Student S Assumed Knowledge

6B Lesson Plan 1-4-2004

Lesson Plan

Teacher / Kong Shan, Cindy
Date / 1st April, 2004
Time / 9:10 – 10:20 am
Subject / English
Class / Primary 6
Term / 2nd term
No. of students / 34
Relevant course book / New Welcome Today’s English 6B
Topic / Unit 4 “A boat trip”

Timetable fit:

1st Lesson
(20 min) / Introduce the vocabulary of sea transport (e.g. boat, ferry, cruise).
Introduce and revise the vocabulary of action (e.g. leave, return)
2nd Lesson
(30 min) / Revise the structure of “When will you…?” and the answer “We will … at 9:30 am.” from 6B Chapter 2.
3rd & 4thLessons
(70 min) / Revise the vocabulary and the structure taught in the last 2 lessons.
Introduce new structure “Shall we…?” “Would you like to…”and “Let’s …” to make suggestions.
Introduce and revise the vocabulary of food (e.g. sausage, marshmallow, chicken wings, beef steak, meat balls, etc)
5th Lesson / Revise the vocabulary taught in the previous 4 lessons by using mining game.
Revise the structure taught in the previous 4 lessons.
Teach the structure “How about…?” to make suggestions.
Practice reporting the time by using simple future tense.
6th Lesson / Reading activity “Jumbled sentence”.
Introduce the vocabulary items of activities on a ferry in the reading passage (e.g. passenger, rail, lean over, deck, dream, diet, etc.)
7th Lesson / Guided writing exercise on “What will you do on a cruise?”

Student’s assumed knowledge:

Vocabulary about a boat trip including: Cheung Chau, time to leave, time to return, time to meet, place to meet.

Name of food, including: potato chips, chocolate, candies, chicken wings, beef steak and etc.

Vocabulary and concept about planning a trip: things to buy, shopping list.

Target structure of this lesson:

“Shall we…”“Would you like to…” and “Let’s…”
“That’s a good idea.”“Sorry, I don’t like…”

Objectives:

At the end of the lesson, students should be able to:

use “Shall we…”, “Would you like to…” and “Let’s…” to make suggestions.
select appropriate response to suggestions.

Students:

attentive, familiar with general classroom languages, lack of motivation to speak English

Materials:

Course book, power point file, 36 individual worksheets and 6 group worksheets for communicative activity, blue tap and some snack packages.

Teacher/ student activities:

Time / Activity / What the teacher does / Aid / Teaching Aims
2’
(2’) / Classroom settlement
(T  Ss) /

Ask Ss to be ready for the English lesson.
Set up the computer for power point presentation.
Divide Ss into group of 5 or 6.

/ 1.Notebook
2. Ppt file /

To save time for the following activity.

2’
(4’) / Motivation:
Refreshing the memory of previous lessons
(T  Ss)
(Ss  T) /

#1*: invite Ss to plan a trip to CC.
#2: introduce the location of CC.
Show the map of Hong Kong.
Ask S to come out and point out the location of CC.
Highlight the location of CC.
#3: ask the transportation method to CC
Click the ppt and change the transportation method (bus, MTR, KCR, Light Transit Railway, ferry) in the ppt.
Ask questions (e.g. Can we take a bus to CC?”) to Ss.
Ss reply in “Yes, we can.”Or “No, we can’t.”

/ 1. ppt /

To remind Ss about the work done last lesson.
To point out the location of CC since they could not do that last time.
To revise the vocabulary about transport in HK.
To create a relaxing atmosphere by making funny guesses.

4’
(8’) / Revision of last lesson
(T  Ss) /

#4 & 5: Worksheet of previous lesson
Click the ppt and shows #4.
Illustrate the ticket and read the new vocabulary items (Outlying islands, pier, time to leave, time to return, aboard).
Ss read after T.
Click the ppt and show #5.
Remind Ss the time to meet should be earlier than the time to leave.
Tell Ss that the place to meet can be any places with reasonable time to meet. (e.g. If they meet at Sha Tin, the time to leave should be 8am or 8:30 am).

/ 1. ppt /

To consolidate the work done last time.

3’
(11’) / Development on the concept of making suggestions
(T  Ss) /

#6: planning a trip
Tell Ss that the Easter holiday is coming.
Ask whether they have any planning for it.
Invite Ss to plan a trip to CC at Easter.
Ask S about the meaning of “plan”.
Show the meaning of plan in a highlight box.
Ask S about the length of the Easter holiday.
Show it in a highlight box.
Show school calendar.
Ask when they would like to have a trip.
If no one suggests, mark 8th and 9th and show the highlight.
#7: brainstorming about activities can be done during the trip.
Introduce Beeno (the character in textbook).
Ask Ss “what will you do in the trip?”
Invite Ss to make suggestions.
Click the ppt for some suggestions made by T.
Highlight “having a barbecue” and invite Ss to think about what they would buy for barbecue.

/ 1. ppt /

To create a context for the targeted structures.
To arouse their interest.

5’
(16’) / Introducing the target structure “Shall we…”
(T  Ss)
(Ss  T)
(Ss  T)
(Ss  T)
(Ss  T)
(Ss  T)
(Ss  T)
(Ss  T) /

#8: invitation
Introduce the character Betty and Beeno.
Show the dialogue of Beeno first.
Write the dialogue on blackboard.
Use a funny tone to read the request out.
Show the “thinking cloud” of Betty and use a puzzling tone to read out the mind of Betty.
Show the response of Betty and use a delighted tone to read it out.
#9: Brainstorming of barbecue.
Invite Ss to tell what they will bring for barbecue.
Click the ppt and show some of the food.
Say the name of the food when it is shown.
Show the Marshmallow and Chocolate and tell them if they perform good in these two lessons, the group with better performance and the winner of the following up game will get the present.
#10: Presenting target structure
Show the dialogue of Beeno.
Ask Ss what is “meat ball”?
Invite S to come out and draw it.
Check with other Ss whether it is correct or not.
Show the “thinking cloud” of Betty.
Ask Ss what is Betty’s response.
Show Betty’s response.
#11: Presenting target structure
Show the dialogue of Beeno.
Ask Ss what is “sausage”?
Invite S to come out and draw it.
Check with other Ss whether it is correct or not.
Show the “thinking cloud” of Betty.
Ask Ss what is Betty’s response.
Show Betty’s response.
#12: Presenting target structure
Ask Ss to guess the dialogue of Beeno.
Show the dialogue of Beeno.
Show the “thinking cloud” of Betty.
Ask Ss to guess the response of Betty.
Show the dialogue of Betty.
#13: Summarizing the food
Show the dialogue of Beeno.
Ask Ss to tell the name of food
Show the “thinking cloud” of Betty.
Show the dialogue of Betty.

ppt
Presents

Let Ss learn the new target structure.
Highlight “Shall we…” in every ppt to emphasize the use of the structure.
To create the context for using the target structure.

To attract Ss’s attention.

To Check the prior knowledge of Ss.

To Check the prior knowledge of Ss.

As a short break and make a cognitive challenge to Ss.

7’
(23’) / Consolidation activity
(T  Ss)
(Ss  T)
(S  S)
(T  Ss)
(Ss  T)
(S  S) /

#14: Forming a suggestion
Show the heading of the ppt.
Ask Ss about the meaning of “Suggestion”.
Show the highlighted box and explain it.
Show the picture of beef steak
Ask Ss to guess what is it.
Show the name in highlighted box.
Show the structure“Shall we…”
Ask Ss to form the sentence with the one next to them.
Invite 2 Ss to speak out their sentence.
Show the target sentence.
Ask Ss to copy the sentence on the textbook.
#15: Forming a suggestion 2
Show the picture of potato chips
Ask Ss to guess what is it.
Show the name in highlighted box.
Show the structure“Shall we…”
Ask Ss to form the sentence with the one next to them.
Invite 2 Ss to speak out their sentence.
Show the target sentence.
Ask Ss to copy the sentence on the textbook.

/ 1. ppt /

To Consolidate Ss’s knowledge of the target structure.
To Check the prior knowledge of Ss.

5’
(28’) / Introducing the target structure “Would you like to…”
(T  Ss)
(Ss  T)
(Ss  Ss)
(T  Ss)
(Ss  T)
(Ss  Ss) /

#16: Presenting target structure
Show the dialogue of Beeno
Make notice to the change of sentence structure.
Tell Ss we can use “Shall we…” and “Would you like to…”interchangeably because they have similar meaning.
Show the “thinking cloud” of Betty.
Ask S to guess Betty’s response.
Show Betty’s response.
Invite two Ss to act Beeno and Betty and read the dialogue out.
T writes the question on the blackboard.
#17: Presenting target structure
Show the dialogue of Betty.
Ask Ss about the meaning of “marshmallow”.
Show the picture (“thinking cloud” of Beeno) of marshmallow.
Ask S to guess Betty’s response.
Show Betty’s response.
Invite two Ss to act Beeno and Betty and read the dialogue out.

/ 1. ppt /

Same question and answer format in order to let Ss get used to the pattern and easy to follow.

To Check the prior knowledge of Ss.

8’
(36’) / Consolidation activity
(T  Ss)
(S S)
(T  Ss)
(S  S)
(Ss  Ss) /

#18: Forming a suggestion
Show the heading of the ppt.
Show the picture of candies
Show the name in highlighted box.
Show the structure“Would you like to …”
Ask Ss to form the sentence with the one next to them.
Invite 2 Ss to speak out their sentence.
Show the target sentence.
#19: Forming a suggestion 2
Show the picture of biscuits
Show the name in highlighted box.
Show the structure“Would you like to …”
Ask Ss to form the sentence with the one next to them.
Invite 2 Ss to speak out their sentence.
Show the target sentence.
#20: Forming a suggestion 3
Show the heading of ppt.
Show Beeno’s dialogue.
Show Betty’s “thinking cloud”.
Ask S to form the dialogue sentence of Betty.
Show the structure“Would you like to…” if Ss cannot make correct sentence.
Show the remaining words of the sentence (i.e. “have some coke?”).
Ask S to give the response of Beeno.
#21: Summarizing the content
Show heading and ask “What do we have now?”
Show the picture of all the food appeared.
Ask Ss to point out the 5 kinds of food we have.
Highlight the 5 kinds of food. .
Show the name “shopping list”.
List out the 5 kinds of food.

/ 1. ppt
28’
(64’)
~3’
(39’)
~2’
(41’)
~7’
(48’)
~4’
(52’)
~10’
(62’)
~2’
(64’) / Consolidation:
Communicative group work activity
(T  Ss)
(Ss  Ss)
(Ss  T) /

#22: Instruction of Communicative Task
Remind Ss they will have a trip to CC at Easter holiday.
Tell Ss there are two parts in the activity.
Tell Ss, in Part one, they need to plan a shopping list for the barbecue.
Show the individual worksheet.
Ask Ss to think of 5 items they like.
Show the group worksheet.
Tell Ss they have 7 minutes to make a shopping list for their group.
Tell Ss they can bring other food, not limit to the list provided by T.
Tell Ss, in Part Two, which is called “Stealing Game”, they have to get most food from other groups and the rules will be explained later.
Show the food list.
Ask monitors to distribute the individual worksheet.
Ss fill in their own list.
Distribute the group list
Ss start their discussion.
#23: Hint sheet for Communicative task
#24: Stealing Game
Show the questions for asking information.
Demonstrate the rules (refer to Teacher’s note) by giving example.
Tell Ss that present will be given to the winners.
Ss start the game.
T summarizes the result and give present.

/ Ppt
Individual and group worksheet /

Consolidate Ss’s knowledge of the target structure.
Apply the target structures in authenticsituation.

6’
(70’) / Summarizing this lesson, homework assigning & briefing for next lesson
(T  Ss) /

#25: Summarize the vocabulary used.
Ss read the vocabulary once
#26: Summary for this lesson
Illustrate the rules again.
#27: Homework assigning and briefing for next lesson.
Assign homework
Tell Ss, we will learn another sentence structure “how about…?” to ask for suggestion next time.
#28: Thank you note and price presentation.
Thank Ss to be cooperative.
Give presents to the winners.

ppt
P.T.
G.P.
Presents

Review the target structure at home.

Key:

T / Teacher
S / Student
Ss / Students
* / Refer to the content in page # of the powerpoint
Ppt / Power point
CC / Cheung Chau
P.T. / Pre-task exercise book
G..P. / Grammatical Practice exercise book

Attachment:

Individual and group worksheets for the communicative task.

Teacher’s note for “Stealing Game”:

This is a group game.
Students would ask question in shift. For example, Group 1 asks Group 2, Group 2 asks Group 3.
For example, Group 1 may ask “Shall we have (the name of food)?” to their opponent group, which is Group 2.
If Group 2 has such an item on their list, they have to cross it out, which means they will no longer have that food.
When the name of food is called, other groups cannot steal it from Group 1. But they can steal from others.
Time limit is 10 minutes.

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