Portfolio Task 12. Gardners theory of multiple intelligences.

Lesson plan format

Age range: 3rd graders

Lesson info:

Time:

Day:

Level: A1

Main aims:

To introduce 6 words connected with actions

Objectives:

By the end students will have learnt to recognize and repeat the words

Materials:

Textbook: none

Anticipated
problems:

The activities require an immediate reaction from the

students and some of them may not keep up with the
pace of the lesson

Stage

Activity/ aids

Warm-up

Whats your

To revise the

The teacher turns on the music and while it is playing the children are

T-Ss

name?

phrase What is

passing the ball around. Suddenly the teacher stops the music. The child

S-Ss

your name?

who is holding the ball is supposed to throw it to somebody else asking

S-S

Supplementary:

Other aids: a ball, audio-visual aids: flashcards, a tape

recorder, a CD
Solutions: The teacher pays more attention to the students individual learning abilities
and provides help whenever needed

Aim

Procedure

Interaction

Timing
4-5 min

What is your name? The one, who catches the ball, answers the
question. The teacher turns on the music again and this procedure is
being repeated.
New Material

Introduction of 6

To introduce the

The teacher has a stack of flashcards with 6 types of actions. S/he holds up T-Ss

Presentation

action words

new words

flashcard (e.g. a man is singing) and says sing. The children repeat the
word. Then s/he asks the children Can you sing? performs this action
and asks the children to pretend to be singing. The teacher pins this
flashcard to the board together with the word sing. In the same way
s/he introduces all the new words every time asking the students first to
say the word aloud and then to imitate the action.

Wzr planu lekcji Magdalena Szpotowicz

Ss-T

10-12 min

Consolidation

Practice of the new

To practice 6

The teacher shows the flashcard with the action and the word, says

T-Ss

of the New

words and revision

action words and

jump, the students say after the teacher. Then s/he holds up the

Ss-T

Material

of the grammar

revise the

flashcard only with the word, pronounces it, asks the children to repeat it

S-Ss

(Controlled

structure (already

previous material and to show the action denoted by this word. If the students do not know

Practice)

familiar)

the meaning of the word, the teacher just shows them the picture with the

I can

word again.
Having done that, the teacher gives short instructions on how to play the

10-11 min

3-4 min

game Listen to Simon. S/he says: Simon says

spin/dance/jump/walk/stand/sing and the students are supposed to
perform the required action.
Production

Stimulation of

To encourage

After this activity the teacher may ask the students (maybe one by one) to

T-Ss

production of 6

childrens free

pick one flashcard with the picture, show it to other children and they are

Ss-T

action words

production of the

to say the correct word (e.g. two people are dancing dance). The next

new words

step of the activity is to build a sentence using the structure I can and

10 min

the 6 new words.

Relaxation

The teacher plays one of the songs which s/he has been practicing with the T-Ss

Period

students. Both, the teacher and the children sing along.

Wzr planu lekcji Magdalena Szpotowicz

Ss-T

2-3 min

Homework:
Reflections:

Wzr planu lekcji Magdalena Szpotowicz