LESSON PLAN
TEACHER: Szentgyörgyi Diana-Aurelia
SCHOOL: Școala Gimnazială Adămuș
DATE: 19th October, 2020
FORM/LEVEL: 6th form, 6th year of study, pre-intermediate
NUMBER OF STUDENTS:20 students
TIME: 45 min
UNIT/LESSON: 2 ’’Our Amazing World/ Schools of the air- something similar with online teaching’’
LESSON TOPIC: talking about habits and routines
TYPE OF LESSON: Fixation knowledge and develop skills
VOCABULARY: describing similarities and differences
GRAMMAR: Present Simple
SPECIAL COMPETENCES: 1.2 Identifying key elements from a standard speech on familiar topics ;
2.2 Describing some places and people ;
3.2 Extracting general and specific information from a text;
3.3 Guessing the meaning of unfamiliar words from the context ;
4.1 Writing about past personal experiences
OBJECTIVES/LESSON AIMS: by the end of the lesson, the students will be able to:
A. Cognitive Objectives : talk about the Schools of the air;
: correct wrong sentences ;
: find differences and similarities between information from the text and their reality ;
: use adverbs of frequency in their own statements;
: specify their daily program.
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, scanning a text
INTERACTION: T-Ss, S-S, Ss-Ss, PW, GW, IW
TEACHING TECHNIQUES: brainstorming, conversation, dialogues, true or false exercises, descriptions,scanning a
text, asking/answering to questions based on pictures,’’Think-Work in pairs- Communicate’’
METHODS OF TEACHING: Communicative Approach, Grammar Translation
TEACHING AIDS: whiteboard, blackboard, notebooks, flipchart, dictionary, coloured pieces of chalk, worksheets, laptop
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 I would like them to.
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
- different Internet sites: Wikipedia
www.australian-children.com
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 checks homework orally, encouraging Ss to make corrections by S-Ss
themselves. If necessary, T will write the difficult part of the exercises on Ss-T
the BB, discussing it with the Ss.
Lead – in
Aims: to make Ss aware of the items they will learn
: to introduce the new topic- vocabulary related to similarities and differences between school of the air and an usual school
PROCEDURE INTERACTION TIMING
T writes the words : webcam, digital whiteboards, classmates and asks T – Ss 5 minutes
Ss to predict what is the lesson about. S-T
Ss provide answers and T writes on the BB. IW
T invites Ss to imagine that they have a laptop in front of them, open it
and read a website article (provided by T).
Presentation
Aims: to review and consolidate Ss’ knowledge on Present Simple
: to provide the context for the speaking and writing activity
: to raise expectations and create involvement in the speaking / writing task
PROCEDURE INTERACTION TIMING
T asks 4 Ss to read the text. T explains the unknown words (if there are) T – Ss 10 minutes
Then, Ss will have to skim for the main ideas and to scan for specific PW
pieces of information. S-S
They will have to correct in their notebooks the given sentences with
their deskmate. S-T
T puts down on the BB the new lexis.
Practice
Aims : to consolidate Ss’ knowledge on adverbs of frequency
: to give Ss practice on grammar: Present Simple
: to activate Ss and make them cooperate with the T and with their peers
PROCEDURE INTERACTION TIMING
T forms teams and asks Ss to write down what the air students always/ T – Ss 5 minutes
often/ usually/ never/ sometimes do. Ss make notes and read loud the S - Ss
answers. TW
S-T
Production
Aims: to use the newly acquired grammar rules and lexis
: to review and consolidate Ss’ knowledge
PROCEDURE INTERACTION TIMING
T asks Ss to find four similarities and four differences between Schools of T – Ss 10 minutes
the air‘s and their school`s program (team work). S-S
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 look at some cards representing some daily routine actions. T T – Ss 5 minutes
invite 2 or 3 Ss to choose some cards and to explain in sentences his/her S–S
daily program in an ordinary school day. Ss-T
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 worksheet. T sets homework for the next time, gives
3-4 marks, praises all the Ss and dismisses the class.
