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Main aim: to teach the ss how to form negative sentences with the verb ‘to be’ (full and
contracted forms: am not/ ‘m not, are not/ aren’t, is not/ isn’t) deductively (explicitly), 3P
MODEL
The rule of use: when we negate/deny/contradit something, assert that something is not true
The rule of form: 1 person (Sg) am not or; ‘s not/ 2 person (Sg. Pl) and 1, 3 person (Pl) are
not; aren’t/ 3 person (Sg) is not; isn’t
Subsidiary aim(s):
to revise/ recycle the use of positive sentences with the verb ‘to be’ ( full and contracted
forms)
to revise pronouns ( warm-up activity)
to practise the ss’ speaking skills (describing pictures, acting out mini-dialogue- the ss are
supposed to build short sentences using negative forms of the verb ‘to be’)
to master the ss’ writing skills (homework- write down 3-5 senences about people you know
using negative sentences with the verb ‘to be’, an additional exercise)
Assumed knowledge:
the ss are familiar with the conjugation of the verb ‘to be’ (positive sentences, full and
contracted forms)
the ss are familiar with pronouns
the ss are capable of forming short sentences using the verb ‘to be’
the ss are able to describe pictures, talk with a partner (acting out mini-dialogues)
Anticipated problems:
1. The ss may have problems with the spelling of particular forms ( aren’t, isn’t..)
2. Pronunciation of some forms may pose a problem for some ss
3. The lesson might be boring for the ss
Solutions:
1. The teacher asks volunteers to write problematic forms on the blackboard, the teacher
provides the ss with a chart that includes translation and spelling of all forms
2. The teacher plays the recoding (repeating after a robot) to provide the ss with a right
pronunciation, the teacher asks the ss to repeat after her and corrects all mistakes right
away
3. The techer provides the ss with engaging warm-up activities ( prompting them to
think), the chart from exercise 1 is recorded in a rhythmical and fun way so as to
activate the ss, the teacher encourages the ss to work in pairs (acting out mini-
dialogues) to prevent boredom
Materials:
A textbook, a blackboard, CD, charts with negative forms of the verb ‘to be’, additional
exercises ( additional practice), flashcards (pronouns)
Stage Procedure Aims Time IP
1.Startin The teacher greets the ss and -to create a friendly 2 min. T-SS
g the checks the register, homework. atmosphere SS-T
lesson
The teacher asks the ss to do -to practise the use of 5 min. T-SS
exercise 2 (they are supposed to negtive sentences wih SS-T
use 3 forms:’m not, isn’t, aren’t to the verb ‘to be’ in a
complete a short text about a meaningful context
mouse). The teacher asks the ss to -to practise spelling
describe the picture and then of newly introduced
complete the task.After a few forms and
minutes, the teacher asks a pronunciation(individ
volunteer to read the text aloud. If ually)
there ary any problems with the -to practise speaking
spelling, the teacher asks (describing a picture)
volunteers to write them down on
the blackboard.
The teacher asks the ss to T-SS
complete exercise 3.The ss are -to practise the use of 5 min. SS-T
supposed to correct mistakes in negated sentences in
sentences looking at the pictures a context (building
and write them down in their sentences)
notebooks.
5. The teacher asks the ss to act out -to develop the ss’
Practice mini dialogues. The ss are speaking skills (mini 8 min. T-SS
(guided) supposed to work in pairs and dialogues) SS-SS
build negative sentences ( one ss -to pratise the use of (pair
says a false sentence, the other the verb ‘to be’ work)
corrects a friend ( for instance:I’m (positive and negative
English…You’re not English, sentences) in a
You’re Polish). The teacher asks meaningful context
the ss to present dialogues in front -to activate the ss
of the class. (pair work)
1.Have all the lesson aims been achieved? To what extent? Why not?
2.Which aspects of planning or conducting the lesson have been satisfactory?
3.How could the lesson (which aspects) be improved?
1.All the lesson aims have been achieved. The last activity (acting out mini-dialogues) has
been shortened due to the scarcity of time ( some ss didn’t manage to present their dialogues
in front of the class but were asked to act out their mini-dialogues next time, during the next
lesson).
2. Warm-up activity that has been aimed at revising relevant information from previous
classes, namely the conjugation of the verb ‘to be’ – positive sentences (new knowledge is
build upon something the ss already know, there is a sense of continuation and purpose). Pair
work ( mini-dialogues) encouraged engagement and prevent boredom during the lesson.
Moreover, distributing charts with negative forms of the verb ‘to be’ helped the ss to
memorise particular forms (the ss could rely on the chart to check problematic forms).
3.The last activity (developing speaking skills by using negative sentences in a meaningful
cointext) has been shortened due to the time limit. Additional exercises (further practice) have
been only distributed ( time constraints prevented the ss from starting to do additional
exercises).