Scoala Gheorghe Banea Macin October 22, 2010

School: Gheorghe Banea Macin Teacher: Liliana Gheorghe Date: 22nd October 2010 Form: 6th Level: elementary Textbook: Snapshot Elementary authors: Brian Abbs, Ingrid Freebairn, Recent work: Vocabulary: favorite music Grammar: Present Simple and Continuous Topic: Previous lesson: I always have coffee Grammar using both Present Simple and Present Continuous Type: Mixed Communicative aims: - Aims/Skills practiced: Check the students' previous knowledge/Reading ability/Phonetic drill/Speaking/Individual work /Reading ability/Speaking ability. - Teaching Aims - to present and give practice to the present continuous developing speaking ability - to provide practice so the students can understand when it is used this tense. - Learning aims - to use the new grammar to speak freely on a given topic Assumptions: There may be difficulties in making differences between the use of present simple and present continuous Objectives: To revise vocabulary for communication To contrast Present Continuous and Present Simple (to introduce language needed for expressing habitual actions ot actions that are in progress) To give students practice in using Present Continuous and Present Tense Simple To develop Ss' speaking competences Skills: Speaking/ Listening / Reading /Writing Aids: textbook, blackboard, worksheets, Time allowed: 50 minutes Organization: Methods: individual work conversation observation pairwork exercise by Liliana Gheorghe

Scoala Gheorghe Banea Macin October 22, 2010 Bibliography: Harmer, Jeremy, The Practice of English Language Teaching, Longman, 2000 Vizental, Adriana : Metodica predarii limbii engleze Strategies of Teaching and Testing English as a Foreign Language Polirom, Iasi, 2007 Abbs, Brian; Freebairn, Ingrid : Snapshot Elementary Teachers Book, Longman, 2001 Stages/Timing: Activity 1: Warm-up 5' General competence: to interact in spoken or written communication Specific competence: to correct mistakes Method: dialogue Procedure: Teacher (T) checks homework first. Ss read their homework and correct it if necessary. Interaction: T-Ss; Ss-T Class management : whole class activity Timing: 5'-10' Activity 2 - Lead-in General competence: comprehension of what the written form means in context Specific competence: to identify the uses of Present Continuous Method: fill in the gaps Procedure: Ss receive a worksheet and they are asked to work individually to enter the uses of Present Continuous in a text and then to compare in pairs. Together with the teacher they go over the answers.(Annex 1) Interaction: T-Ss; Ss-Ss-T by Liliana Gheorghe

Scoala Gheorghe Banea Macin October 22, 2010 Class management: individual/pair work, whole class activity Timing: 5'-10' Activity 3 General competence: to understand written or oral messages Specific competence: - to classify timelines; use of structures to convey meanings in writing Method: dialogue Procedure: The teacher draws the difference between Present Simple and Present Continuous on the blackboard and Ss are asked to draw timelines for each sentence and then to compare with his/her deskmate. Then they go over the answers together with the teacher. The teacher writes on the board: "I am drinking some milk now." "I always drink milk in the morning." Underlines and discusses the tenses. Brainstorm their ideas about what they usually do and what they are doing at the moment. The teacher asks Ss to find further example in the dialogue. In groups of three, Ss read the dialogue aloud. Then with books closed Ss try to reproduce the first part of the dialogue from memory. The teacher encourages them to use gestures and facial expressions for. Interaction: T-Ss; Ss-Ss-T Class management: individual work, pair work Timing: 5'-10' Activity 4 feed-back General competence: to understand written or oral messages Specific competence: - use of structures to convey meanings in speech Method: discussion/exercise - practice with both of present aspects Procedure: Ss are asked to sole another worksheet that contains two type of tasks: fill in the blanks by choosing the correct form of the verbs in by Liliana Gheorghe

Scoala Gheorghe Banea Macin October 22, 2010 brackets and using the two aspects in order to write a short letter to a (pen)friend. Then Ss will read their letters to the audience if there is any time left. (Annex 2) The class is arranged into groups but they can work in pairs or individually if they want to. Interaction: T-Ss; Ss-Ss-T Class management: pair/group work Timing:10' Homework - / Assigning homework: 5 min The students are asked to finish their worksheets at home if they did not during the class and to solve an exercise that contains the same item. Of course they can improve their writing skill, by reviewing the worksheets and adding more details.

by Liliana Gheorghe