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Lesson plan



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Poniżej zamieszczam konspekt lekcji z języka angielskiego dla IV-VI klasy szkoły podstawowej. Lekcja ta umożliwia uczniom przyswojenie czasu przeszłego i nazw ubrań, bez konieczności wykorzystania podrecznika. Wystarczy jedynie przygotowanie zdjeć, obrazków po to by stworzyć uczniom realną sytuację. Imię Mary możemy zamienić na imię jednego z uczniów, który niedawno był zagranicą.

LESSON PLAN 4
NAME:
DATE:
CLASS: IV
TIME: 1 lesson (45 min.)
LEVEL: Beginners                 AGE: 10
COURSEBOOK:

SUBJECT: CLOTHES

AIMS
- to present new vocabulary items: dress, coat, hat, jumper, scarf, shirt, skirt, T-shirt, jeans, shoes, trainers, trousers.
- to describe the words connected with describing clothes and their colors
- to develop speaking skills
- to develop writing skills
CONTEXT
The teacher tells the students a story abort Mary’s shopping.
ASSUMPTIONS
- the students know: the Past Simple, the Present Simple, the present continuous, colors
MATERIALS
Picture, photos, the sheets of paper with practice activities
PERSONAL AIM
- to focus on giving instructions

STAGE
PROCEDURE
TIME
INTERACT PATTERN
AIMS
BUILDING THE CONTEXT
The teacher show students Picture of shopping centre. Then she/he gives the learners some information about this place:
‘ This is a shopping centre in Paris- the capital city of France. It is a very huge building so there are a lot of shops in it. There are shoe shops, toyshops, etc. The students are shown photos, pictures of some shops depicting what they can buy there.
4 min
T↔Ss
- to build the context
- to give the general idea what they are going to talk about
PRESENTATION
The teacher presents the new words in the context and uses the pictures to make conveying the meaning of new vocabulary more effective. The students listen to the short story:
‘ This is Mary. She was in Paris two weeks ago. She visited a lot of clothes shops because she wanted to buy some new clothes. She tried on a lot of colorful clothes. At the end she chose: red dresses, pink coat, yellow hat, blue jumpers, green scarf, black shirt, orange skirt, white shoes, violet Tshirt, light blue jeans, grey trainers and brown trousers.
She spent a lot of money but she was very happy because now she has got very fashionable clothes from Paris.
6 min
T→Ss
- to present meaning and use of new items
CHECKING UNDERSTANDING
The teacher checks understanding asking the questions:
1)     Was Mary in Paris?
2)     2) Was she in the clothes shop?
3)     Would she like to buy something new to wear?
4)     Did she buy a dress?
5)     Did she buy a coat?
6)     Did she buy a hat? Etc.








4 min
T↔Ss
- to check if the Ss have under-
stood the meaning of the new words
ACCURATE REPRODUCTION
The teacher turns the tape on and the students listen to and repeat the names of the clothes.
-         coat
-         dress
-         hat
-         trainers
-         jumper
-          scarf
-          shirt
-         jeans
-         shoes
-         trousers

5 min
T↔Ss
- to show the student show to pronounce the new language property
BOARD STAGE
The teacher writes the new words on the bard and explains their grammar.
Points out the use of:
- ‘a pair of ‘ jeans, trousers, shoes and trainers.
Next, the teacher elicits that ‘ a pair of’ means two, and that we use it where two items are normal, for example, for shoes and trainers, but also for items such as trousers and jeans, which have the idea of, for example, two legs.

5 min
T↔Ss
- to explain grammar
CONTROLLED PRACTICE
The teacher gives students picture with clothes and a sheets of paper with their names. Students should match clothes with proper names.
9 min
T↔Ss
- to help Ss transfer the new lg. ; the new material to their long term memory;
- to help Ss build confiden-ce in using new lg.
GUIDED PRACTICE
The teacher divides students into 5 groups. The teacher gives each group pictures of clothes. Ss color them and put the cards face down in the middle of the group. Each student takes one card and produces a proper sentence e.g. This is pink coat. The rest of the group decides if the sentence is correct. The game proceeds until all cards have been used
12 min
Ss↔Ss
- to focus on fluency;
- to give Ss the opportu-nity to use new lg. in freer more creative way;
- Ss are let to manipula-te with the new lg.


                                                                                                       Opracowała
                                                                                                  mgr Agata Kempa

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