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LESSON PLAN

NAME: Brezan Simona
GRADE: 5th
DATE: 3.11.2015
TEXTBOOK: Pathway to English, EDP
UNIT: 2. A Family Tree
LESSON: 3. Who’s the tallest?
THEME/TOPIC: family relationships; comparative and superlative of short adjectives
TYPE OF LESSON: developing skills
SKILLS: reading, listening, speaking, writing (integrated receptive and productive skills)
CLASS MANAGEMENT: lockstep, group work, pair work
MATERIALS: textbook, blackboard, pictures, ‘family tree’ posters, flipchart, handouts,
worksheets.
TIME: 50 minutes
VALUES AND ATTITUDES:

Manifest flexibility towards exchange of ideas and during team work within various
communication situations;

Willingness to accept differences and to manifest tolerance by critical approach of
various cultural stereotypes;

Forming a positive attitude towards own physical, emotional, aesthetic, spiritual,
intellectual, moral and social development.

SPECIFIC COMPETENCES:
1.1. Understanding the global meaning of a message clearly articulated, emitted at normal
speed;
2.1. Description of people and certain events;
3.3. Association of factual information in a text with an image / a set of images;
4.1. Request and offer information about oneself.
COMMUNICATIVE FUNCTIONS:
F2. to compare qualities;
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F3. to describe people
AIMS:
- to activate students’ knowledge of the language (family relationships, ‘s Genitive,
adjectives);
-

to develop students’ reading and speaking skills;

-

to make students aware of the use of comparative and superlative of short adjectives.

OBJECTIVES:
1. SWBAT use their knowledge of the language to design a family tree (family
relationships, ‘s Genitive);
2. SWBAT pronounce English names correctly;
3. SWBAT use the information in a chart to accomplish the working tasks and to make
sentences of their own;
4. SWBAT compare things and people, using correctly the comparative and the superlative
forms of short adjectives;
5. SWBAT use the new vocabulary and structures to accomplish the working tasks.
EVALUATION:
-

initial: homework check-up
continuous: activities, exercises, error correction
final: oral and written feedback, homework

BIBLIOGRAPHY:
Primary sources :

Achim, Alviana;Dinu, Felicia ș.a. Pathway to English. București: Editura Didactică și
Pedagogică, 1999. 26-28

http://curriculum2009.edu.ro/Ciclul_gimnazial/

Secondary sources:

Hancock, M. Singing Grammar. Teaching Grammar through Songs. Cambridge
University Press, 1998

Harmer, Jeremy. The Practice of English Language Teaching (3rd edition). Harlow, Essex:
Longman, 2001.

McCallum, George. 101 Games for Students of English as a Second or Foreign
Language. Oxford: Oxford University Press, 1980.

Sesnan, Barry. How to Teach English. Oxford: Oxford University Press, 2004.

Toth, Maria. Children’s Games. Oxford: Macmillan, 2008.

Vizental, Adriana. Metodica predării limbii engleze. Iași: Polirom, 2008.
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STAGES OF THE LESSON
WARM-UP
Aims/Objectives:
- to create a pleasant and relaxed classroom atmosphere;
- to correct mistakes.
Activity 1:
- Teacher greets students, asks who is missing, organizes the class.
- Teacher checks the homework. Ss read their homework and correct it if necessary.
Techniques: dialogue.
Materials: blackboard.
Class management and interaction: lockstep, T-Ss, Ss-T.
Timing: 5 min.
REINFORCEMENT
Aims/Objectives:
-

to activate students’ knowledge of the language;
O1: to use their knowledge of the language to design a family tree (family relationships, ‘s

Genitive);
- O2: to pronounce English names correctly.
Activity 2:
-

T divides the class in four groups, shares the materials: an empty family tree and 11 cards
with the members of a family (on one side there is a picture and on the other side of the card

-

it is explained who is this member of the family).
T draws on the flipchart the family tree Ss have on their handouts.
Ss work in groups. They read the explanation on the back of the cards and place them in the
right position of the family tree. (appendix 1)
1a

1b

Kate is
Philip’s
sister.

-

Ss take turns to come to the flipchart to complete the family tree with the corresponding

names.
Techniques: conversation, silent reading.
Materials: family posters, cards with family members, flipchart.
Class management and interaction: group work, Ss-Ss; lockstep, Ss-T, T-Ss.
Timing: 10 min.
PRESENTING THE NEW MATERIAL
LEAD-IN
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Aims/Objectives:
-

to activate students’ knowledge of the language (family relationships, ‘s Genitive,
adjectives);

-

to develop students’ reading and speaking skills;

- O3: to use the information in a chart to accomplish the working tasks.
Activity 3:
-

T tells Ss that they will learn how to compare people and writes the title on the blackboard.
T gives each group handouts: a chart with information about some of Kate’s family members

-

and some true/false sentences about these. (appendix 2)
T elicits the adjectives one uses to describe age and height. Ss give the required answers:

old-young, tall-short.
- In pairs, Ss look at the chart, read the sentences and say if they are true or false.
- Ss take turns to read aloud the sentences and say what they have decided (true or false).
Techniques: eliciting, conversation, true/false exercise.
Materials: worksheets.
Class management and interaction: pair work, T-Ss, Ss-Ss, Ss-T.
Timing: 5 min.
PRESENTATION
Aims/Objectives:
-

to make students aware of the use of comparative and superlative of short adjectives;

-

O4: to compare things and people, using correctly the comparative and the superlative forms

of short adjectives.
Activity 4:
-

T writes on the blackboard the following: young-younger- the youngest and asks Ss to read
again the sentences from activity 3 in which these words are used and to guess their meaning.
Ss give the required answers. T explains that we add –er to a short adjective when we

-

compare two things/people and –est when we compare three or more things/pople.
Ss take turns to come to the blackboard and write the comparative and superlative forms for

-

old, tall and short.
T writes on the blackboard the following examples and asks Ss to notice what happens in

-

each of the two cases:
big-bigger-the biggest
fat-fatter-the fattest
hot-hotter-the hottest
T explains that when the last 3 letters of a

pretty-prettier-the prettiest
heavy-heavier-the heaviest
happy-happier-the happiest
word are consonant - vowel - consonant in that

order, when we add extra letters, the last letter becomes a double and that for adjectives
which end with y we replace the y with -ier in the comparative form and -iest in the
superlative form.
Techniques: eliciting, explanation.
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Materials: blackboard.
Class management and interaction: lockstep, T-Ss, Ss-T.
Timing: 10 min.
CONTROLLED PRACTICE
Aims/Objectives:
-

to develop students’ reading and speaking skills;

-

O3: to use the information in a chart to make sentences of their own;

-

O4: to compare things and people, using correctly the comparative and the superlative forms
of short adjectives.

- O5: to use the new vocabulary and structures to accomplish the working tasks.
Activity 5:
-

Ss use the information in the chart (from activity 3) to make some other true/false sentences
with comparative and superlative adjectives.

Activity 6:
-

T puts on a desk, in front of the class the following objects: three boxes of different colours
and sizes, toys representing a car, a plane and a bicycle and three rulers of different colours

-

and sizes.
Ss take turns to come in front of the class, chose an object and make a comparative or

superlative sentence about it.
Techniques: using realia, sentence making, helping questions.
Materials: three boxes of different colours and sizes, toys, rulers.
Class management and interaction: lockstep, Ss-Ss, T-Ss, Ss-T.
Timing: 10 min.

FREE PRACTICE
Aims/Objectives:
-

to develop students’ speaking skills;

-

O4: to compare things and people, using correctly the comparative and the superlative forms

of short adjectives.
Activity 7:
-

T asks some questions about Ss. Ex: Is X taller than Y?
Ss answer the questions (Yes, X is taller than Y./No, X is shorter than Y.) and then make their

own comparative and superlative sentences about their classmates and about themselves.
Techniques: question-answer, sentence making.
Materials: Class management and interaction: lockstep, T-Ss, Ss-Ss.
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Timing: 7 min.
FOLLOW-UP
Aims/Objectives:
-

to prepare Ss for the homework assignment;

- O5: to use the new vocabulary and structures to accomplish the working tasks.
Activity 9:
-

T assigns the homework (appendix 3) and makes sure Ss understand the task, gives

examples.
- Ss ask questions in case there are aspects that need to be clarified.
Techniques: explanation, Spot the differences game.
Materials: handouts.
Class management and interaction: lockstep, individual work, T-Ss, Ss-T.
Timing: 3 min.

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Appendix 1

FAMILY
TREE

JOHN

MARY

KATE

RUTH

GEORGE

WILLIAM

TOM

PHILIP

BARBAR
A

SANDRA

PAUL

SONIA

JOHN is
Kate’s grandfather.

MARY is
Kate’s mother.

TOM is
Ruth’s son..

SANDRA is
Kate’s aunt.

BARBARA is
Kate’s cousin.

PHILIP is
John’s grandson.

WILLIAM is
Kate’s brother.

RUTH is
John’s wife.

SONIA is
Barbara’s sister.

PAUL is
Barbara’s brother.

GEORGE is
Barbara’s uncle.

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Appendix 2

I.

Use the information in the chart and decide if the sentences below are true or false:

Name
Age
Height

1.
2.
3.
4.
5.
6.

II.

John
68
1.80 m

George
40
1.85 m

Barbara
10
1.43 m

Kate is younger than Barbara.
Kate’s father is shorter than her grandfather.
Sandra’s daughter is older than Kate.
Barbara’s mother is taller than George.
John is the oldest.
Barbara is the youngest.

Kate
9
1.40 m

Sandra
35
1.75 m

............
............
............
............
............
............

Use the information in the chart to make your own comparative/superlative sentences.
Ask a classmate to say if your sentence is true or false.

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Appendix 3
Find as many differences as you can between these two pictures and write comparative sentences, using the adjectives
big, small, long, short, happy, tall, dark: