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Lesson Plan: The Course of The Lesson

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Ayshe Bikova
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23 views

Lesson Plan: The Course of The Lesson

Uploaded by

Ayshe Bikova
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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LESSON PLAN

Grade: 3
Age: 8 - 9
Level: Elementary
Skills development:
 Reading
 Speaking
 Listening
 Writing
Aims of the lessons:
I. Students learn basic vocabulary and necessary phrases related to the family
II. Students to acquire skills to express possession
III. At the end of the class, students should have mastered the grammar related to
"to be" from the previous lesson
Duration: 40 minutes

The course of the lesson:


 Greetings to the students
 Ask them how old they are and in which class they are in English. In this way, we will
recall the numbers as set out at the beginning of the lesson and shorten the “student-
teacher “ relationship more quickly. (3 minutes)

Main part:
 Check the homework related to the verb “to be”from the previous lesson.
 I show the students the picture of the woman from the textbook and ask “Who is this?“
After answering that they do not know, I tell the students that today we will meet the
girl in the picture, as this is our new lesson “Meeting people“. I direct the students'
attention to the topic of the lesson. I write the topic on the board. (5 minutes)
 Introduce Exercise 1. Read the information of the table. Then choose one of the
students to read again the information. (3 minutes)
 Go to Exercise 2, explaining that in the blanks, students should fill in the relevant
question word and pronoun, if necessary. When finished, have each student read 1
question. (3 minutes)
 Go to Exercise 3. Explain that students should hear a recording here to fill in the
information in the table. Listen to the recording at least twice, if necessary more. Write
this information on the board, which is highlighted to help students. Then ask the
questions related to the table, indicating a student to answer, with your help if
necessary. (What’s his first name, surname.. etc?) (10 minutes)
 Go to Exercise 4. Before that, write the verb forms “to be”on the board to make it
easier for the students. I ask students about unfamiliar words. (3 minutes)
 From the practice column, we choose to do 4 exercises. Ask each student to ask 2 of
their peers the relevant questions and complete the exercise table. You also ask 2 of
the students. In this way I ensure communication between students. (3 minutes)
 Switch to “possession”
 Write help notes and examples on the board and explain when we use ‘s, and students
should also write it down.
 Give the students some time to complete Exercise 1, and then have one of them read
it. (10 minutes)
 Go to Exercise 2. First, read the text carefully, and then point to two students who will
also read it in front of the others. With your help, students fill in the correct names on
the blank forms. (3 minutes)
 For homework you give them 3 of the exercises in the notebook, Exercise 4 from the
practice column and the task to write 10 sentences for possession with ‘s.

Expected problems and solutions


According to my observations, students will encounter the most difficulty in the listening
comprehension exercise. For this reason, during these exercises, I play the recording at least 2
times, while writing on the board the things we focus on. Another problem, in my opinion, is
the insufficient time for the exercise of “possession“, which is why I give the children
homework to write 10 sentences describing “possession”. Next time, if I think it's not well
enough absorbed, we'll practice a little more.

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