Unit: 4

Drama and Comedy

Teacher’s name:

Date:

Class: 6

Number present:

Number absent:

Theme of the lesson

End-of-school play

Learning objective (s)

6.4.3.1 understand the detail of an argument on a limited range of familiar general and curricular topics, including some extended texts

6.3.2.1 ask simple questions to get information about a growing range of general topics;

Lesson objectives

• identify the meaning of the content of the dialogue based on visual prompts

• practice asking the questions when talking about plays

Plan

Stages of the lesson

Teacher’s activities

Students’ activities

Assessment

Resources

Greeting

Greet students; students respond to greeting and take their places. Hello, boys and girls!

Warm-up

Discuss.

• Have you ever taken part in a school play?

• What was it about?

• What part did you play?

• Did the people like it?

Open answer

Pictures

Presentation

Practice

Ending of the lesson

Reading for gist to present vocabulary, structures and functions in the context of a dialogue

• Ask Ss to look at the picture accompanying the dialogue.

• Ask Ss to tell you where the children are (they are sitting outside a room).

• Ask Ss the question in the rubric.

• Elicit answers but do not correct Ss at this

• stage.

• Play the CD and have Ss follow in their books and check their answers. Tell them to underline unknown words at the same time.

• Check the answers with the class.

Students look at the picture accompanying the dialogue and tell where the children are

KEY

Suggested answer

Julie and Phil are waiting for an audition.

Verbal

Assessment

Textbook

Pictures

CD

Ask Ss some comprehension questions:

• How did Nat find out about the audition? She saw a poster.

• Does Nat like acting? No, she doesn’t.

• Do Phil and Julie like acting? Yes, they do.

• Who wrote the play? Shakespeare

• Why don’t they say the name of the play out loud? Because it’s bad luck. (See Background Note)

• Draw Ss’ attention to the phrase break a

leg and explain that this is an expression used to wish somebody good luck (see Background Note).

Explain any unknown words and choose

Ss to act out the dialogue.

• Ask Ss read the text quickly without paying attention to the missing sentences.

• Compare the information with your answers in the previous activity.

Students read the text quickly without paying attention and answer the questions.

Self- assessment

Textbook

Identifying specific information in the dialogue

• Have Ss do the activity.

• Check the answers with the class.

KEY

1. J, P 2. N

3. J, P 4. N

5. J, P 6. N

7. J

Peer assessment

Handouts

Post-reading

Speak and Discuss.

• Ask Ss if they believe in luck, if they know

about any common superstitions, if they have a lucky charm, etc.

• Elicit answers and initiate a short discussion.

Formative Assessment.

• Have Ss do the activity.

• Initiate a short discussion.

• Accept all logical answers.

Descriptor:

A learner:

• uses imagination to express thoughts, ideas, experiences and feelings.

• presents his/her information to the class

• uses appropriate subject-specific vocabulary while speaking.

Students do the activity.

Group

assessment

Homework