Obladi Oblada

Lesson Plan
Teacher: Lipan Nicoleta

Date: The 15th of October 2019
School: Liceul “Vasile Conta”, Tîrgu-Neamț
Grade: 9th C
Number of pupils: 30
Learner profile: mixed abilities
Level: intermediate
Types of intelligence: interpersonal, intrapersonal, linguistic and visual
School status: 1st language
Time: 50 minutes
Title of the lesson: Ob-la-di ob-la-da
Type of lesson: teaching listening
Skills and sub-skills:global comprehension, inferential comprehension, make linguistic choice at the level of grammar, speaking, writing and grammar practice
OBJECTIVES:
By the end of the lesson, the Ss will be able:
 to practise extensive and intensive listening
 to identify the third person singular (present simple)
 to use the new vocabulary
 to give a personal response to the song
Teaching aids and materials: blackboard, book, notebook, chalk, worksheets, Cd.
Methods: explanation, exercise, conversation, question and answer
Teacher's role: Coordinator, advisor, monitor, resource, help, organizer
Nr Stage of lesson Teacher’s activity Students’ activity Skills Interaction Time
1. Checking attendance T. greets the pupils and then he checks Ss answer
attendance “Who is absent today?”
2. Warm-up T checks homework: students were asked to Ss listen to the teacher and read/correct speaking T- Ss 10
write their daily program. T asks three students to their homework listening minutes
read their homework to the whole class, corrects grammar practice
the mistakes (if necessary) then asks them if they
like listening to music and what type of music they
prefer
3. Pre-listening T writes on the blackboard the title of the song Ss listen to the teacher and write on their listening T- Ss 7 minutes
Ob-la-di ob-la-da and a few key words from the notebooks the title of the lesson. speaking
song: market, band, ring, kids, happy. Ss are asked vocabulary
what kind of song they think it is (happy, sad) etc practice
and to speculate about it. T also writes on the
Blackboard words/phrases which she thinks might
be difficult for students to understand: barrow, a
couple of, lend a hand.
4. While-listening T sets a task to assist overall understanding. Ss answer the T’s questions listening T- Ss 8 minutes
intensive listening students are asked to listen to the song (the first speaking Ss- Ss
four lines) and then to tell the names of the vocabulary
characters in the song. T plays the first stanza then practice
checks comprehension and writes the two names
on the blackboard Desmond and Molly.T asks
students what they think it will happen next. Then
the students are asked to answer a few questions
about what happens in the song. T plays the rest of
the song and after answering the questions students
check their answers with their desk mates.
Questions:
1. What is Desmond's family name? ]
2. How many children do they have?
3. Where do they live?
4. What are Desmond's and Molly's jobs? Teacher
leads the feedback session and discusses the
answer with the whole class.
5. Extensive listening T sets a task so that students can focus on more listening T- Ss 10 minutes
detailed understanding: students are given Ss do the exercises from the worksheet speaking Ss- Ss
handouts with the first two stanzas of the song and they received. writing practice
are asked to fill in the gaps, then to find and correct
the mistakes in the second stanza. T plays each
stanza for the students to check their answers and
write the correct answers on the blackboard. After
that T dictates the lines in the third stanza, students
write them in their notebooks while one student
writes them on the blackboard (students must
check in order not to make mistakes). T plays the
third stanza, then asks students to find and
underline the words which are different in the
fourth stanza as compared to the third one. T plays
the fourth stanza and then leads the feedback
session.
6. Post-listening Ss are asked to sing the song. Ss are asked to Ss. sing the song. listening T- Ss 12 minutes
underline the verbs in the text (third person, In pairs of two the students look for the speaking Ss- Ss
singular, present simple) (pair work) T writes them verbs. writing practice
on the blackboard underlying the endings: s/-es. In groups of four the Ss make up a grammar practice
Then teacher asks students to improvise a short dialogue
dialogue between Molly and Desmond as they are
walking in the park with their children (group
work). T goes around the place and helps students
then they present a few dialogues in front of the
class and make comments.
7. Evaluation and T gives students feedback as to their performance Ss write the instructions on their 3 minutes
assigning the during the class and gives homework: students notebook. listening Ss- Ss
homework have to narrate the event in the song giving a writing
different end to Molly and Desmond's story

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Lesson Plan

Teacher: Lipan Nicoleta

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