LESSON PLAN

SCHOOL: SCOALA CU CLASELE V-VIII HORIA STAMATIN BOGDANESTI

TEACHER: MANOLE CARMEN

DATE: 9th April 2018

FORM: 7-th

LEVEL: L2, PRE-INTERMEDIATE

LESSON TOPIC: PAST PERFECT

UNIT: SOMEONE HAD DROPPED IT!

GRAMMAR:

-formation and use of Past Perfect Simple.

TYPE OF LESSON: introducing a new grammar structure.

SKILLS INVOLVED: listening, speaking, reading, writing

AIMS:
A) COMPETENCES: by the end of the lesson the Ss will be able to:
- identify the situation when it is impetuous to use Past Perfect Simple
- use with accuracy Past Perfect Simple in real instances of communication.
- make up sentences and short dialogues using the new acquired grammar structure in
affirmative, negative and interrogative form.
- express their opinions, preferences or dislikes using the new acquired ngrammar.
B) AFFECTIVE AIMS:
- to create a warm atmosphere in order to offer the background for smooth, easy
conversations between teacher and students
- to make students confident in themselves when speaking a foreign language

INTERACTION: T- Ss ; Ss-T ; IW ; PW ; GW

TEACHING TECHNIQUES:
- conversation
- dialogue
- role-play
- exercises
- brainstorming
- guiding to discovery of the grammar structure.

METHODS OF TEACHING: Communicative Language Teaching, The Natural Approach

(the Affective Filter Hypothesis) and Stephen Crashen`s Language Acquisition Theory

TEACHING AIDS: blackboard, colored chalk, posters with sportive games,

A).BIBLIOGRAPHICAL:
1. Official: The Curriculum for Secondary Education
2. Methodical: Harmer, Jeremy: ‘The Practical of English Language Teaching’, Longman,
UK, 1991
3. Ecaterina Comişel şi Georgiana Gălăţeanu: ‘Gramatica Limbii Engleze pt uz şcolar’
4. Jean-Louis Martine: „Grammar Train” from www.tesolmaster.com
5. Textbook: Brian Abbs, Ingrid Freebairn with Chris Barker: ‘Snapshot Pre-
Intermediate’, Longman, 2001.
B).HUMAN: the students of the class: 19

TIME: 50`
 PROCEDURE

ACTIVITY 1: ORGANIZATIONAL MOMENT: (1`)

Procedure: T enters the class greets the Ss, and then T asks if there are any absentees. The S on
duty tells the absentees if there are any.
Aims: to assure the introductive part of the lesson.
Skills: speaking
Techniques: questioning.
Interaction: T->S;

ACTIVITY 2: WARM UP (1`)

Procedure: T starts a short conversation by asking the Ss why are they so quiet today. (Eg:
“What is the matter with you? You are so quiet today, why? Ss answer the questions and cheer
up..
Aims: - to assure the transition between the Organizational Moment and the Checking of
Previous Knowledge.
- to revive the spirit of the class and assure a proper atmosphere for the lesson.
Skills: speaking
Techniques: conversation.
Interaction: T->S; S->S.

ACTIVITY 3: CHECKING THE PREVIOUS KNOWLEDGE (5`)

Procedure: T asks the Ss about their homework, first a frontal check- “Has everybody done the
homework? Tell me, what did you have as homework?” and the Ss answer the question: “Our
homework for today was to make up a conversation expressing regrets about the past.” - then
individually by making a selection of the Ss that are about to read the homework and while the
Ss read and translate, T checks the homework of the other Ss correcting the mistakes if any.
Aims: - to verify and review the acquisition and use of the instance of giving advice
-and to make the transition from Warm-up to Checking the Previous Knowledge and to
assure the feedback for the Ss` work at home.
-to put the Ss in the situation to read their written assignment.
Skills: speaking, reading.
Techniques: conversation, explanations if necessary.
Interaction: T->S; S->T;

ACTIVITY 4: INTRODUCTION OF THE NEW VOCABULARY (5`)

Procedure: T writes a sentence in Romanian on the board and asks the Ss to translate it. “Eu
âancasem mărul deja.” Ss try to translate the sentence but they use Past Simple or Present
Perfect, T then underlines the fact that in Romanian we have “Mai Mult Ca Perfectul” and
that there should be used a tense situated even more behind in the past than Present Perfect.
Teacher ten puts down their example with Present Perfect Simple and writes with colored chalk
the word “HAVE”. (Eg: “I have already eaten the apple.”) Then T asks the Ss for a possibility
to get this Present Perfect more into the past. Ss then come up with the idea of passing the verb
“HAVE” into the Past-> “HAD” the second form of the verb=Past Simple. T then asks the Ss:
“If HAVE EATEN is Present Perfect, how can you call the structure HAD EATEN?”

HAVE EATEN HAD EATEN

 Present Perfect ? Perfect

Ss see the analogy and answer Past Perfect. T praises for their intuition and then introduces the
new topic: “This is what we are going to learn today: to form and use Past Perfect Simple!”
Aim: - to assure a proper transition between the moments of the lesson.
- to inform Ss about the topic they are going to learn.
-to guide the Ss into discovering the new grammar structure in order to facilitate its
acquisition.
Skills: speaking.
Techniques: discussion, questioning, brainstorming, analogy, interdisciplinary connections
Interaction: T->S; S->T;

ACTIVITY 5: PRESENTING THE NEW GRAMMAR STRUCTURE THROUGH

GUIDINGS AND EXPLANATIONS (10`)
Procedure: T guides the Ss into discovering the way past perfect is formed writing the
procedure and examples on the board and the Ss on their notebooks. T gives the Ss several
examples of sentences with the Past Perfect Tense and based on these T asks the Ss to put down
the situations when to use Past Perfect (Eg: “She had already taken a shower when he came
home.”- an action started and ended in the past that took place before another action in
the past etc.), thus making any possible interdisciplinary connection between the Romanian
language and the Target Language, through analogies. Ss put down their discoveries. Using
colored pencils as on the board.
Aim: - to assure a proper transition between the moments of the lesson and thus a better
comprehension of the topic.
- to provide for the Ss the proper information in order to assure and facilitate the
acquisition of the new grammar structure.
Skills: speaking.
Techniques: discussion, guiding, analogies, interdisciplinary connection.
Interaction: T->S; S->T;

ACTIVITY 6: READING AND ACQUIRING THE NEW GRAMMAR STRUCTURE

(10`)
Procedure: T reads the lesson, in order for the Ss to hear a proper pronunciation (model
reading) and for the Ss to familiarize with the text. T then guides the Ss in finding the meaning
of the unknown words through analogies and Ss put them down in their notebooks ant T on the
board. T then asks the Ss to read and translate the text aloud and to find the verbs into Past
Perfect Simple and put them on a list in their notebooks.
Aims: - in order for the Ss to hear a proper pronunciation and intonation and thus to get
familiarized to the text, and to put the Ss in the situation of getting implied in the topic.
- facilitate the acquisition of the new vocabulary.
Skills: listening, reading, writing.
Techniques: brainstorming, explanations, translation, analogy, model reading, role-play
Interaction: T->S, Individual Work.
ACTIVITY 7: USING OF THE NEW THE ACQUIRED GRAMMAR STRUCTURE (10`)
Procedure:
T asks the Ss to orally put the events in the correct order (exercise 2, page 83 to verify the
comprehension of the text.) Ss proceed.
T asks the Ss to form pairs and read and solve exercise no. 4 from page 83 in the textbook in
five minutes` time (to match the openings with the correct endings in order to make sentences
using the verb in the bracket in the Past Perfect Simple). T asks the Ss to put down the unknown
words in the exercise. After five minutes the Ss confront their answers and make corrections if
necessary.
Aims: - to verify and assure the comprehension of the text.
- to consolidate the acquisition of the new grammar structure.
Skills: reading, writing, speaking.
Techniques: Individual Work.
Interaction: T->Ss; S->S; S->T;

ACTIVITY 8: DISCUSSIONS (6`)

Procedures: T asks the Ss to tell some funny stories or events in their lives using Past Perfect
Simple. Ss start talking about their lives trying to use Past Perfect Simple.
Aims: - to put the Ss in real instances of communication.
- to put the Ss in the situation of using the new acquired grammar structures.
Skills: speaking.
Techniques: Discussion.
Interaction: T->Ss; S->T;

ACTIVITY 9: SETTING HOMEWORK (1`)

Procedures: As homework T asks the Ss to write a short composition about a past event in
their lives into Past Perfect Simple and puts it on the board and the Ss in their notebooks.
Aim: -to consolidate and use the new acquired grammar structure.
Interaction: T->Ss.
Type: Written assignment.

ACTIVITY 10: EVALUATION (1`)

Procedures: T appreciates Ss` activity both verbally -praising the activity of the Ss- and also by
giving marks.
Aim: -to increase Ss` self confidence and encourage them in their study of English.
Interaction: T->Ss.