LESSON PLAN

LESSON PLANNAME: Mdlina Chiper

DATE: April 23rd, 2012FORM: 5th Grade

LEVEL: ElementaryTEXTBOOK: Snapshot StarterUNIT: Whats Daniel doing?LESSON: Present Simple and Present Continuous (contrastive approach)TIME: 50 min.

LESSON AIMS:

to revise the forms and uses of the Present Tense Simple and Present Tense Continuous; to develop the students ability to use language in real life situations; to provide further practice with regard to the use of Present Simple and Present Continuous; to encourage students to interact and work in pairs/ groups.

OBJECTIVES: By the end of the lesson, students will be able to: use the Present Tense simple and Continuous to describe and inquire about daily activities/ activities happening at the moment of speaking;

employ correctly the revised grammar topic; exchange information using the grammar structures under discussion; differentiate between the two different ways of expressing the present.

SKILLS: reading, listening, speaking, writing

MATERIALS: textbook, flashcards, cards, worksheets.CLASSROOM INTERACTIONS: Whole class, Individual work, Pair work, Group WorkSTAGES:

Activity 1: Warm-up (10 min) The teacher checks up homework and makes error corrections, if necessary. She gets the students into the topic by placing two flashcards on the blackboard with two words on them, namely every day and now. (appendix no.1) Then the teacher shows students some sentences (appendix no.1) containing verbs in the present simple or present continuous. Students must go to the blackboard and place the right sentence next to the correct time expression. Activity 2 : Presentation (10 min) For the following activity, students are divided into five groups. Each group is given a picture (appendix no.2) The students from each group must make up a sentence that will describe the picture, using the two tenses, present simple and present continuous. Then, the students must conceive a sentence of their own, similar to the previous one. The teacher elicits the answers and makes error corrections, if necessary.Activity 3: Practice (15 min) Students are invited to play a game. They are divided into groups. The teacher shuffles the cards containing broken sentences (appendix no.3) and gives each group a set of cards, telling them that they have to arrange the cards into seven distinct sentences. The teacher sets a definite time limit and stops the students at the end of it, whether they have finished or not. She then checks by going round the class from group to group. Each group reads out one sentence. The teacher says whether it is right or wrong. If right, it can be removed from the table (or turned over).The group gets one point for each correct answer. If wrong, the group gets no points. This continues until all the sentences have been correctly read out.Activity 4: Production (5 min) Students are given present simple cards, (appendix no.4) containing questions. In pairs, they will ask each other about daily activities, using the present simple tense. They take turns in asking and answering the questions. The teacher acts as a monitor and corrects the possible mistakes. Activity 5: Follow-up (10 min) The teacher gives worksheets (appendix no. 5) to the students. The latter are asked to work in pairs to solve the exercise on the worksheet. Students will have to write sentences in the present continuous based on a picture. The teacher elicits the answers and she draws up the conclusions on the topic under discussion. After that, she assigns homework.

HOMEWORK ASSIGNMENT : Imagine that is 9 p.m. and you are at home. Write about what your father, mother, brother, etc are doing at the moment and what they usually do at this

time every day. (10-15 lines)PAGE 3