School:

Subject: ENGLISH
Teacher:

LESSON PLAN

Date: April 24th

Grade/Level: 6th grade elementary level
Textbook: Snapshot Elementary, Longman
Time: 50 minutes
Lesson title: Do I have to?
Type of lesson: Lesson of communication of new language
Topic: reading, grammar and vocabulary practice
Skills involved: reading, speaking and listening

Objectives:
By the end of the lesson the students will have been able:
1. to practice the use of words related to household jobs;
2. to practice the use of present continuous;
3. to understand the use of verb “have to” present simple;
4. to use the verbs “have to” present simple

Materials: Textbook, pictures

Anticipated language problems: Some students (the dominant ones) may try to answer too
often and exclude the others. In some cases, the students may not understand the task given
by the teacher;
Possible solutions: Teacher may name some pupils himself or ask pupils simultaneously to
speak; He/She may repeat the task in order to be clear for everybody;
Teaching aids: the manual, pupils’ notebooks, whiteboard makers, the
whiteboard/blackboard;
Methods of interaction: teacher-student, student-student, pair-work;

Stages of the lesson activities:

Organisation

Warm up
Aim: -to introduce the students into the atmosphere of the lesson;
-to attract students’ attention on the topic
Interaction: T-Sts; PW
Time: 5 minutes
Procedure: Teacher asks several questions related to weather and Ss’ mood.
What’s the weather like today?
How are you feeling?
Are you relaxed?
Activity 1: Homework verification
Aim: - to practice the notions used at homework
Interaction: T-Sts; PW
Time: 5 minutes
Procedure: Teacher checks their homework, involving the class by focusing Ss’ attention
on the topic. T appreciates their work.

Activity 2: Formulation of the subject

Aim: - to give students practice in using the vocabulary and the present continuous
Interaction: Students-Teacher
Time: 10 minutes
Procedure: Teacher writes the subtitle “Household jobs” on the whiteboard.
Teacher asks the students to read and translate the expressions written in
manual at page 82. Ss read in turns the expressions and translate them.
When a student has problems translating the expressions, the teacher and the
other pupils help translating the words.
Teacher explains the pupils the form of present continuous for them to
remember how to make sentences. Teacher asks the pupils to write some sentences about
household jobs based on the images and the notions discussed moments ago. Then, they read
the sentences that they have produced.

Activity 3: Presentation (Communication of knowledge)

Aim: - to help students link household jobs with the verb “have to”
- to help pupils understand the use and form of the verb “have to” at the present
simple tense
Interaction: Students-Teacher, PW
Time: 10 minutes
Procedure: T writes the subtitle “Verb have to present simple” on the whiteboard.
T explains and then writes the affirmative, negative and interrogative forms of
the verb have to with the verb tidy up. During the presentation, pupils will come in turns to
the whiteboard and write a few lines each.
T explains again all the forms and asks the children to read the verbs after T’s
model reading.

Activity 4: Fixation of knowledge (practice and production)

Aim: - to help students practice the use of the verb “have to”
- to help pupils use the verb “have to” in exercises
Interaction: Students-Teacher, PW
Time: 15 minutes
Procedure: T asks the children to conjugate the verb “make the bed” at the present simple
of “have to”.
 T asks the children to look on the worksheet and make 8 sentences about nurses, a
waiter, secretaries, a hotel receptionist, doctors, professional athletes.
T explains the procedure of making the sentences to the children

Nurses | have to | look after people in hospital and make their beds.
A waiter | doesn’t have to | type letters or answer the phone.

Evaluation: Homework – Read and translate the text from page 83, looking up the new
words and expressions in a dictionary.
- T asks the pupils to make sentences with the expressions
given in exercise 1/ page 82.
Teacher appreciates Ss answers and notes the best answers. Marks!
Time: 5 minutes