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Ivanovic Dusan 100159

Stage/aim

1. Engage

Procedure
Warm-up

Lead-in 1-pre teach


vocabulary

Do the Opposite! T explains the rules of


the game: The game is to do the exact
opposite to what the T is saying. For example,
T will say Sit down and Ss should perform
the opposite they should stand up. Or if T
says Be noisy , Ss should all be quiet.
Eventually, T removes all Ss who get the
action wrong, and the last players remaining
are the winners.

Interaction
T

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T explains the meaning of the unknown words


from the text one by one and writes the
words and the explanations (in English) on
the board. When T writes a word, he asks Ss
randomly to pronounce the word.

Comment

3-4

5-8

T
Nice, Adj- a kind and good person
Also, Adv too
Smart, Adj an intelligent and clever person
Engineer, N an architect, a person who
plans and builds things
To Build, V to make something, such as
bridges, or walls
Brown, Adj- of color between red and yellow
Old, adj- used to ask someones age, e.g. how

Time

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Ivanovic Dusan 100159


old are you?

Lead-in 2setting the


context

Lead-in 3reading

The teacher asks the pupils: What is your


family like? How many members are there in
your family? Can you describe the people in
your family? Do you have brothers or sisters?
Tell us more about them. Do you have any
pets? If so, tell us more about them. Who do
you like more, cats or dogs?
T tells Ss they have 2-3 minutes to read the
story My family (Students Book, Short
stories, page 30) and that they will be asked
what the story is about. Ss read the story.
Gist task: T asks Ss What is the story
about? and chooses Ss randomly to answer
the question. Then T asks them randomly
Who is the speaker of the story?, How
many members are there in Erics family,
Do you remember if Eric has brothers or
sisters?, And does Eric have any pets , Is

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Ivanovic Dusan 100159


it a dog or a cat?. Since Ss have read the
story only once, T accepts all the answers.
Intensive task: T tells Ss that there is an
exercise beneath the story in their books and
that it relates to the story. There are 8
questions that are not answered and 4
answers offered for each question (A,B,C,D).
They should read all of them and circle the
right one. T gives them 3-4 minutes to finish
the exercise. When they are finished, T asks
them randomly to read sentences and the
answers.
3. Study
(aim)

Presentation

T reminds Ss of the use of the present simple


tense. We use present simple tense when we
talk about actions or events that happen in
the present and when we want to talk about
facts and everyday situations. We form it
when we add s or es to the infinitive of the
regular verb when the pronoun is he/she/it or
we just copy the infinitive of the verb without
preposition to for all other pronouns (I, you,
we, they).
Negatives are made when we use the present
tense of the verb do, the adverb not and the
infinitive of the verb without preposition to.
For example: I do+not+infinitive or
He+does+not+infinitive

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For interrogatives, we use 'do' or 'does' before
the subject to make the 'yes / no' question
and the infinitive of the verb without
preposition to. For example: Do+ I + build?
Or Does+ she+ sing?
T writes the infinitives of the following verbs
on board (build, want, love) and asks Ss
randomly to tell the present simple tense for
every pronoun (I/you/we/they build, want,
love; he/she/it builds, wants, loves).
T reminds Ss of some irregular verbs that
they have already learned (the verb to be
that appears in the story).
T also tells that another verb that appears in
the story is to have. He writes the present
simple of both verbs to be and to have on the
board:
Verbs:
I/you/we/the
3rd person
y
sing. (he,she
it)
be
Am, are
is
have
have
has
T mentions we only add -not for the negative
of the verb to be (e.g. I am not, she is not).

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T checks if Ss have understood this by asking


them randomly to say the simple present
tense of the verbs talk, have, build and be for
every subject. Then he asks them what verbs
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Ivanovic Dusan 100159


are hard to understand.

4. Activate Restricted
practice

T tells Ss that they will be given papers with


sentences. There are gaps in the sentences
and they should fill them with the appropriate
form of the present simple tense of the verbs
whose infinitives are given in the brackets at
the end of each sentence. Then T distributes
the papers. The sentences are:
1.My father ________ a teacher. (to be)
2.She __________at a bank. (to work)
3.They __________early in the morning. (to get up)
4.________Thrisha have any children? (to do)
5.My dog __________the most beautiful bone. (to have)
6.Anjali __________good at singing.(not to be)
When they have finished, T asks them randomly to read
the answers.

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Freer practice

Wrap-up

T tells the pupils to think about what they like


to do with their family when they are all free
and together and to write a few sentences
about that. T gives them an example (teacher
demo): I like to go on a picnic with my
mother, father and sister when we are all
free. My mother has a big picnic basket and
all our food is in it, because we do not like to
be hungry. Then, after we eat, we all love to
play tennis and we stay there until it is dark
and then we go back home.
T gives Ss 2 minutes to write down the
sentences and then tells them to talk to their
friends about what they have written.
Then T asks them randomly to read it.
T gives an encouraging comment on Ss work

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