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LESSON PLAN

TEACHER: Pacurar Silvia


SCHOOL: Scoala Generala Ciresarii Medias
DATE: 7th of June 2013
CLASS: a V-a
TEXTBOOK: Pathway to English
UNIT: 12
LESSON: Schools over
FUNCTIONS:

Learning new vocabulary


Reviewing past simple
Reviewing future
Reviewing adjectives
Reviewing modal verbs

SKILS: Listening, reading, writing, speaking


OBJECTIVES: by the end of the lesson the students will be able:
1.
2.
3.
4.
5.

To anticipate the content of the lesson, discussing the images


To express opinions related to the topic
To properly use the past simple
To write some sentences on the topic
To properly use modal verbs ( must, mustnt)

ASSUMPTIONS: the students may be familiar with some of the new words, with the use of
past simple, future, and adjectives.
ANTICIPATED PROBLEMS:

The learners may not remember the Future tense


The learners may not understand English very well
The learners may not remember describing adjectives

SOLUTIONS: to review the Future tense, to translate some key words, to review the
describing adjectives.

TEACHING AIDS: textbook, laptop- power point presentation, blackboard, photos


TEACHING TECHNIQUES: discussions, work in pairs, didactic games
METHODS: conversation, writing, explanation
TIME: 50

1. WARMING-UP
AIMS: to promote and generate discussions and to prepare the students for the new
lesson
PROCEDURE: The teacher greets the students, presents herself, and then begins a
short informal conversation in order to make them feel at ease: How are you today?
Do you like the weather? Why? Then she gives them some colored papers and asks
them to write on them only their first name. Who is absent? What happened to
him/her? What was your homework for today? Who wants to read it out loud? The
students answer the teachers questions; some of them read their homework, but their
mates have to pay attention in order to correct the mistakes.
INTERACTION: T-Ss, Ss-Ss
TIMING: 5

2. LEAD IN
AIMS: actualization of previously acquired knowledge and connect it with the lesson
to be taught.
PROCEDURE: The teacher writes the title of the new lesson and the unit on the
blackboard and starts a conversation about the end of school year, and asks students to
share their feelings towards that. What happens at the end of a school year? The
teacher brings the conversation towards the topic Party. What type of party do you
know? Have you ever been to a party? What kind of party? Did you like it? Would
you like to go to a party at the end of the school year?
INTERACTION: T-Ss
TIMING: 5

3. PRESENTATION
ACTIVITY 1: LISTENING- SPEAKING- WRITING
AIMS: actualization of the language structures previously studied and introduction a
new vocabulary.
PROCEDURE: the teacher presents some images with type o parties end elicits some
answers about what people are doing during a party, how are they dressed and what
are they eating, what you must and mustnt do at a party and then shows them some

pictures and writes on the blackboard the new words. She repeats the words several
times, then asks the students to make some sentences of their own.
INTERACTION: T-Ss
TIMING: 10

4. PRACTICE
ACTIVITY 2: SPEAKING WRITING
AIMS: practice of the new vocabulary and feedback
PROCEDURE: The teacher tells the students to form groups of four or five, then
gives them some pictures with type of parties and asks them to draw a table in their
notebooks, and to write five examples of verbs regarding party activities, five
examples of party clothes, and five examples of party foods.
INTERACTION: Ss- Ss, Ss-T
TIMING: 10
ACTIVITY 3: WRITING SPEAKING
AIMS: actualization of the language structures previously studied, further practice
and feed- back
PROCEDURE: the teacher asks the students to look at exercise 6 from page 120.
Task given: Fancy dress parade. Can you guess who these people are? Match the
letters with the numbers. Then she gives the learners another task. They have to
describe one of the characters from exercise 6, according to the color of the sheet of
paper they received: all the students with blue cards have to describe Cinderella, all
students with red cards have to describe Superman, all students with white cards have
to describe Snow White, students with pink cards have to describe Mary Poppins,
students with yellow cards are required to describe Robin Hood. The teacher asks a
student or two from each group to read their description referring to age, high, weight,
quality, features, and clothes of the character.
INTERACTION: T-Ss
TIMING: 15

5. PRODUCTION
ACTIVITY 4: WRITING SPEAKING
AIMS: further feedback, usage of past tense
PROCEDURE: The teacher asks the students to imagine that they went last weekend
to a party, and asks them to write 5 sentences about that party , using the verbs from
the activity 2 using past tense: sing, eat, dace, speak, play games, etc. Then asks a few
students to read their answers, then asks for their mates to correct the possible
mistakes.
INTERACTION: T-Ss, Ss-Ss
TIMING: 4

ACTIVITY 5
AIMS: final feedback
PROCEDURE: the teacher rewards the students with verbal appreciations, and then
assigns as homework the reading of the letter from exercise 4, page 119, and then to
answer the questions from exercise 5, page 120.
TIMING: 1

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