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3rd A Grade – 1st Language, 2 h/ week

Teacher: PadureJeanina

Date: 2nd of February 2016

Textbook: Firm Steps

Type of lesson: revision

No. of students: 19

Time: 50 minutes

Skills: Speaking, writing

Purpose: The purpose of this lesson is to review the language previously taught

Aims :
to recycle the language previously taught (parts of the body, action verbs)
to practise vocabulary related to the topic
to enable the students to use expressions such as I can/(I can’t)…What can you do?
to practice their language using Present Tense Continuous
to enrich their vocabulary with verbs
to practice their speaking, writing, listening skills
to give Ss confidence in their ability to use the English language
to end the lesson in a fun atmosphere

Didactic strategies:
methods and procedures: ice-breaking, conversation, explanation, dialogues, listen-and-do
activities, role-play, singing and miming, making up a poster
materials and equipment: handouts, flashcards, worksheets, glue, puppets, large drawing
boards (larger then A3)
organization: class work, individual work, group work

Anticipated problems :
Some students may be shy to speak English (or to mime). The teacher will encourage them to
speak English (and to have fun, miming).If they remain silent, they are less likely to learn. T.
will explain to them that it is better for them to risk getting something wrong, than not to say
anything. All learners need to experiment and make errors.

dance and mime. Ss. everyone! We are not here to relax…but having fun! So…we need more action now: Timing: 2 minutes Interaction: T-Ss. writing activity AIM: to present and activate the vocabulary of the lesson to develop the pupils listening skills to enable the students to use expressions such as I can/ (I can’t)… to enrich their vocabulary with action verbs to give Sts confidence in their ability to use the English language Timing: 13 minutes Interaction: T-Ss . action verbs) All right. ACTIVITY 2: CHECKING AND PRACTICE THE PREVIOUS KNOWLEDGE AIM: to recycle and practice the language previously taught (parts of the body.T Procedure: Stand up! Sit down! Swim! Sing! Play football/tennis/! Play the piano/violin! Jump! ACTIVITY 3: PRESENTATION &PRACTICE– listening. anxiety-free atmosphere in the classroom. to make pupils relax Timing: 5 minutes Interaction: T-Ss. mouths. speaking. Ss. wake up tired Ss and prepare brains.T Procedure: Sslisten the song “I can sing” to establish a relaxed.ACTIVITY 1 : WARM-UP AIMS : to get things started. Ss shake their hands. ears and eyes for English to generate interest.

ACTIVITY 4: PRACTICE and REINFORCEMENT AIMS: -to enable the Ss to use expressions such as “ I can. Motion trying to fly but falling on the ground. And I can touch my toes! Can you all see me doing this? Watch me! (Teacher touches her knees/ toes) I can do a lot of things.Ss pick a folded note from a bag and mime what is written on it (Appendix 1).g. Then T. Again. swim and especially fly!). can also asks some students “Can you fly?” – some are bound to say “Yes”. does this with all of the flashcards – try and encourage some to say they can’t do some actions (e. INDIVIDUAL – WORK –miming Teacher invites students to play The Mime: Talking about here and now . takes out two more flashcards for the actions “fly” and “ride a bike”. "I can …" I can touch my knees. I can’t fly”. T. Ss. run). . No I don’t think so. does the same for another flashcard (e. Look! I can dance/ cook/ climb a tree… T. “Yes. using Present Tense Continuous . Then pulls out the "fly" flashcard. Then jumps and again says “I can jump”. saying “No.g. T. Next does a few more actions (turn around. I can swim” and show you how.Procedure: Teacher teaches "Can you . to work in groups Timing: 25 minutes Interaction: T-Ss. Encourage everyone to say. but T. swim) and says to the class “Can you swim?”. are some pictures representing things that I CAN do.?".Ss Procedure: APPLICATION 1. says “I can’t ride a bike” and motion trying to but falling off. looks shocked and says: “No. T. Look! Hear. finishes with the remaining flashcards. on this blackboard. Looks surprised and shakes her head. says “I can jump” – point to herself and nod her head. All the students sit down. T.”.g. hop) and then pulls out the “ride a bike” flashcard. T.. also shows children some pictures of her. ride a bike.” -to practise their language using Present Tense Continuous -to consolidate vocabulary related to actions -to practice and consolidate the target language by making up a poster -to stimulate Ss’ imagination and creativity -to build confidence.. pulls out the “Jump” flashcard. Now. Sts repeat and do the same action.the other students guess the action. and on the other blackboard you can see what I CAN’T do. pulls out a flashcard (e.

Interaction: T-Ss. Ss are assigned to make a mini-project by sticking small photographs of their abilities as homework.T Procedure: T grades some Ss and accounts for them. -T devides the class into groups of 4. Ss. -T models the task providing a visual aids. (Appendix 2) -When the Ss have finished writing their names and sticking all the pictures and the right labels. After that. and an envelope with some labels and pictures (action verbs) -T explains the task. ACTIVITY 5: EVALUATION Aims: . -Each group will receive a large sheet of paper (larger than A3). GROUP WORK -When the Ss have finished writing their workfiles. they have to work in groups . Ss have to write down their names and to stick the pictures/ activities on the paper. they stick the labels with the right action verb under each assign Ss homework Timing: 5 min. they come in front of the classroom and talk about activities they can/ can’t do. .to evaluate Ss’ work .APPLICATION 2.