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LESSON PLAN

Teacher: LOREDANA GHEORGHE


Level: Intermediate
Stage of course: V
Theme: A Day Out

Stages of lesson Activities - students and teacher Reasons for Materials Timing
activities

T greets students.
Warm-up To create a calm The register 2 min.
T asks questions: Who is absent today?
How are you today? atmosphere for
Are you ready for the lesson?
beginning the
Students answer.
lesson.
„What was your homework for today?’’ Did you
do it?’’ The teacher asks a few students to read it. Textbook, 5 min.
Checking- - to correct the
up homework If it’s necessary, the teacher will ask them to write notebooks
mistakes
on the blackboard.

---------------------
T asks: What was your lesson for today? Blackboard
Checking To practice the last
We’ve discussed about places to go or things to Sheet of 5 min.
previous lesson’s words.
do in weekends.
paper
knowledge

Transition to To develop pupils’ Blackboard 5 min.


T writes on the blackboard the word “weekend”.
imagination
the new lesson S try to write another words connected with this
word (Brainstorming).
To introduce the
students into the
new topic

1
To encourage 3 min.
T say: The title of our new lesson is „A Day Out”
Presenting the students to talk
and you will remember Present Tense
Continuous.
new lesson “How do you usually spend your weekend?”

To develop
Activity 1 Textbook 5 min.
Open your books, please, at page 40. listening, writing,
Practice Here is a word web. Match the pictures with the Notebooks
reading and
words from the box.
S solve the exercise. speaking skills

Practice Activity 2 To make students


Then T asks the pupils to look of the pictures of
to practice that they Textbook 10 min.
Trenance Leisure Park and say What people can
do there at the weekend. learnt
Then S have to match the pictures with the
sentences and say what the people are doing.
------------------ S work in pairs.

To give students
Workpapers 10 min.
the opportunity to
Activity 3
Starting from the exercise no 3, T remember S practice Present
Present Tense Continuous.
Tense Continuous.
Workpapers.
To appreciate the
Practicing The
students’ work.
Present
Continuous

------------------ Notebooks 4 min


T asks S to write a postcard in which they will To use the new
Evaluation invite their best friend to spend a weekend words of the lesson.
together.

To practice their 1 min.


Home Then the teacher will make a short appreciation of
the pupils’ activity during the lesson. writing and to
assignment The Ss will receive as homework to solve the develop their
exercise 5 (b) from the textbook, page 42.
imagination.

2
Workpaper

Turn the verbs into questions:

1) The teacher is writing a poem.


……………………………………………………………….
2) You are working in the garden.
……………………………………………………………….
3) She is going to the dentist.
……………………………………………………………….
4) Tom and I are cooking dinner.
……………………………………………………………….
5) They are having breakfast.
……………………………………………………………….
6) Paul is listening to music.
……………………………………………………………….
7) They are watching TV.
……………………………………………………………….
8) She is reading the lesson.
……………………………………………………………….
9) We are playing the violin.
……………………………………………………………….
10) Mary is singing a song.
……………………………………………………………….

Transform the following verbs from the present Simple into


the Present Continuous:

Model: I play football.


I am playing football.

a) They run in the classroom. _________________________________


b) She does her homework. _________________________________
c) We drink water. _________________________________
d) Paul sleeps on the floor. _________________________________
e) Grandma goes shopping. _________________________________
f) The baby cries. _________________________________
g) Father washes the car. _________________________________
h) Layla walks the dog. _________________________________
i) Simon buys juice. _________________________________
j) You read the lesson. _________________________________
k) Mother cooks. _________________________________
l) Grandpa digs the field. _________________________________
m) My aunt plants flowers. _________________________________
n) Ron and Tom write letters. _________________________________

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General aims:
By the end of the lesson the students will be able to:
- to understand, read and write new words enriching their vocabulary about
spending weekend;
- to identify and describe activities using Present Continuous;
- to ask or give information identifying different activities
- develop speaking skills by expressing their opinions
- be aware that this language has a grammar and we must learn its theory to
practice it correctly
- to know more about themselves by sharing their experience

Presentation mood:
- I try to create a friendly atmosphere and I find the presence of self-confidence
in my pupils’ eyes.
- I speak in a natural and moderate voice to assure the pupils that all is right
and under the control
- I focus on all my students to maintain the eye contact with them; they must
feel that all their problems and actions are important;
- I use one of my hand to gesture emphatically; I relaxed my arms, nod my
head to the speaker
- I smile gently when one of the pupils tells a humorous adventure referring
to the farm’s life

Teaching techniques:
- I like to use: the conversation, exercises, the observation, the dialogue, the
Brain-storming;
-I need to be sure that students understand the new words correctly and also
the grammar;
- I help the pupils if it is necessary;
-I give them questions before teaching the new lesson (to offer them
possibilities to be active to talk);
- A teacher always gives clear instructions and he/she must to know very well
the subject matter;
- Constant revisions help consolidate learning.

Motivation:
- The pupils’ approach is very important in order to attract their attention
and to motivate them. All the children like playing. I used this way with
success. Using pair works, pupils have a positive attitude and a more
rapid apprehension of the information, becoming independent,
acquiring a high sense of responsibility.
- Pupils are concerned with things and activities that interest them:
events, holiday, indoor and outdoor activities.

Learning resources:
- I always paid attention to the presentation, making drawing simple, big
enough to be seen by every pupil in the classroom. I wrote legible and
correctly on the blackboard, emphasizing with colour chalks the
grammatical rules that are important to keep in mind.

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- Referring to the grammar practice teacher must make a bridge
between variety of practice activities and structures in the context.
- We use also the course-book that provides texts and learning tasks,
which are likely to be of an appropriate level for most of the class.
- Practice activity must be in connection with the presentation

Time management:
- A lesson has a limited time.
- I set a time limit to the group work till I try to finish the activity while the
pupils are still enjoying it and interested.
- Playing is very interesting, but this activity and its preparation take
more time and sometimes I can’t manage it; however games are more
efficiently.

Questioning:
- Referring to questioning, I keep pupils involved in discourse and ask
appropriate questions at the right time for encourage pupils’ self-
expression or to test their understanding and their knowledge.
- I give pupils time and I command to raise their hands for permission to
speak before they answer.
- I prepare a series of helping questions for effective learning; when
questions are not concrete it may cause problem.

Assessment and feed-back:


- I always give encouragement to those pupils, who don’t answer
successfully. By this way I can recapture pupils’ wandering attention,
promote success, and enhance self-esteem. The teacher mustn’t break
their enthusiasm, but we must have high expectations.
- I treat all the pupils equally with care and with respect when I assess
their acquaintances.
- Feedback gives pupils information about the validity of their knowledge
or skills, which must have a positive emotional tone.
- By the diagnostic assessment trough the formative, I obtain the final
appreciation.

Problems in practice:
- Pupils might find difficulty in speaking, sometime they express
themselves incorrect in pronunciation and also grammar mistakes
aren’t excluded, too. I think that, problems are caused by the fact they
didn’t know the grammatical application rule in order to expressing their
opinion
- They are beginners and some students may not feel self-confident
about their pronunciation and refuse interaction.
- I assessed the situation and I prepare more explanations.
- I try to solve the discipline problems giving black points which
influenced badly their grades.

Self evaluation

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I maintain a good relationship with my pupils. I’m open, democratic,
friendly, and helpful and they are cooperative, creative, active, and productive
during the lessons.
I added to this lesson some exercises because I like when the pupils
discover themselves the main parts of the lesson. They like to work in group
or in pairs because they can cooperate and so can tell to their classmates
their opinions, can express their own points of view.
I found interesting the homework from the textbook because the pupils
can choose from a few possibilities, making more type of projects: writing
about their/others habitual/unusual week/day.
I use to add some materials for the lessons enriching the variety of
activities, making the lessons more interesting, changing the methods of
learning, using the most appropriate. I try to use the time efficiently, allocating
more time for pupils’ activities, in which they were actively involved in
successful learning actions.
I prepare the materials in advance which create a sense of order and
equilibrium in the classroom.
I use questions recapturing pupil’s wandering attention, promoting
success and enhancing self esteem. Questioning, I resolve the noise problem,
when it is necessary.
When some pupils may not feel self-confident about their pronunciation
and refused interaction, I encourage them.
I try to be clear and logical and help my pupils if it’s necessary.
I repeat as much as I can because constant revisions help the students to
consolidate learning. I check the understanding of the lesson questioning the
pupils and gave them tests for assessment.
The pupils worked actively, they understood the task. The pupils
worked efficiently. The activities took place rapidly. The pupils or I always
corrected the mistakes. The pupils talked about their task, they hadn’t time for
boring. I maintained eye contact with all the pupils, especially with those who
had an inadequate behavior. I approved the right answers using body or sign
languages. I monitored the pupils during the activities. We have a set
established of accepted rules and the pupils were expected to follow those. I
punished the pupil’s misbehaviors, keeping out that pupil from the game. I did
not tolerate aggression, sarcasm or destructive criticism.
I think that the aims were achieved with success.

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