short dialogues with words related to types of shops;COMPETENCES 2.Producing oral messages in common communication situations;

2.4.Being willing to take part in dialogues;INTERACTION -Student –Student (pair work)PROCEDURE -On three desks there can be found different items that go with different

shops. (clothes shop, baker’s, newsagent’s, bookstore). The teacher explains: ‘6 students must be involved in this activity: 3 students are the customers and the other 3 are the shop assistants. In pairs you must choose one of the desks and try a dialogue.’ The students who perform the dialogue the best are the winners.Students follow the teacher’s instructions. In pairs, they try short dialogues.Students must work in pairs for 1 minute then act out their dialogues. Example of dialogue:‘Good morning!’‘Good morning! Can I help you?’‘Yes, please. I would like to buy this newspaper. How much is it?’‘It’s 3 pounds.’‘And... how much is this magazine?’‘’It’s 5 pounds.’

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‘OK. I’ll take them. Thank you!’‘You’re welcome!’Teacher’s role: monitorStudents’ role: task performers

ESTIMATED TIME -8 minutesMETHODS -dialogueCLASS ORGANIZATION

Pair work

Emotional Feedback/ Aims’ checklistAIMS -to get feed-back from the students;INTERACTION -Students - TeacherPROCEDURE -The teacher asks Students to show her a smiley or a sad face (given by

the teacher) which best describes their emotional state at the end of the English class.

ESTIMATED TIME -1 minute

Assigning HomeworkAIM -to practise words related to types of shops;INTERACTION -Teacher - StudentsPROCEDURE -As a homework, the teacher gives students a worksheet with some

exercises. (Annex 7)- Students are supposed to solve the exercises and write a dialogue at the grocer’s. The teacher gives them an example. The teacher explains students what they have to do. The teacher gives examples. Students may choose two of the exercises.She gives the students cakes.Students, who had an active contribution during the lesson, are graded.

ESTIMATED TIME -2 minutesCLASS ORGANIZATION

-Whole class

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ANNEX 1

FREE-TIME ACTIVITIES

Look at the pictures representing free-time activities.

Which is your favourite free-time activity? Why?

ANNEX 2

LET’S GO SHOPPING!

TYPES OF SHOPS

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1. Write the following words under the correct picture:

newsagent’s butcher’s chemist’s grocer’s clothes shop

sweet shop bookshop baker’s

______________________ _______________________ ________________________

______________________ _______________________ _______________________

_______________________ _______________________

ANNEX 3

ITEMS SOLD IN DIFFERENT SHOPS

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ANNEX 4

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Shopping for clothes

Listen to the dialogue and put the lines in the correct order:

Shop assistant: We’ve got it in white, black, red and purple. What size do you want?

Shop assistant: Can I help you?

Customer: Yes, I’ll take it.

Customer: Yes, have you got this T-shirt in other colours?

Shop assistant: OK, in medium we’ve got black and red.

Shop assistant: OK, thanks, that’s nine pounds, 5 p change and here’s your receipt.

Customer: OK, red. Can I try it on?

Customer: Medium.

Shop assistant: Yes, of course. The changing rooms are over there.

(pause)

Shop assistant: No, just black and red.

Customer: Cash please. Here’s twenty.

Shop assistant: Is it OK?

Shop assistant: That’s £10.95. Would you like to pay by credit card or with cash?

Customer: Thanks. Bye.

Customer: And in purple?

ANNEX 5

Shopping for clothes

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Put the second half of the dialogue in order:




Customer: Medium.












ANNEX 6

Shopping for clothes11




Customer: Medium.






(pause)







ANNEX 7

TYPES OF SHOPSSHOPPING

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1. Match the following types of shops with their definitions:

1. Chemist’s

2. Grocer’s

3. Butcher’s

4. Baker’s

5. Newsagent’s

6. Bookshop

7. Clothes shop

a. A shop that sells clothes

b. A shop that sells meat

c. A shop that sells books

d. A shop that sells food and other goods for the home.

e. A shop that sells medicines

f. A shop that sells newspapers and magazines

g. A shop that sells bread and cakes

2. Read the sentences and write True (T) or False (F):a. You can’t buy books at the newsagent’s.b. The grocer’s is a shop that sells meat.c. You can buy medicines at the butcher’s. d. You buy butter at the grocer’s. e. You buy cakes at the chemist’s.f. You can’t buy bread at the baker’s.

3. Put the following words in the right column: butter, aspirin, cake, newspaper, sugar, milk, bread, salt, egg, magazine, vitamins,

Chemist’s Grocer’s Baker’s Newsagent’s

Homework:

Write a short dialogue at the grocer’s.

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platformarecd700063838.files.wordpress.com · Web view-Students may have problems with the pronunciation of several words so they may get some help from the teacher