LESSON PLAN SCHOOL: SCOALA CU CLASELE I-VIII, HOLOD TEACHER: Gheban Diana DATE: 8th April 2011 FORM:

4-th LEVEL: 2-nd year of study. LESSON TOPIC: Present Continuous: 1st, 2nd and 3rd person singular, affirmative, interrogative and
negative; describing what people are doing and wearing.

VOCABULARY: - items of clothing GRAMMAR: - exercises and questions to answer using Present Continuous. TYPE OF LESSON: teaching-learning SKILLS: listening, speaking, reading, writing AIM: to practice talking about present activities (actions taking place at the moment of speaking) A). SPECIFIC AIMS: by the end of the lesson the Ss will be able to:
- read correctly, with proper intonation; - form questions using the Present Continuous Tense; - give short answers using the present continuous tense; - describe what they/other people are wearing; - find the right form of the verb; - use the new grammar structure in sentences of their own.

B) AFFECTIVE AIMS: - to create a warm atmosphere in order to offer the background for smooth, easy conversations between T and Ss. - to make students confident in themselves when speaking a foreign language INTERACTION: T- Ss ; Ss-T ; IW ; PW ; GW

TEACHING TECHNIQUES: - conversation - dialogue - brainstorming - description METHODS OF TEACHING: Communicative Approach, Total Physical Response TEACHING AIDS: blackboard, colored chalk, handouts and laptop. A). BIBLIOGRAPHICAL: 1. Official: The Curriculum for Secondary Education 2. Methodical: Harmer, Jeremy: The Practical of English Language Teaching , Longman, UK, 1991 3. Textbook: Mary Bowen, Printha Ellis, Ilinca Buciu: Way Ahead 2, Ed. Macmillan B). HUMAN: the students of the class: 17 TIME: 50`

PROCEDURE ACTIVITY 1: ORGANISATIONAL MOMENT (1`) PROCEDURE: T enters the room, greets the Ss, asks if there are any absentees and talks to the Ss asking them how they are doing. Ss greet and answer the questions. AIM: - to cheer up the Ss and to prepare Ss for the lesson. TECHNIQUES : discussion. INTERRACTION : T->S; S->T;

ACTIVITY 2: WARM-UP (6`) PROCEDURE: T shows flashcards representing different actions and asks questions (What is he/she doing?). Game: Mime the action A student picks up a note with a word written on it (SWIMMING, READING, SINGING, RIDDING THE BIKE or SLEEPING) and tries to mime the action, without saying the word. T asks: What is he/she doing? Ss answer using Present Continuous. The game is played by several children. AIM: - to cheer up the Ss and stir up their interest in the topic and also to prepare them for the lesson. -to use Present Continuous in answering to questions about people`s activities. SKILLS INVOLVED: speaking, listening TECHNIQUES : Closed-ended questioning, Game (miming), Sequential reading; INTERRACTION : T->S; S->S; S->T;

ACTIVITY 3: CHECKING THE PREVIOUS KNOWLEDGE (3`) PROCEDURE: T asks the Ss about their homework checking it frontally and then individually by verifying the Ss` notebooks and T asks: Can you please tell me what color is uncle Henry`s box? The Ss answer: Black! AIM: to make sure of the acquisition of previous knowledge. INTERACTION: T->S, S->T;

ACTIVITY 4: INTRODUCTION OF THE TOPIC (2`) PROCEDURE: T shows again the flashcards and asks the Ss What is he/she doing? T then asks the Ss when are happening all these actions of the game played before (T helps the Ss by saying: The action takes place yesterday? (If Ss do not respond, T asks again helping them once more The actions happen yesterday or now, when we speak? ), and Ss answer the question. Thus T introduces the topic: This is what we are learning today: to speak about present activities! AIM: -to prepare the Ss for the lesson. -to capture the attention and interest of the Ss in the topic. -to let the Ss know what they are going to learn today. -to facilitate the acquisition of the knowledge. -to assure a smooth transition between the moments of the lesson. TECHNIQUES: Closed-ended questioning; SKILLS INVOLVED: speaking, listening INTERACTION: T->Ss; Ss->T; ACTIVITY 5: ACQUISITION OF THE NEW KNOWLEDGE (10`) PROCEDURE: T asks the Ss to read the lesson What is he doing? and answer Ts questions about the characters in the text. Ss obey and proceed. T then asks Ss to look in their books (p.82). Look at Meg! Is she writing? Can you see Tom? What is he doing? Ss answer T`s questions using Present Continuous. Ss answer that Meg is writing a letter. Then T asks the Ss to have a look at the text and find out to whom Meg is writing. Ss find out that Meg is writing to her grandma and T reads the text for the Ss (model reading). Ss listen and follow the letter in their books. T explains the new words (to wear, pretty, the expression See you soon and other words pupils do not understand) and puts them down on the board and the Ss in their notebooks. All the Ss read the letter aloud. T asks Ss how do they talk about people`s activities What verb do we use when we ask: What is he doing? (T translates and helps Ss if necessary by providing them the answer: He is singing!) T puts the example on the board and with colored chalk marks TO BE and the ING-form. (Eg: He is singing! ) then Ss answer: TO BE, and T concludes So when we talk about people`s activity we use TO BE and ING-form! and writes the remark on the board and the Ss put it down in their notebooks, giving several example in the affirmative, interrogative and negative form of the verb TO BE. (Eg: What is the cat doing? The cat is sleeping! The cat is not sleeping! Is the cat sleeping? ) AIM: - in order for the Ss to read correctly, with a proper intonation.

- in order for the Ss to discover how to form Present Continuous 1 -st, 2-nd and 3-rd person singular, affirmative, interrogative and negative. SKILLS INVOLVED: speaking, listening, reading, writing; TECHNIQUES : Conversation, Explanation, Chain-reading, Closed-ended questioning. INTERRACTION : T->S; S->S;

ACTIVITY 6: ORAL PRACTICE (12`) PROCEDURE: T helps Ss to form questions about Meg and Tom and to use short answers (Yes, she/he is. No, she/he isnt.) in exercise 2, page 82 in the book. T asks Ss to read the bubbles from exercise 3, page 82. Ss look at the pictures in the book and read the speech bubbles. T Then asks Ss similar questions about other Ss in the classroom: Are you wearing earrings? Are you wearing a red blouse? Are you wearing a watch? Ss answer using short answers: Yes, I am/ No, Im not! Lets do the same! T asks a pupil to come in front of the classroom, then T says: I am wearing black shoes, you are wearing shoes. Now you! Another two children come in front of the classroom and speak about what they are wearing (2-3 pairs). AIM: - reading correctly, with proper intonation. - to verify the comprehension of the text. - form questions using the present continuous tense. - give short answers using the present continuous tense; SKILLS INVOLVED: speaking, listening, reading; TECHNIQUES : Closed-ended questioning, Dialogue INTERRACTION : T->S; S->S; Pair Work

ACTIVITY 7: WRITTEN PRODUCTION (10`) PROCEDURE: Ss work in groups. Each group is given a different picture (a man, a woman, a child). They have to describe the picture (physical description + what they are wearing) in 5 minutes time. Ss proceed. The Ss read their written production and T makes any necessary correction. AIM: to use the new grammar structure in sentences of their own; to describe what they/other people are wearing; SKILLS INVOLVED: writing; reading; TECHNIQUES : Describing a picture. INTERRACTION : Group Work

ACTIVITY 8: ASIGNING HOMEWORK (4`) PROCEDURE: T assigns the homework. The Ss` homework is to write a short letter to their grandma with simple sentences to ask her how is she doing having as model Meg`s letter. T writes it on the bb and the Ss in their notebooks. T makes sure all the Ss know what their homework is by writing it on the board. AIM: - to consolidate the knowledge from the lesson. INTERRACTION : T->Ss ; ACTIVITY 9: EVALUATION (2`) PROCEDURE: T asks the Ss about the lesson if it was easy or difficult and praises the activity of the Ss both verbally and by giving marks. AIM: to increase the Ss` self confidence and encourage Ss in their study of English. TECHNIQUES : dialogue. INTERRACTION : T->Ss; Ss->T;

SWIMMING RUNNING SINGING EATING WRITING

WALKING SLEEPING DANCING READING