0 penilaian0% menganggap dokumen ini bermanfaat (0 suara)
12 tayangan3 halaman
This lesson plan outlines a 50-minute lesson for a 4th form class on cooking vocabulary and grammar. The lesson involves various activities including checking homework, introducing new vocabulary words like "thick" and "sticky", practicing speaking through describing pictures of food, having students write sentences using the new words, assigning a homework task of a crossword and describing pictures of food, and concluding with student evaluation. The goal is for students to learn new cooking and food related vocabulary and practice using it in questions and descriptions.
This lesson plan outlines a 50-minute lesson for a 4th form class on cooking vocabulary and grammar. The lesson involves various activities including checking homework, introducing new vocabulary words like "thick" and "sticky", practicing speaking through describing pictures of food, having students write sentences using the new words, assigning a homework task of a crossword and describing pictures of food, and concluding with student evaluation. The goal is for students to learn new cooking and food related vocabulary and practice using it in questions and descriptions.
This lesson plan outlines a 50-minute lesson for a 4th form class on cooking vocabulary and grammar. The lesson involves various activities including checking homework, introducing new vocabulary words like "thick" and "sticky", practicing speaking through describing pictures of food, having students write sentences using the new words, assigning a homework task of a crossword and describing pictures of food, and concluding with student evaluation. The goal is for students to learn new cooking and food related vocabulary and practice using it in questions and descriptions.
GRAMMAR: Whose? type sentences TYPE OF LESSON: teaching-learning SKILLS: listening, speaking, reading, writing AIM: to practice talking about food and cooking A). SPECIFIC AIMS: by the end of the lesson the Ss will be able to: - read correctly, with proper intonation; - form questions using whose; - use the new adjectives correctly. B) AFFECTIVE AIMS: - to create a warm atmosphere in order to offer the background for easy conversations between T and Ss. - to make students confident in themselves when speaking a foreign language INTERACTION: T- Ss ; Ss-T ; IW ; PW. TEACHING TECHNIQUES: - conversation - dialogue - brainstorming - description TIME: 50` PROCEDURE
ACTIVITY 1: ORGANISATIONAL MOMENT (1`) Daily routine
ACTIVITY 2: CHECKING THE PREVIOUS KNOWLEDGE (3`)
PROCEDURE: T asks the Ss about their homework checking it frontally and then individually by verifying the Ss` notebooks AIM: to make sure of the acquisition of previous knowledge. INTERACTION: T->S, S->T;
ACTIVITY 3: WARM-UP (6`)
PROCEDURE: T asks pupils to try to tell from memory what they need to make a pancake. Encourage them to use some, a and an correctly. Students tell from memory what they need to make a pancake. AIM: - to cheer up the Ss and stir up their interest in the topic and also to prepare them for the lesson. SKILLS INVOLVED: speaking, listening TECHNIQUES : Closed-ended questioning; INTERRACTION : T->S; S->T;
ACTIVITY 4: ACQUISITION OF THE NEW KNOWLEDGE (12`)
PROCEDURE: T explains the new words: thick, hard, thin, delicious, sticky, dirty and puts them down on the board and the Ss in their notebooks. Ss gives examples of objects for each adjective. SKILLS INVOLVED: speaking, listening, reading, writing; TECHNIQUES : Conversation, Explanation. INTERRACTION : T->S; S->S;
ACTIVITY 5: ORAL PRACTICE (12`)
PROCEDURE: ex.2/p.24 - T asks four ss to read the four descriptions and match them with the pictures. Then, T plays the model dialogue on the cassette. Ss repeat, then talk about the pancakes in pairs. Ex.3/p.24 Pupils look at the picture. T tells them they must point to the right thing when they hear it. T plays the cassette. Pupils listen and point. T plays the model dialogue on the cassette. Then, pupils talk about the picture in pairs. SKILLS INVOLVED: speaking, listening, reading; INTERRACTION : T->S; S->S;
ACTIVITY 6: WRITTEN PRODUCTION (10`)
PROCEDURE: Ss solve exercise B on their Activity Books. Then, they write sentences about the objects in the picture from ex.3 in Pupils Book. T gives them an example: Its a delicious ice-cream. AIM: to use the new words in sentences of their own; to describe the objects. SKILLS INVOLVED: writing; reading; TECHNIQUES : Describing a picture.
ACTIVITY 7: ASIGNING HOMEWORK (4`)
PROCEDURE: T assigns the homework a handout. The Ss` homework is to solve a crossword and to describe the food in the pictures. AIM: - to consolidate the knowledge from the lesson. INTERRACTION : T->Ss ;
ACTIVITY 10: EVALUATION (2`)
PROCEDURE: T asks the Ss about the lesson if it was easy or difficult and praises the activity of the Ss both verbally and by giving marks. AIM: to increase the Ss` self confidence and encourage Ss in their study of English. TECHNIQUES : dialogue. INTERRACTION : T-S.