LESSON PLAN

TEACHER: Andreica Luiza Emilia

SCHOOL: Scoala Gimnaziala Nr. 8, Borsa
DATE: October 15th , 2018
FORM/LEVEL: 7 th form, 7 th year of study
NUMBER OF STUDENTS: 14 students
TEXTBOOK: HighFlyer Intermediate, Longman
TIME: 50 min
UNIT/LESSON: 2, Lesson ”Bumps, thumps and flashes”
TYPE OF LESSON: Acquisition of new knowledge
VOCABULARY: verbs of action, various nouns
GRAMMAR: adverbs and adverbial phrases
SPECIFIC COMPETENCES: 1.1 Identifying details of simple messages articulated clearly and rarely in known / predictable contexts;
1.3 Developing interest and general comprehension of a variety of simple oral messages (films, songs for children);

2.1 Requesting and providing information on home, family, address, people, hobbies, habits;

2.3 Describing objects or housing;

3.1 Identifying details from simple texts that contain common information.

OBJECTIVES/LESSON AIMS: by the end of the lesson the students will be able to:
 A. Cognitive Objectives : 1. read the dialogues in pairs for specific information;
2. make up sentences of their own using the newly acquired vocabulary;
3. ask / answer to questions from the teacher or from their peers;
4. use adverbs and adverbial phrases in sentences ;
5. ask simple questions to their peers and provide short answers
 B. Affective Objectives: a. to create a warm atmosphere for study ;
b. to give students an active role in the process of teaching / learning ;
c. to help students enjoy speaking a foreign language ;
d. to make students confident when speaking English
SKILLS: listening, speaking, reading, writing
INTERACTION: T-Ss, S-S, Ss-Ss
TEACHING TECHNIQUES: conversation, dialogue, filling exercises,
role play, choral speaking, gaps
METHODS OF TEACHING: Communicative Approach, Grammar Translation, Total Physical Response
TEACHING AIDS: textbook, blackboard, notebooks, coloured pieces of chalk, worksheets with different
activities
ASSUMPTIONS:I assume that students are familiar with some topics and that they are eager to find out more details.
ANTICIPATED PROBLEMS: Students may be noisy when working in pairs/groups. Taking into account that 3-4 students have a
poor level of knowledge and their motivation is rather low, I expect that a part of them might not
participate in the teaching/learning process as expected.
ASSESSMENT: formative, oral, homework, systematic observation
BIBLIOGRAPHY: - official: The Curriculum for Secondary Education
- methodical: Harmer, Jeremy :’’The Practice of English Language Teaching’’, Longman,UK,1991
: Vizental,Adriana:’’Metodica predarii limbii engleze’’, Editura Polirom, 2008
- textbook: HighFlyer Intermediate, Longman
- different Internet sites

Stages of lesson activities

Warmer
Aims: to check attendance and make sure the conditions are proper to start the lesson
: to check accomplishment of the previously taught items
: to review and consolidate Ss’ knowledge on the content previously learnt

PROCEDURE INTERACTION TIMING

T greets class and marks the absent Ss, if any. T – Ss 5 minutes
T write on the blackboard the title of the new lesson. T writes on the S-Ss
blackboard sentences using Degrees of obligation. T writes a scheme for Ss-T
the use of the Adverbs and adverbial phrases.

Lead – in
Aims: to make Ss aware of the items they will learn
: to introduce the new topic- Adverbs and adverbial phrases

PROCEDURE INTERACTION TIMING

T asks Ss to read the text from the textbook. T – Ss 10 minutes
With the help of Ss, T writes on the blackboard the new form of the verbs PW
that appear in the text. IW
Ss-T

Presentation
Aims: to review and consolidate Ss’ knowledge on Adverbs and adverbial phrases
: to provide the context for the new nouns

: to raise expectations and create involvement in the listening task

PROCEDURE INTERACTION TIMING

T introduces the use of Adverbs and adverbial phrases, explaining briefly T – Ss 10 minutes
the modalities in which they can appear and what verbs are use in Ss - Ss
sentences more often ( When?; Where?; How?; Usually: How? + Where? IW
+ When?). Then, T asks the Ss to look at the exercise 11 (pag. 12) in the S-T
book and resolve it together.

Practice
Aims : to review and consolidate Ss’ knowledge of Adverbs and adverbial phrases
: to give Ss practice on new words encountered in the text
: to activate Ss and make them cooperate with their peers
PROCEDURE INTERACTION TIMING
T asks Ss to do the exercise 12 from the page 13 (filling in the gaps with T – Ss 10 minutes
the correct sentence).Then, each S will go to the blackboard and write S-S
down the sentence. The other Ss will make the necessary corrections if IW
any. PW
Ss-T

Production
Aims: to use the newly acquired grammar rules and lexis
: to review and consolidate Ss’ knowledge

PROCEDURE INTERACTION TIMING

T asks the Ss to work on pairs and resolve the next exercise from the T – Ss 5 minutes
worksheet: ex 13, page 13. T names a few Ss and asks them to read what S-S
the answer is. S-T

Review and follow-up:

Aims: to give Ss further practice

: to review and consolidate Ss’ knowledge of the items being taught

PROCEDURE INTERACTION TIMING

T asks Ss to do exercise from the coursebook. If there are any mistakes, T – Ss 5 minutes
the other Ss will correct them. S-S
Ending the lesson :

Aim: to motivate Ss and allow them to express their feelings freely

PROCEDURE INTERACTION TIMING

T asks Ss to share how they felt during the lesson by drawing a smiling / T – Ss 5 minutes
sad face on the second worksheet.T sets homework for the next time,
praises all the Ss and dismisses the class