Irina Ivanova

Assessed Lesson #3

Lesson plan

Date and time: 16.03.2012/10.45 – 11.30.

Lesson duration: 45 minutes

Level of class	Pre-Intermidiate
No of students in class
Time studying English	In the Academy - 16 months
Average age
Aims of the lesson	By the end of the lesson the students will have had practice in using articles with geographic names in the context of “Мар”
Materials	- Teacher-made materials - Cunningham S., Moor P. Cutting Edge. Pre-Intermidiate. Student’s Book. Longman. – 2001. - English Practice – II: Grammar Module. Morphology II- X.: Акад. ВВ МВС України, 2010.
Timetable fit	During the previous lessons the students had practice in reading in the context of the topic “Мар. Coordination measures”. The next 2 lessons will provide practice in speaking and writing on the topic “Мар. Coordination measures”. The most logical step is to teach grammar necessary for accurate speaking and writing on the topic.
Assumptions	- Ss probably know some items of the target grammar; - Ss will be able to summarize all grammar rules they are short of; - Ss are expected to react well to work in teams as they are said to be competitive.
Anticipated problems and solutions	- It is a borrowed group. There is not enough information about the Ss' backgrounds. If Ss have problems understanding target grammar they will be provided with extra explanations in their native language. - Some strong Ss might finish the tasks earlier than others. I am going to use some extra tasks. - It might be difficult to fit the timing of the lesson. I will monitor the students in-process and adjust the tasks in accordance with my time limits.
Needs analysis	Ss need their grammar to be summarized, structured and developed. Ss are sure to feel like knowing more about peculiarities of some target grammar items. Ss need to develop their target grammar by participating in all kinds of speech activities (writing, reading, listening, speaking).
Personal aim	- To be more realistic in my planned timing for the different stages - To talk less and try to make the lesson more student-centered

…

Stage. Time Interaction	Procedure	Stage aims	Comments
Warming-up 4 min T-Ss Ss	1. The T gives Ss HO 1(maps), shows a terrestrial globe and asks the Ss who like learning new lands to raise their hands. Then the T asks these students to introduce themselves and to name as many geographic names related to the places they live as possible. Then the T asks the students who do not like learning new lands to introduce themselves and to name as many geographic names related to the places they live as possible.	- to make the acquaintance - to activate Ss' schemata about the topic
Presentation 4 min T-Ss	2. To brainstorm the items related to the topic the T writes the words “ Geographic Names ” on the blackboard and circles them, then draws some arrows and tries to elicit corresponding words (continents, countries, cities, bodies of water, islands, mountains). Finally the T explains that Ss are expected to summarize their knowledge about using the articles with these geographic names.	- to specify the words and to find out the rules Ss remember
Practice 1 min T-Ss   1 min Ss   2 min Ss     1 min T-Ss   1 min Ss   4 min GW     1 min T-Ss   1 min Ss     2 min Ss 1 min Ss     1 min T-Ss   1 min Ss   2 min Ss	3. 1) The T asks Ss about the use of articles with names of continents, names of countries and names of cities. 2) Ss read the rules (p.62) 3) “Snow ball”: Ss name European countries (1^st round), African countries (2^nd round), South American countries (3^dround). 4. 1) The T asks Ss about the use of articles with names of bodies of water 2) Ss read the rules and study the examples (p.62). 3) Ss are divided into 2 teams. The T gives each group HO 2 with lists of bodies of water. One S of each group reads an item in Ukrainian and the opposite group translates it into English using the correct article. The T checks their work and decides what team is the winner. 5. 1) The T asks Ss about the use of articles with names of islands 2) Ss read the rules and study the examples (p.62) 3) Ss open p. 131 and do exercise 4. 4) Ss listen to the tape with the keys for the exercise and check their work. 6. 1) The T asks Ss about the use of articles with names of mountains. 2) Ss read the rules and study the examples (p.62) 3) Ss listen to the tape (1-23; 1-24) and try to write down all the geographic names	- to focus on the target grammar -to summarize - to train   - to focus on the target grammar -to summarize - to train     - to focus on the target grammar -to summarize   - to train   - to focus on the target grammar -to summarize   -to train
Production 8 min GW   8 min GW	7. Students are divided into 4 teams and take a quiz about New Zealand (p.131, ex5). After discussing and being ready they listen to the tape with the keys, check their work and decide what team is the winner. 8. Students are divided into 2 teams. Each student is given a map of New Zealand with 6 numbers of main geographical features. Ss listen to the description of the main geographical features, discuss and write the correct names next to these numbers. Then the 1^st group is given pictures of North Island and the 2^nd group is given pictures of South Island. Each group develops the description of its island to prove the fact of its being the best. One representative of each group presents the description. The winner is the group with the smallest quantity of mistakes related to the using articles with geographic names.	- to encourage Ss to speak using the target grammar   - to encourage Ss to speak using the target grammar
Summing-up 2 min T-Ss	9. The teacher asks the students about the main task of the lesson, if it has been achieved. The teacher thanks students for their performance, evaluates them and gives the homework: to develop in writing the description of the main geographical features of Ukraine.	- to motivate Ss’ self-study for the future progress

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