LESSON PLAN

School: Scoala Generala nr 11, Oradea Date : The 13th of June, 2013 Grade: 6th Time: 50 minutes Teacher: Chira Delia Ioana Textebook: Opportunities Beginner Unit 14 Title of Lesson: Missing Home Topic: Homesick, Comparison of Adjectives Objectives: A) COGNITIVE
By the end of the lesson, students should be able to: show understanding of the language forms; use the information to complete a task; understand te main idea of a text by skimming it.

B) AFFECTIVE
making students confident in their ability to use English; stimulating students imagination and creativity. Methods: frontal activity, pair work, explanation, conversation, brainstorming Materials: textbook, handouts, worksheets, CD, projector, mini-dicitionaries Skills: Speaking Writing Describing Reading Listening Language vocabulary: missing home, homesick Structures: Adjectives Types of interaction: Teacher-Whole class Teacher-Students Students-Students Students-Teacher Possible problems: Some of students may be shy to speak English.The teacher will encourage them to speak even there may appear minor mistakes.If some students havent been away from home for any length of time or havent been homesick
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they will have to imagine what it is like. Students may find the spelling of some comparative adjectives, e.g.bigger difficult to remember Class management : Whole class Pair work Individual ,Group work

PROCEDURE
Activity 1. Warm-Up Topic: Misssing Home Objectives: draw students attention to the module objectives at the top of the page and read them out to the class; students' stress of having a new teacher should be relieved and anxiety should be diminished; students should learn that it is very important to speak only English in the classroom, ask questions whenever they have a problem and not be shy to ask for clarification or help. Timing: 10 minutes Class management: Pair work, conversation, brainstorming Interaction: Teacher-Whole class SS-SS SS-T Materials: textbook, worksheets

Procedure:
- Students listen to the recording and repeat the key words - Students look up the meaning of the words in their mini-dictionaries Family,food, food,friends, friends,pet, pet,TV TVprogramme programme, ,the theweather weather Family, - Then they match the photos and the key words. Students can compare their answers in pairs before checking answers as a classs Answers:11-friends friends2-pet 2-pet33-family/ family/food food44family/ family/the theweather weather Answers: - Students work in pairs and see how manywords they can add in 3 minutes - Ask two students to read out the example dialogue - Students work in pairs, asking and answering questions about what they miss.
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- Teacher goes round and monitor the activity - Some of the pairs then say their dialogues for the class to hear Doyou youmiss missyour yourpet? pet? Do Yes,I Imiss missmy mycat. cat.You? You? Yes, - Teacher gives students a questionnaire : what would you miss if you lived in a different country? They have to fill it in and discuss in pairs and after that with the whole class and teacher. Activity 2. Lead-In Topic: Homesick Listening and repeating Objectives: to involve students in reading and speaking activity Students should be able to make relevant associations and express opinions upon being presented with certain words, expressions, a text, pictures. Students should be able to comment on a reading text, using the new vocabulary. Students should be able to participate in a discussion based on a topic extracted from the reading comprehension text. Timing: 12 minutes Class management: Pair work, Individual work, Role-play, conversation Interaction: Teacher-Whole class SS-SS SS-T Materials: textbook, CD

Procedure:
- Students look at the photos. They will identify the person in the rain ( Paola). Teacher asks students if they remember where Paola comes from ( Siena) - For exercise 1 students can use their mini-dictionaries to check the meaning of the key words - Students listen and repeat the words on the recording - Students work individually, matching the opposites - Students compare answers in pairs before checking answers as a class Bad/good, good,big/small, big/small,cold/ cold/hot, hot,early/ early/late, late,easy/ easy/hard hard, ,friendly/ friendly/ Bad/ unfriendly unfriendly
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- Students choose 3 pairs of opposites and write 3 sentences using the words Hesgot gotaabig bignose noseand andsmall smalleyes. eyes. Hes Activity 3. Presentation Topic: Homesick Reading and Listening Comparative and Superlative of Adjectives Objectives: to involve students in reading activity; to encourage pair work and team work; to stimulate students creativity and attention. Timing: 15 minutes Class management: Pair work Group work Individual work, Explanation Interaction: Teacher-Whole class SS-SS SS-T Materials: texbook, handouts, worksheets, CD, projector

Procedure
- Students listen to the recording and read the dialogue - They answer the question: What do Gabriela, Paola and Kostas miss? Gabriela:friends, friends,family, family,dogs dogs Gabriela: Paola:cat, cat,mothers motherscooking cooking Paola: Kostas:computer, computer,beach beach Kostas: - Students then discuss what Paola doesnt miss ( Italian TV) and what they think Adam misses or doesnt miss about Poland - Role-play reading text - Teacher introduces the new teaching topic Comparative and Superlative of Adjectives , explains the rules and gives examples COMPARATIVESSUPERLATIVESShortadj. adj.adj+er+than adj+er+than COMPARATIVESSUPERLATIVESShort Maxis isolder olderthan thanJohn.Short John.Shortadj. adj.the the++adj adj++est est Max Jimis isthe thetallest tallestboy boyin inthe theclass.Long class.Longadj. adj.More More++adj. adj.++than than Jim Dogsare aremore moreintelligent intelligentthan thancats.Long cats.Longadj. adj.the+most+ the+most+adj adj Dogs Maryis isthe themost mostintelligent intelligentperson personIve Iveever evermet. met. Mary
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- Teacher introduces the exceptions and irregular adjectives also - Students watch a power point presentation about degrees of comparison and they are involved in participating and oral speaking Activity 4. Practice Topic: Comparative and Superlative Practice Objectives: to consolidate the knowledge; students should be able to recognize these adjectives and use them in sentences; to strengthen students' grammar awareness related to using comparatives; to enable the students to feel more confident at using them and make sentences. Timing: 10 minutes Class management: Individual work, Pair work, Group work, Conversation Interaction: T-whole class, SS SS SS T Materials: cards, worksheet, projector

Procedure:
- Teacher splits students into small groups and gives each group a set of cards illustrating pictures with different characters so they can make sentences using these images. The team that makes more sentences wins. - This activity helps the teacher to know the students understanding of the positive, comparative and superlative degrees, spellings and grammatical structure. Besides, it helps the students to think creatively. Finally, it will ensure that they have understood the topic completely. Chrisis isstronger strongerthan thanMark./ Mark./The Theleaf leafis islighter lighterthan thanaablock. block./ /The Theice-cream ice-cream Chris -tastes tastesbetter betterthan thanaacarrot. carrot./ /Mark Markis isweaker weakerthan thanChris./ Chris./A A giraffe giraffeis isbigger biggerthan than monkey.The Themonster monsteris isuglier uglierthan thanthe thefairy. fairy.Chris Chrisis isthe thestrongest strongestguy guyIve Ive aamonkey. evermet. met.Tim Timis isthe theslimmest slimmestperson personI Iknow. know.The Themonkey monkeywas wasthe thesmallest smallest ever animal in inthat thatyard. yard. animal

- Students do a multiple-choice exercise , Teacher monitorizes them Activity 5.Closure Objectives:: to evaluate SS work to assign SS homework Timing: 3 minutes Interaction: Teacher-Students Procedure: - Teacher grades SS and accounts them. - As homework SS have to solve exercises 5 and 6 from page 107 Self evaluation It is my credo that a teacher should always start the first lesson on the strong side, so that the students await the next lesson with excitement and enthusiasm. Using pictures with the comparatives was a very good idea, it turns out that when there is a picture, or color, or something funny, the students are much more motivated to participate because they find the information much more realistic and relevant. The main criterion of my evaluation is the students efficient participation in the activities. Taking an active role in the implementation of activities is a must. Questions (true/false, multiple-choice, etc.) or required tasks (role-plays, writing, etc.) during the activities assist me in assessing the students and providing feedback. The students participated actively in this activity, although at some points they would switch to Romanian. I had to go around and monitor their work, kindly asking them to speak in English. It is very important for a teacher to tune in to the students' mood and know how to approach them. I have noticed from my observation lessons that the students are more attentive when they have an interesting and involving task at hand, and that's why I decided to give them handouts, set of cards and worksheets.