LESSON PLAN

Name: Zaharia Anca-Livia

Date: March, the 21st
Form: V B
Level: Intermediate
Text book:
Unit: 7 – RISE & SHINE
Type of lesson: Introducing new material – writing an article about someone’s daily routine
Skills to be developed: Writing ,Speaking, Vocabulary, Reading.
Methods and techniques:
Methods:
 The communicative approach.
 The audio-visual approach
 Elements of the direct method.
Techniques:
 Brainstorming;
 Spidergram;
 Conversation;
 Elicitation;
 Listening for specific information;
 Reading for specific information;
 Group work;
 Grouping the ideas;
 Organizing the paragraphs;
 Writing an article about somebody’s daily routine.
Materials:
 Handouts;
 Cd;
 Large sheets of paper;
 Markers;
 Textbook;
 OHP.
The aim of the lesson:
The students will be able to:
Writing:
 To write an article about somebody’s daily routine;
 To identify the parts / paragraphs and the specific information for each of them in an
article about somebody’s daily routine.
Listening:
 To listen for specific information;
Speaking:
 To elicit the parts and the information which should be written in an article about
somebody’s daily routine.

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 Vocabulary:
 To use words related to daily activities, chores, activities.
Reading:
 To read for specific information.

Objectives:
Cognitive:
By the end of the lesson, the students will be able to:
 To write an article about somebody’s daily routine;
 To listen and to read for specific information;
 To use words related daily activities, chores, activities.
Affective:
 Stimulating students’ imagination and creativity;
 Creating interest in the topic of writing an article about somebody’s daily routine.

Bibliography:
 Putinei, Liliana; Mircea, Cristina; Truță, Cristina; Limba modernă 1 – ENGLEZĂ – clasa
a V-a, București, BOOKLET, 2017.
 Evans, Virginia; O’Sullivan, Neil; Click On 1, Newbury, Berkshire, Express Publishing,
2000;

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 Stage Teacher’s activity Students’ Interaction Time Skill Aim
activity
1.Warm-up Teacher checks the attendance. Students listen T-Ss. 5 min Listening and To check if all students are
Teacher writes a riddle on the board: and answer. T-Ss speaking. present.
If you dropped this on your foot S-Ss(individual Listening and To create a pleasant
work)
You would find it really hurts Ss-T
speaking atmosphere.
It’s usually heated up
And is used to flatten shirts.
IRON
2.Checking Teacher checks students’ homework. Students answer. T-Ss. 4 min Listening, To check the homework.
homework S-Ss(individual speaking and
work) reading.
Ss-T.
3. Feedback Teacher offers feedback. Students listen. T-Ss. 1 min Listening. To let students know how
they performed.
4.Checking Teacher uses the brainstorming Students listen T-Ss 5 min Listening To remind students the
previous technique and a spidergram in order to and answer. S-Ss reading and topic of the previous lesson
material revise the vocabulary taught before Ss(individual speaking. and to reinforce their
work).
and to introduce the new material. knowledge.

What do you
do every day?

5.Introducing
new material  Teacher asks students to form 5 Students listen, 2 min Listening,  To introduce the new
a.Pre-writing groups, gives them handouts read for specific T-Ss reading topic.
Ss(group work)
and asks them to solve the first information and S-Ss
and  To make students identify
exercise. write. speaking. the information which

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  Teacher checks students’ Students listen 1 min should be written in each
answers. and answer. paragraph.
 Teacher asks students to work 2 min  To make students be
the second exercise on the aware of the order of the
handouts – in groups. paragraphs in this type of
 Teacher checks students’ 1 min article.
answers.  To make students read for
 Teacher asks students to work specific information.
the third exercise on the 2 min
handouts – in groups.
 Teacher checks students’ 2 min
answers.

I. I. I. I.
 Teacher asks students what Students listen T-Ss. 2 min Listening  To let students know what
type of writing that is. and answer. S-Ss and type of writing they are
Ss(individual
 Teacher writes the title on the Students write. work).
3 min speaking. going to study.
blackboard. Writing.  To let students know the title
 Teacher asks students to elicit Students listen of the lesson.
the parts of the description of a and answer. 2 min Listening  To elicit the information
person, the number of and to be studied from students.
paragraphs and what speaking.
information each paragraph
contains.
 Teacher writes the information Students listen 5 min Listening
elicited from the students on the and write. and
board, while they write on their writing.
notebooks.
b.While-
writing II. II.
 Teacher asks students to form Students listen. II. 5 min To make students write an
again the 5 groups and asks T-Ss.
Listening. article about someone’s daily
them to pick up a note with one S-Ss routine.

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 paragraph of a description of a Ss(group
person they will have to write. work). Listening
 Teacher asks students to Students listen and
imagine they have an unusual and write. writing.
life and they have to write their
daily routine.
Teacher asks each leader of the group Students listen T-Ss. 5 min Listening To check how students
to come and stick his/her part and read. S-Ss and performed the task.
description on the board and to read it. Ss(group reading.
work).
c) Post-
writing

6.Feedback Teacher offers feedback and Students listen. T-Ss 2 min Listening. To let students know how they
and evaluation. performed.
evaluation.
7.Homework Teacher asks students to do ex.5b, on Students listen. T-Ss 1min Listening To let students know what their
pg.100. and homework is.
writing.

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