This lesson plan starts off with a general open questions, which rivise main aspects of timing, seasons and celebrations, followed by listening to the piece of music and describing feelings and emotions. This is a great lead in to the reading exercises that the students then need to do.
There are 4 texts, which cover: birthday parties traditions, food, activities in different coutries. The students can do this as an information share in a dynamic and challenging group work activity.
Aims
language
To enable students to practise the language used in planning parties and making suggestions
To have students activate “food” and “celebrations” vocabulary
skills
To give students practise in reading for gist
To learn how to do a group project
teaching
To change students’pairs
To make lesson more dynamic
Learning Outcomes
Learners will have demonstrated their ability:
to discuss their birthday parties’ plans
to speak about birthday parties and celebrations in different countries
to understand the main idea of the texts.
The lesson then continues with a speaking exercise, based on a model of “Making suggestion” expressions and prestudy homework which is to write a birthday party plan. This of course comes with a pair work activity production of making short dialogues.
The lesson then concludes with a feedback, possible error correction, and the detailed explanation of doing homework which is a group project on tradional holidays in your country.
This Lesson Plan is perfectly fit into the whole module (Holidays and Food) planning. Before it there might have been a lesson focusing on food vocabulary and countable/uncountable nouns grammar. Writing a birthday party plan as a homework can be a reasonable and effective prestudy task for this lesson. As a follow up I can suggest project work presentations with open class discussions and discovering information about Thanksgiving Day from a Culture Corner Section of the coursebook.
Вы уже знаете о суперспособностях современного учителя?
Тратить минимум сил на подготовку и проведение уроков.
Быстро и объективно проверять знания учащихся.
Сделать изучение нового материала максимально понятным.
Избавить себя от подбора заданий и их проверки после уроков.
This lesson plan starts off with a general open questions, which rivise main aspects of timing, seasons and celebrations, followed by listening to the piece of music and describing feelings and emotions. This is a great lead in to the reading exercises that the students then need to do.
There are 4 texts, which cover: birthday parties traditions, food , activities in different coutries. The students can do this as an information share in a dynamic and challenging group work activity.
The lesson then continues with a speaking exercise, based on a model of “Making suggestion” expressions and prestudy homework which is to write a birthday party plan. This of course comes with a pair work activity production of making short dialogues.
The lesson then concludes with a feedback, possible error correction, and the detailed explanation of doing homework which is a group project on tradional holidays in your country.
Number of students
in a group 12-15
Lesson 45-50 minutes
Duration
Aims
To enable students to practise the language used in planning parties and making suggestions
language
To have students activate “food” and “celebrations” vocabulary
To give students practise in reading for gist
skills
To learn how to do a group project
To change students’pairs
teaching
To make lesson more dynamic
Learning Outcomes
Learners will have demonstrated their ability:
to discuss their birthday parties’ plans
to speak about birthday parties and celebrations in different countries
to understand the main idea of the texts.
Expected Problems and Solutions
Problem
Solution
Incompleted homework
Completed samples from a coursebook
To infinitive/ing form in How about, Would you like, Let’s
Pointing with coloured marker to attract attention
TH sound in birTHday
TH tongue twister
T=teacher; S=an individual student; T→C=the teacher working with the whole class;SS=students working in pairs; GG=students working in groups, and so on
Activity/Aids
Interaction
Procedure
Time
Warm Up
Open questions. Revising days of the week, dates, time, holidays.
Introducing the topic.
Pre reading (Listening to music, developing imagination, modelling situation)
CD player
T→C
SSS → T
T→C
SSS → T
T asks SSS What time is it? What is the day today?What is the date? When is your/S’s birthday? What’s your favourite holiday? When and where do you celebrate it? etc.
Do you like birthday parties?
T plays a recording and ask students to think where they are /What they are doing.
5’
3’
Presentation 1
Practice 1
Worksheet 1
ABCD
Reading for gist
A) Reading texts in groups
“If time”
B) Regrouping, sharing the information
“If time”
C) Respond
T → GGG
GG, GG,…
GG→GG
T monitoring GG
T → C
SSS → T
T divides class into groups of 3 or 4 according to the number of students. Hand out texts.Explain the task.
Students from the same texts join together, (3-4 groups A. B, C,( D), read the text and fill the tables
T. asks to make up questions to the text.
Then students make groups with ABC(D) order with different texts and share the main ideas using promts from tables (without reading texts, T takes the texts back)
T asks to underline all countable and circle all uncountable nouns in each texts
Points out possible mistakes, Asks
How they like this activity. Interesting moments, TH tongue twister
2’
7’
7’
5’’
Presentation 2
Practice 2
Respond
Pair work, making dialogue, checking homework
(Language practise planning parties and making suggestions)
T→C
T →SS
SS→C
T monitoring
SS
SS
T - SSS
Let’s discuss your birthday plans. T. asks SSS for MAKING SUGGESTIONS PHRASES, discuss them and writes on board, pointing out TO ING forms, or ask to check them in the books or listen.
T. asks one pair to read an example dialogue from the book aloud.
T. gets students to use their homework (Make up a birthday party plan, Ex. 9 p. 99) and practise their own dialogues in pairs
T. asks individual students about their partner’s plans.
5’
1’
3’
1’
Plenary and
homework
T -C
T gives feedback and asks students to name other holidays they celebrate in their country, writes answers on board, divide class into groups of 3 or 4 and have them to do a project about some traditional holidays of their choice under the instructions on worksheets 2.
SSS discuss instructions with T.
7’
This Lesson Plan is perfectly fit into the whole module (Holidays and Food) planning. Before it there might have been a lesson focusing on food vocabulary and countable/uncountable nouns grammar. Writing a birthday party plan as a homework can be a reasonable and effective prestudy task for this lesson. As a follow up I can suggest project work presentations with open class discussions and discovering information about Thanksgiving Day from a Culture Corner Section of the coursebook.
Reference:
Harmer, J. (2012) Essential teacher knowledge. Pearson Education Limited
Harmer, J. (1998) How to teach English. Pearson Education Limited
Harmer, J. (2007) The Practice of English language teaching. Longman
First, make notes on the following thinking about your teaching and perhaps other things in your life.:
The aspects of this course I have been most interested in are Classroom management techniques and use of Visual Aids……………… Immediately after finishing this course I will celebrate it with my colleagues, implement some methods into my classes, make a plan of professional development, start a teaching diary, get feedback from my students. Over the next 6 months I will complete school year in some creative way. I will travel a lot (nearest plans: Spain, Morocco, hiking in the mountains), learn Spanish and Italian. I will get a work experience in Asia or South America Over the next 5 years I will teach students from different countries, make new friends, professional teachers from all around the world, get married and start a family, travel, learn new languages, pass professional exams ТКТ or CELTA, start thinking over writing my own course book for adults with “broken” English after school, teach geography in English and visit Machu Picchu and the Himalayas.
Using the notes you make and any other relevant information, write a short report to us (300 words) saying what you have enjoyed on the course, how you see yourself developing over the next 5 years and what areas of your teaching life you would especially like to concentrate on.
Keep a copy - looking at it from time to time may remind you of your ‘promises’ to yourself.
I have finally completed the course which has been really enjoyable due to numerous factors. For past few years I have been teaching rather different ages and groups of students from nursery pupils in groups of 4 to high school intermediates in groups of 12-14 people. There are a huge variety of techniques and methods, plenty sourses of information for teachers which were difficult to organise and apply in a proper way to have successful results. This course has aided to manage time and classroom, to plan lessons, to use variety of visual support. During the course I started to implement modern approaches into my classes and got to know classics of ESL teaching.
Immediately after finishing this course I will celebrate it with my colleagues, make a detailed plan of my future professional development, start a teaching diary, and get feedback from my students. Over the next 6 months I will complete school year in some creative ways such as drama performance or students conference. I will travel a lot (nearest plans: Spain, Morocco, hiking in the mountains), learn Spanish and Italian. I would like to get work experience in Asia or South America because I am hugely engaged in discovering mysterious places and learning history of these cultures and nationalities. Over the next 5 years I will teach students from different countries, make new friends, professional teachers from all around the world, get married and start a family, travel, learn new languages, pass professional exams ТКТ or CELTA, start thinking over writing my own course book for adults with “broken” English after school, teach Geography in English and visit Machu Picchu and the Himalayas.
Thanks to TESOL course I have weighed all my professional drawbacks and benefits. Moreover, I have clearly determined my future goals and long-term objectives.
