LESSON PLAN

By, Oscar Dario Arias

Title (unit): Likes and Dislikes Unit 1

Grade (Level): Elementary 4nd grade, a class.

Lesson Focus: Speaking and writing.

Objectives - Students will be able to write and to talk about their likes and dislikes relating to

leisure activities, orally and in writing.

Key Expressions: I like watching TV”, “I don’t like running”, Do you like camping?

Materials: projector, pictures, YouTube video, worksheets, markers.

Use: This language is used in daily like when you want to ask or express your likes and dislikes.

Special Notes: Make sure to walk around and monitor students. Last week Jon had some

problems with Mike. We need to watch them. Also next week we will watch a movie.

Procedure: Details:
Lead in: . Today we are going to talk about the leisure or
- Teacher Greets the students. free time activities that you like and dislike.
-Teacher presents the topic. -
Teacher elicits previous knowledge about What activities do you do in your free time?
vocabulary
Time: 5 min.
Presentation Now we are going to see some pictures about
-T shows pictures of leisure activates leisure activities.
-T names the activities and ask the students Repeat after me.
to repeat after her.
-T shows exponent use writing the Yes, I like or No, I don’t like.
affirmative and the negative form on the
board.
-T asks her students to repeat after her. T
has some pictures of the activities on the Yes, she likes or No, she doesn’t like.
board and introduces a dialogue eliciting
the vocabulary learnt.
-T highlights the word do
Time: 10
Teacher says do.
A: ____ you ___ _____?
-T points at the word like to make her
B: ____, I ____ _____ ____.
students to say it.
-T points at the picture make her students
say the activity.
Teacher says does.
-T encourages students to give answers.
A: ___ she ___ ___?
-T asks students to repeat the whole
B: ___, she ___ ___ ___.
sentence.
-T changes the picture.
-T highlights the word does.
-T encourages the students to give her the
correct parts of the dialogue.
Time: 10 min
Practice: Now a fun activity.
-T presents a worksheet.
-T addresses a student. A teacher models a sentence on the board.
-T shows a picture.
-T draws a happy face to elicit a positive _____ Can you help me?
answer Do you like reading books?
The student writes the answer on the board.
-T gives the instructions. Here you have an example you have to write
-T delivers the worksheets. here if your answer is positive and here if it is
Now the students know what is expected of negative.
them; thus, the teacher allows them to
begin the activity. Here you have to write the interrogative form.
-T monitors the student’s progress closely.
-T instructs the students to put their pens Pens down.
down and supports her sounds that an
action that enable students to understand. T This is for homework.
reviews the student’s answers with them as
a group, chorally.
-Ss have the opportunity to rehearse the
sounds together.

Time: 15
Production: Dialogue

-T puts a picture on the board and writes A Team B Team

chunks of the dialogue. A: ___ you___ ____? ___ I ___ ___
-T calls up two students to demonstrate the
controlled dialogue to the class.-
-T encourages the two students to Do you like ___?
participate in dialogue.
- T shows a picture of an activity and Put everything away!
encourages them to give their personal
preferences as a response. Now write down these 10 activities and write yes
-T writes down 10 leisure activities and if you like the activity and no if you do not like.
makes the students write them.
-T organizes the students into teams and Now stand up and everybody begins!
assign them a letter- either “A” or “B”.
 -T gathers the sheets of paper and
exchanges them.
-T gives team A’ sheets of paper to team B’
and team B’ sheets of paper to team A’
-T monitors the progress and assists
students.
Time: 15

References

Moonasar, D 2010: Using PPP Lesson Format to Create Effective Lessons Through Task Based Learning;
Gimcheon University