7a Lesson Plans

Aspect Modelling1. Theme and source material Interview

2. Form, date and time 7a, 29.11.2012

3. Aims: Language development

Intellectual development

Personality development

Present simple ( listening, writing and speaking skills); Revision of vocabulary (writing skills)

Present simple according to Blooms taxonomy

To motivate students to analyse their mistakes.

4. Aim for the teacher To encourage creativity in students; to motivate students to listen and analyse their mistakes

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. Vocabulary revision10 minT-SsS-Ss

To make surestudents haverevised thevocabulary theylearnt the previous week and to create free speaking practice.

The teacher gives a pen to one of the students and tells them to start passing it around when the music starts.

When the music stops, the student who has the pen in hand comes in front of the class and picks one slip of paper.

On the slip of paper there is a word written in Latvian. The student has to translate this word to English and write it on the blackboard. In case the student does not know the word the class should help.

Slips of papersA pen

3. Grammar practice15 minS-SsT-Ss

To help students practice grammar topics - present simple and present continuous. To encourage students to

Students are being introduced to the movie which is a combination of their work on the dialogues which were filmed the previous week.

Students are asked to listen carefully and write down mistakes they find in the

Video;Dialogs;Individual work; Discussion.

analyse their mistakes

videos. Mistakes are being discussed

among course mates Every student receives one

dialog. Students have to find present

simple and present continuous tenses used in the dialog and underline them. Students are asked to share their results with the entire class.

Revision of signal words and rules of tenses5 min T-Ss

To make sure thatstudents understandthe topic.

Students are asked to name the signal words which demonstrate when present continuous or present simple is used.

For each tense, the students are asked to explain the rules.

Blackboard

5. Homework5 minT-SS

Introduce the homework; make sure that everyone understands his or her homework.

Students have to imagine that they are a celebrity of their own choice for 5 days.

Students’ task is to write imaginary “tweets” every day in their notebooks.

Every “Tweet” should be 2 sentences long.

Students should use present continuous in the “tweets”.

The “tweets” should explain what the student is doing as the chosen celebrity at the particular moment.

Teacher shows a visual example which will be available in e-class.

PPP( Power Point Presentation)

6. End 2 minT-SS

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

The teacher Reminds the signal words which are used with Ps and Pc

The teacher gives feedback for the dialogs and analysis of the mistakes

The teacher Reminds students to do their homework

Hot reflection: Students really enjoyed the vocabulary revision; all students actively participated in it. Nevertheless,

it showed that not all vocabulary has been learnt properly; therefore, for the vocabulary test which is in one week they have to revise it.

Because students were the actors in their video, the task to analyse it was more interesting for them. There were average amount of mistakes made in the video; therefore, time for finding ,mistakes and correcting them in it was enough. At the end of the lesson, students’ answers for forming present simple and present continuous were explicit and with few mistakes made. Therefore, the homework should fortify the use of the tenses. At the end of the lesson I added that students should revise the vocabulary.

Aspect Modelling

1. Theme and source material James Bond, Headway Pre-intermediate





Reading practice, reading for comprehension; Grammar practice – past simple and past continuous

To practise knowledge level of students’ cognitive skills(students read the dialog and connect pictures with the parts of the text)

To practise application level of students’ cognitive skills(discuss the results of the activities and to fill in the gaps in the lyrics of a song )

Listen to classmates opinions

4. Aim for the teacher To move around the classroom




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.

2. Grammar revision5 minT-Ss

To make sureStudents know how to use past simple and past continuous and to make sure that everyone is participating

The teacher gives to each student an envelope with a pictures of nouns and slips of paper where verbs are written

Teacher gives one minute time to each student in order to prepare a sentence using these pictures and words and both past simple and past continuous

Each student is asked to share their sentence with the class

Slips of paper,Pictures,Envelops.

Individual work.

3. Checking homework 5 minT-S

To make sure everyone has done their homework and understood it

Teacher walks around the class and checks if everyone has done the homework

Teacher asks some of the students to read one sentence

Teacher makes sure that everyone has the same correct answer if not the mistake is being explained immediately

Headway Pre-Intermediate

Whole class.

4. Pre-reading 5minT-S

To introduce students to the topic and to trace their knowledge on the topic.

Students are being introduced with the movie trailer of James Bond “Skyfall”.

After the video students are asked if they know which movie it is, if they know how

Video, PowerPoint,Projector, Computer, Speakers.

many James Bond movies there are, what do they know about James Bond?

The teacher shows the posters of four other James Bond movies. Students are asked to name these movies and the actors performing the role of James Bond in each of them. The last poster is of the movie “The Man with the Golden Gun”.

Whole class

5. Reading practice 13 minT-S

Let students to practice reading for gist. To visualise the dialog and analyse and discuss it. To practice use of particular vocabulary.

Students are asked to open their Headway books on page 26. There is a dialog from the James Bond movie “The Man with the Golden Gun”.

Before students are asked to read the dialog the teacher presents the unknown vocabulary in the text with the help of PowerPoint.

Students have to read the dialog for gist. After reading the dialog teacher shows five questions about the text students read. The class is asked to discuss these questions with the guidance of the teacher.

The teacher shows 8 pictures which illustrate some fragments of the texts in PowerPoint and students can see them also in their books above the dialog. Students have to match these pictures with the lines from the text.

Students are asked to share their answers.

The teacher shows 8 statements about the dialog in the PowerPoint presentation and gives a handout to each student with these statements. Students are asked to detect which sentences are true and which are false. Students have to correct the false sentences by giving the right answers.

The teacher gives handouts of the lyrics from theme song of the movie James Bond “Skyfall”

Students have to fill the gaps

Headway Pre-Intermediate,PowerPoint,Projector, Computer, Handouts, Song ,

Individual work;Whole class

with the words introduced at the beginning of the lesson while modifying them into correct forms.

Students listen to the song and check answers.

The teacher asks how successful students were.


Introduce homework; make sure that everyone understands his or her homework.

Students have to make a poster using the key words or pictures from newspapers or internet of their favourite movie. On the poster the name of the movie shouldn’t be mentioned. Students have to use A4 format paper.

Teacher makes sure that the students wrote down the homework in their report books.

Teacher asks if the students have any questions about the homework.

A4 paper

Individual work

7. Revision 5 min T-SS-Ss

To make sure the students remember the past forms of verbs and if they can identify tenses

Teacher asks which tenses where mostly used in the text

Teacher gives to each student a paper where there are verbs from the previously read text. The given verbs are in the infinitive and students have to write the past forms of the verbs.

When students have finished the task they have to give their handouts to the person sitting behind them.

The teacher shows the table of the past forms of given verbs and students have to correct their partner’s mistakes.

The teacher asks who had zero mistakes, who had one, who had two and more mistakes.

Handouts

Whole class, Individual work

8. End 2 minT-SS


The teacher reminds the students of the vocabulary from the text.

The teacher gives feedback for students’ participation in class

The teacher Reminds students to do their homework

Hot reflection:

Overall, the lesson was successful; nevertheless, the first grammar revision task was a bit difficult for two students; therefore, two students who had managed the task earlier were asked to help those who were facing some problems.

During one task student came to me and showed some little bruise which was bleeding; therefore, I sent him to a nurse. He returned in 5 minutes time saying that the nurse refused to look at the bruise. After the class I gave him a plaster and told that to my mentor.

There were 3 minutes left for the end of the lesson; therefore, the task with gap filling of the theme song of the movie James Bond was given. The time was not enough, to listen to all of the song after gap filling; therefore, students were given a chose to finish listening to it now or in the beginning of the next lesson. Stu dents decided to finish the task in this lesson.

Aspect Modelling1. Theme and source material Home reading, Walter Macken “The Flight of The Doves”





To practice pronunciation and grammar structure of present simple and present continuous

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

To practise application level of students’ cognitive skills(To substitute the chapter by writing one’s own chapter )

To listen to classmates’ stories and to evaluate them.

4. Aim for the teacher To interest students into story writing






Teacher asks students to hand in their homework

2. Grammar revision5 minT-Ss

To make surestudents know the signal words for present simple and present continuous

The teacher gives to each student a slip of paper. On the slip of paper there is one signal word written.

The teacher gives one minute to decide which tense, present simple or past continuous, the signal word corresponds to and to prepare one sentence using the signal word and the tense.

Each student is asked to share their sentence

Slips of paper with signal words

Individual work.

5. Retelling28minT-S

To give students a chance to speak infront of the class. To analyse other mistakes.

Teacher gives an evaluation table for each student. In the table students have to analyse 4 classmates. They have to write what mistakes they have made – grammar or content. If some important information wasn’t mentioned by the story teller then it should be brought up. At the end students should grade it and explain it.

Evaluation handouts

Individual work

Each student comes in front of the class and retells the chapter “We Cross the Bridge” from the book “The Flight of The Doves”. The teacher asks one question for each student.


Introduce homework; make sure that everyone understands their homework.

Students have to replace the chapter “We Cross the Bridge” with the chapter they have written by themselves. The chapter should be 70 words long.

8. End 2 minT-SS


The teacher gives feedback for students’ performances and asks students to hand in the evaluation forms.

The teacher reminds students to do their homework

Hot reflection: Three students were not prepared for the lesson and did not have any explanation for that; therefore,

they just evaluated other students. The fact that students were not prepared for the class reflected in an evaluation. Students respected their classmates while they were retelling the story and listened to them carefully. In general the lesson was successful and all the aims were met.

Aspect Modelling1. Theme and source material Home reading, Walter Macken “The Flight of The Doves”

2. Form, date and time 7a,15.11.2012




To practice vocabulary and grammar( present simple)

To practise knowledge level of students’ cognitive skills(To answer the question and indicate true and false statements )

To practise application level of students’ cognitive skills(To fill the gaps in the text )

To share their project development

4. Aim for the teacher To involve all students



To start the lesson in a more relaxed way. To make sure everyone is working on the project work.



The teacher asks each student to share how successful they are with the project work and what difficulties they are facing

2. Vocabulary revision5 minT-Ss

To make surestudents haverevised thevocabulary theylearnt the previous lesson.

The teacher gives each student a different picture of a room of the house and 10 slips of papers with verbs and nouns from the vocabulary of daily life.

Students have to decide which of these daily life actions can be done in the room.

Teacher gives 1 minute for this task.

Each student has to present his room and the things which are usually done in it.

Slips of paper with verbs and nouns of daily life; picture of one room

Individual work.

3. Discussion 10 minT-S

To give students a chance to speak infront of the class and to give their

The teacher asks each student to blindly pick one slip of paper. On the slip of paper there is one question about the chapter “The Donkey”.

Slips of paper

Individual work Whole class

own opinion. The teacher gives 3 minutes to prepare the answer.

Each student has to give the answer to the question.

The teacher immediately gives feedback for the answers and asks if there is something students want to add.

4. Vocabulary practice

To practice usingthe new words

The teacher gives a puzzle to each student. On a sheet of paper there are words written in Latvian and on the pieces of the puzzle there are words written in English. Students have to put the pieces on the right meaning of the word which is on the sheet of paper. When all pieces of puzzle are connected with the right meanings it makes a picture and a short story.

The teacher asks two students to read the story about the donkey in the movie “Shrek” aloud.

Teacher asks whole class to answer what this short story was about. Students have to find the words, which are used in both the story and in the chapter “The Donkey”.

The teacher shows a short video of the movie “Shrek” and asks if they can connect the story they just read with the movie.

Students have to write a short essay - 60 words while using the words from the chapter and the story. In the essay they have to compare the donkey from the chapter with the donkey from the movie “Shrek”

Video, Computer, projector, puzzles.


Remind of their homework; make sure that everyone wrote the homework down.

The teacher tells the students to bring the draft of their project work for the next lesson.

The teacher makes sure that everyone writes it down in their report books.

6. End 2 minT-SS

To sum up the lesson and welcome students to the

The teacher gives feedback on the students’ performances and asks the students to hand in their short essays.

next lesson The teacher reminds the students to bring their project daft for the next lesson.

Hot reflection:The students were surprisingly calm and the timing for the lesson was very precise. No difficulties

were met in the classroom and all aims were reached.

Aspect Modelling1. Theme and source material Presentation of project





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 make sure that all of the students are listening to presentations



To start the lesson in a more relaxed way and encourage the students for the presentations of the projects.


The teacher asks about the day students are having and how they are feeling and if they are exited to present their projects

2. Warm-up 6 minT-SsS-SS-Ss

To analyze students working process and obstacles.

Students are divided into pairs with help of coloured paper slips.

The teacher tells the students to share their working process of the project to the partner. Each person has one minute of sharing their experiences on the project.

The teacher gives 30 seconds to each pair in order to prepare one thing they enjoyed while making the project.

Each pair has to share their opinion.

Coloured paper slips

Pair work

6. Presentation28minT-S

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

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

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

After each presentation the

Evaluation tables

Individual work

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


Introduce homework; make sure that everyone understands their homework and writes it down. To analyze one’s own presentation.

The teacher asks students to write a short reflexion on the presentation. It should be 80 words long. It should include what the students have succeeded in and what not in their presentations. What their conclusions are, what they should do in order to do better next time.

8. End 2 minT-SS


The teacher gives feedback for students’ performances and asks students to hand in the evaluation forms and project works.

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

Hot reflection: All students were prepared for their projects. Some of the students were a bit scared from speaking in

front of classroom, so we did the relaxation exercise so the blood circulates better and brains get more oxygen which foster thing. Some students’ presentations were more advanced than others, but at the end the main aims were met and students can still reflect to their contribution for the project.

Aspect Modelling1. Theme and source material Have got and have





To revise the use of have got and have in a sentenceTo practise making sentences

To develop knowledge level of students’ cognitive skills (tochoose appropriate words to supplement the sentences)

To practise comprehension level of students’ cognitiveskills (students think about if they have got the same thingsat home)

To help students learn to share information about theirpossessions while taking turns

4. Aim for the teacher To practice to explain the meaning of the grammar without using mother tongue



To start the lesson in a more relaxed way.



2. Warm-up 6 minT-SsS-SS-Ss

To encourage students to use present simple

Students are divided into pairs with the help of slips of paper. Students have to find a person in the classroom who has the picture of the meaning of the written word.

Students have share their morning routine with the partner. Each person has one minute.

Slips of paper with words and pictures

Pair work

3. Grammar presentation 10 min T-S

To help students understand with the help of visual aids

The teacher shows the students 6 pictures and asks what the students see in them. And asks if any of the students has got the object at home.

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

Power point presentation, computer, projector

4. Grammar Practice

To let the students get

Students write down three things they have got at home

Blackboard

17 min T-sS-s

comfortable while using have got

in their rooms and put them in sentences; after the sentences are written, they read them to the class. The objects are written down on the blackboard.

Students then look at the list and choose 5 things that others have mentioned and they already have and draw them.

Students exchange the drawings to talk about them describing things that others have got in their rooms.

Students have to choose two objects from the list and make a question and a negative sentence using have got.

Individual work


Introduce 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 with the tasks of using have got. Students have to do these tasks at home

Handouts

8. End 2 minT-SS


Teacher gives some examples with “have got” and sums up the rules of “have got”

The teacher gives feedback for students’ performances.


Hot reflection: Students were concentrated and actively participated in the lesson. The boy who is always very active in any other way but studying was the only one who was not participating in tasks. When I came to him and asked if he does not understand something he said that he doesn’t understand English in general; therefore, I said that he should come to the official consultation lessons and we would try to do something about it. The student agreed with that and was for the consolation at the same day.

Aspect Modelling1. Theme and source material Blind date , Headway Pre-Intermediate





To revise the vocabulary To practise making questions

To practice knowledge level of students’ cognitive skills (Students think about their horoscope sign and describe it)

To practice application level of students’ cognitive skills(To prepare questions for the blind date)

To stay on tasks

4. Aim for the teacher Make sure that all students are actively participating in the group work



To start the lesson in a more relaxed way.



2. Introduction 10 minT-SsS-Ss

To interest students in the topic and to make it personal. To be able to work as a team.

The students prepare a short description of their horoscope characteristics. The time limit is 4 min

Each student has to present their horoscope sign

The students have to make groups according to their horoscope sign. The teacher gives a description of the horoscope sign to each group.

Students have to compare their descriptions with the one the teacher gave.

Students have to write down 3 common things of all the descriptions

One member of the group has to present the results.

The teacher asks questions to the students which lead to the theme “Blind date”

Handouts of horoscope descriptions from Headway Pre-Intermediate

Individual work, Group work

3. Grammar To practice The teacher gives to each Stickers,

practice 23 min T-S

making questions. To feel comfortable while communicating with classmates.

student the sticker with the name of a person and a short description of that person.

Students have to stick the sticker of the name on the chest and read the description of their new identities. Students have to accept these new identities as theirs.

The teacher makes sure that everyone has understood their role.

The teacher tells to each student to write five questions they would usually ask when meeting a new person.

The teacher gives each person a table where 5 people’s names are written on. The students’ task is to go to each person from the table and ask the questions they have prepared. The people who are answering the questions base their answers on the description they received. The task is to get as much information as possible.

The teacher asks everyone to take their seats. Teacher invites students to share their results.

handouts of descriptions, tables

Individual work, Pair work


Introduce homework; make sure that everyone writes it down in their report books.

The teacher explains the homework: students’ should prepare 3 advantages and 3 disadvantages of blind dates, they should be written down in their notebooks.

8. End 2 minT-SS


The teacher gives feedback for students’ performances.

Teacher asks feedback from students.


Hot reflection: The students were wild (to say the least) today, most of the things planned turned in a discussion why we should listen while others are speaking. The students did not take into account the time limit which was given for the blind date task therefore, it went a bit longer than planed and there was just 1 minute left to explain the homework and sum up the lesson.

7a Lesson Plans

Documents

Transcript of 7a Lesson Plans