Lesson Plan

School: „NEDA MARINESCU”- Grădinile

Level / class: Beginner/the III rd
Title of the lesson: Introducing new language structure-The Simple Present
Tense
Time: 50’
Date:
Assumed knowledge: The SS know the Present Simple of the verbs Be,
Have, know
the meaning of some verbs(eat, like, do, listen, play)
Aims: - to develop the skill of using grammar structure – The Simple
Present Tense;
- to present practice and produce examples of daily activities;
- to say what they like;
- to learn the days of the week;

Vocabulary area
- the days of the week:
Sunday,Monday,Tuesday,Wednesday - Language structure:
, Thursday, Friday, Saturday; Skill focus:
- other words: how, many, days, baby, - dialogue
want. - understanding
- conversation
- speaking
- writing
- reading

- Materials: Techniques:
- textbook - explanation
- blackboard - exercise solving
- chalk (coloured chalk) - principle learning
- pictures - modeling
- drawings - discovery
- jumbled sentences
 Warm up / Review: The SS begin the lesson by singing the “Alphabet”.
Then they play “Count and tell your name” game.
Filler 1: After doing some exercise they sing the song “ Can you tell me”
Filler 2: At the end of the lesson they play “The disappearing text”

Presentation / Practice Production

Elicitation
The T introduces the The SS are asked to The T shows some pictures
new language. “Today repeat: He likes-s, (with fruit and vegetables)
we’re going to learn to she pays-s, It eats-sto the class. Then she asks
tell what activities we but he does, she goesone pupil in the group what
usually do”. does he like/eat.
The T writes on the The SS make ex 2 Then one of the mates has
blackboard the from the textbook to report to the class what
pattern: S+V e.g. I where they must fill his/her mate likes using the
go / eu merg. Then in with eat or eats IIIrd person.
she asks SS to form a
sentence. “Where do The SS are given jumbled
you go every day?” sentences which they have
The T writes the verb to rearrange
“play” on the e.g.
blackboard: eats/every/Paul/potatoes/day
I play We For each correct answer the
play groups get a star.
You play You
play
He /She / plays They
play
What do you see
different?
The T underlines the
critical point with
coloured chalk – He /
She /It plays – the
third person singular.
So, let’s make a rule:
the IIIrd person
singular takes – s , but
go and do take –es.
Ending the lesson: The T sets the homework and appreciates the SS’
participation in
the lesson.

Lesson plan

School: “Neda Marinescu” – Grădinile

Level / class: Middle / the 5th
Title of the lesson: What did you do last weekend? (Unit 10: Sports and
games )
Type of the lesson: mixed
Date:
Time: 50’

 Aims: - to present practice and produce examples of Past Simple

( Interrogative/
Negative)
- to speak freely about a sport they like or practice
- express preferences /likes and dislikes
- to ask and to give opinions
- to agree and disagree on a certain topic

Assumed knowledge: the SS know what a regular verbs the list of irregular
verbs

- Materials: - Skill focus:

- a TV made of carton - speaking
- blackboard - writing
- pictures - understanding
(write sportsmen)
- coloured chalk
- record cards

- Technicques:
- explanation
- conversation
- exercise solving
- simulation

Warm up/Review
The SS present the dialogues they had to prepare for the class.
Then they have to simulate a press conference with a famous world
sportsmen. The SS have to ask question and present themselves.

Presentation: Practice: Production:

The T introduces today’s
topic: The Past Simple
interrogative, Negative. The
SS already know the list of
irregular and they know the
rule for regular verbs. The T
makes a comparison
between the Present Simple
interrogative / Negative and
the Past Simple Negative/
interrogative by putting on
the BB examples and ask
the SS what differ and what
look like.
I play football/ every week-
end.
I don’t play football/Do you
play football.
I played football yesterday.
I didn’t play football/Did
you play football.
Can you make a rule?
The T writes on the BB The SS are given
the pattern: S+V+ed some record cards
and some verbs like with jumbled
play, go, listen, write, sentence which they
be, visit. have to rearrange, to
From each group put the verbs in the
comes a student in past tense,
front of the class and affirmative,
utter the sentence then interrogative,
writes it on the BB. negative.
The other goes and
transforms it in a
negative sentences then
other in an
interrogative sentence.

Feed-back & evaluation:

One pupil is asked to read aloud the answers from the record card and
all the SS to correct their own record cards.
The T appreciates the SS participation and praise the good answers.

Setting the homework:

For the next class they have to make ex. 4/103. Imagine that yesterday
was the happiness day of your life. Write:
- 7 things you did yesterday
- 7 things you didn’t do yesterday
 Lesson plan

School:’ Neda Marinescu ’ – Gradinile

Level / class: Elementary/ the IVth

Title of the lesson: Enjoy English

Type of lesson: lesson of reinforcement

Date: 27th of October , 2006

Time: 50’

Aims: - to use the verb Be when they introduce themselves or other people;
- to use nationality when describing people;
- to recognize and describe some traditional costumes;
- to study and practice new vocabulary

Skill focus:
- speaking
- writing

Vocabulary area: countries, costumes; Spain Germany, Hungary, Romania, Italy, Great
Britain, Australia, the USA
- family members: mother, father, sister, brother, grandfather,
grandmother

Language structure:
- dialogue
- conversation

Materials:
- realia ( a traditional Romanian costume)
- Power Point application
- post its
- felt tip pens
- a hand- made family poster
- textbook

Lesson stages:

Beginning
the lesson: The T greets the pupils. Checks homework and writes an example on the
5 blackboard.
min

Warm up: They play the game “1,2, my name is… “

5’
 min

Presentation
and Practice: The T brings realia- a national Romanian costume. Shows the
15 costume and
min ask questions about it e.g. Which region is it from? What color is it? Do
you know anyone wearing such costumes today?
Using the Power Point application the T shows slides with some
traditional costumes they discussed in the previous lesson: Italy, Germany
Hungary, France, Romania, Great Britain, etc.
The SS have to describe them and say which they like the most.

10 Every pupil gets an “ identity card” with a foreign name and

min nationality
written on in. They have to mingle introduce themselves and ask other
students to tell their name and nationality.

5 The T gives each group some picture of buildings, actors, cars and they
min must make sentences with them.e.g. the photo of Mel Gibson
Mel Gibson in an American actor.

5 On the BB is pined a big sheet of paper with a family portrait, the SS

min have to insert the family members.

Ending
the lesson: The T sets the homework: they have to bring a photo of their family and a
5 sheet of paper to make a little project about their family. They also have to
min do ex. nr. 5&7 / 11.
The T appreciates the SS participation in the lesson.

Lesson plan
 School: “Neda Marinescu”-Gradinile

Teacher: Lupu Aliona

Date:

Title: Please, stand up!

Grade / Level the III rd / starter

Structure(s) or Function(s): To suggest and ask somebody to do something

Skill focus: - listening comprehension Time needed: 50 minutes

- speaking comprehension

Materials and Preparations: Vocabulary area:

- textbook - board
- cards - desk
- blackboard - map
- pictures - picture
- map - window
- door

Language structures:
- dialogue
- conversation
- asking and answering questions

Objectives: 1.2 1.3 1.4 2.1 2.2 2.3 4.1

Anticipating problems: the teacher anticipates the pupil’s behavior

problems, like failure to pay attention to the lesson, failure to show interest
in work or to follow the commands.

Elicitation: the children are asked to look at the pictures in their textbooks.
The class are introduced the new topic, by playing a game. Someone
pretends to be a four years old child and they have to learn together some
commands, and also to follow some instruction.
Practice: pupils give proper definition of the objects around them and
respect the instructions. Then they put down the new words and sentences
(commands) in the copybooks and then read aloud the instruction from the
textbook.. Afterwards they do some role – play: one is the teacher, the other
is the pupil and they switch the roles.

Production: the pupils know how to make sentences using the new words:
board, desk, map, picture, window, door. They do exactly they are told to,
they can understand the instructions: stand up, sit down, open the door, go to
the desk, come to the board etc.

Feed-back and evaluation: the children play the game “Simon says…”.
They have to pay attention to the instruction and to “Simon says…” phrase.

Lesson plan
School: “Neda Marinescu” – Grădinile
Teacher: Lupu Aliona
Level / class: beginners/ the IIIrd
Date:
Time: 50’
Topic: Numbers and fruit

 Aims:
- to identify fruit
- to learn to count from 1-12
- to practice new vocabulary

 Vocabulary area :
- fruit: melon, banana, apple, orange, pear, lemon, apricot, plum,
peach
- cardinal numbers ( from 1-12 )

 Language structure:
- dialogue
- conversation

 Skill focus:
- reading
- vocabulary comprehension

 Materials: Techniques:
- textbook - verbal techniques:
- flashcards - translation
- drawings - modelling
- blackboard - visual techniques:
- record cards -diagrams and
word
 - paper to make fruit or trees
word shapes

Warm-up/Review
The class plays the game ‘Words beginning with…’ : the T gives a letter and asks
the SS to write down as many words as they can that begin with that letter. The
children can work in pairs or in groups.
e.g. T: Give me a word beginning with ‘P’…
S: ‘Pencil’

Presentation Practice Production

The SS are introduced the Pupils raise their own The SS know how to make
meaning and the use of the pictures with the fruit or up their own sentences with
new vocabulary. the words at the demand the new words: melon,
The T reads the text aloud, of the teacher. peach, plum etc.
with normal speed, stress The T corrects the The SS are given record
and intonation. Then the T children and encourages cards:
shows one picture after them to concentrate and to1.write the numbers:
another with the fruit on it raise proper pictures. 6…six…., 1..…...,9……..etc
and then with the written Afterwards the SS practice
word. the dialogue from the 2. put them in order:
The T writes the numbers ontextbook. one,……………………..
the blackboard. Repeats the The T points a finger for 3.unscramble the words and
numbers with every group, number one, then puts the numbers:
and then with the whole together two, three, four uofr repsa four pears
class. etc. ifev almosn etc
Feed-back and evaluation
The SS play the game: ‘Count and tell your name’. Some pupils come in front of the class
and start to count: the first student is nr.1, the second nr.2, number three have to jump and tell
his/her name, then they keep counting and at nr.6 the pupil jumps and tells his/her name, so does
nr.9. in such a way they pay attention and learn to count freely.
 Lesson plan

School: “Neda Marinescu” – Gradinile

Teacher: Lupu Aliona

Level /class starter / the III rd Time 50’ Date .

Topic / lesson At the Zoo .

Objectives - to recognize some specific sounds of the English language

- to read a short simple text aloud
- to see the link between the text and the images enclosed
- to talk about the Zoo and the animals shown there
- to practice grammar structure: qualitative adjectives

Vocabulary area: Language structure:

- wild animals: - dialogue
giraffe, bear, ostrich, parrot, - conversation
elephant, monkey, tiger, hippo, - asking and answering questions
friend; (where, what, how)
- qualitative adjectives: tall, big,
fast, small, funny.

Materials : Skill focus:

- textbook - vocabulary
- cassette comprehension
- flashcards - grammar structures
- drawings
- blackboard
 Warm- up / Review
The pupils are asked question about the previous lesson („ Where would they like to go and
why?”). Then they are told to give the definition of the Zoo. They are asked related questions
like: „have you ever visited a Zoo?”, „What kind of animals are put there?”
„ Where else can we see those animals?” etc

Presentation /Elicitation Practice Production

The children are asked to look at
the pictures in their textbooks
and they are being introduced
to the new topic by playing a
game: someone pretends to be
an alien who has just come to
visit his friend on Earth and to
be acquainted with the wild
animals of this planet.
The SS provide proper
definition and description of
the animals in the Zoo while
they are shown some drawings
and flashcards. Then they
write down the new words
and read the text from their
text books. They do some
role-play and imagine possible
ending to the story.
The SS know how to make
up sentences with the
new words: bear, elephant,
ostrich etc.
They have to make up
sentences using the new
words and qualitative
adjectives.

Feed-back and evaluation

The pupils play a “miming” game. They have to mime in the turn the animals one can see in
a Zoo as well as the actions these animals do.
Afterwards they are given to solve a crossword and to make a jigsaw puzzle with animals
and to name each of them.

Lesson plan
Teacher: Lupu Aliona

Date: the 22nd of February

Title of the lesson: Can you scuba –dive?

Level / class: Starter / the Vth

Type of lesson: Teaching vocabulary and grammar ( modal verb – Can-

ability)

Aims: - to answer the questions about the lesson;

- to develop the skill of using grammar structures-modal verb Can;
- to present practice and produce examples using the modal verb
Can expressing ability;
- to infer the meaning of the unknown words in a given context;
- to use the new vocabulary properly;
- to have fun while studying the English language;

Materials/teaching aids: -textbook

- blackboard;
- pictures;
- post-its;
- colured chalk
- record cards;

Techniques : - explanation; exercise solving;

- conversation; discovery technique;

Skills: reading
speaking
writing
Vocabulary area : sports and activities: swimming, athletics, tennis, diving,
bascketbal, football, baseball, etc.

Progression of lesson
 Stages Tim Teacher’s activity Student’s activity
e
Starting the 3’ Checking homework and asking The pupils discuss about
lesson questions related to the prior lesson. the text they had to read at
home
Checking 4’ The children are asked questions like: They have to -give proper
previous “How do we form the Present Simple answers. Then they make
knowledge Tense?” up sentences using
Present Simple
Warm-up 3’ The T inquires about Ss mood and asks The pupils play the game “
them if they want to play a game. 1, 2, my name is…”

Presentation 20’ The SS are shown the madoal vrerb Can The SS pay attention to the
conjugated in afffirmative, negative and new grammar structure they
interrogative form and are asked to pay are being introduced and
attention to the IIIrd person singular and then put down in their
say what they see different from a copybooks
normal verb. the draft from the blackboard
I can We can and possible examples.
You can You can
He/she /it can They can

The T reads the new words aloud and The Ss repeat after the T the
elicits their Romanian equivalents. new vocabulary.

Performance 10’ Each of the SS is asked to come in front ofEach pupil come in front of
& Feed-back the class to give one the class, pick a picture
example using pictures. They and show it to the class.
are told to use the verb cn to say what They have to give proper
they can or can’t do. definition of the pictures.
Ex. I can’t swim, but I can play football.

The Ss are given cards with the seasons They sort them and come in
and months and are asked to sort them front of the class and read them
and put them in the right order. aloud- every sesonwith its
months
Assessment 5’ The T asks the SS pull out the informationThey make up sentences
from the table and form sentences: according with information
What can Luke do? in the table and
He can swim and play tennis, but he can’tread them aloud.
scuba-dive and skate.

Setting 3’ The SS are given as homework a record They read the record cards
homework card each and are asked to follow the carefully and ask possible
tasks. questions related to the
instruction on it.

Ending the 2’ The T appreciates the SS’ participation The SS are encouraged and
lesson during the lesson. those who gave proper
answers are praised.

Lesson plan
Teacher: Lupu Aliona

Level / Class: Elementary /the VI th

Title of the lesson: It’s the highest in the world.

Type of the lesson: Teaching grammar

Date: the 22nd of February

Allotted time: 50’

Aims: - to identify a short / long and an irregular adjective;

- to express their opinions using the Degrees of Comparison ( of
short / long and irregular adjectives);
- to practice and produce examples of comparisons;
- to learn to work as a group;

Assumed knowledge: the SS know what an adjective is and they can give
examples of adjectives

Materials required:
- textbook
- blackboard
- coloured chalk
- list of noun pairs
- pictures
 Techniques : Skill focus:
- explanation - speaking
- personalization - writing
- exercise solving - reading

Stage Procedure Aims

1.Warmer Get SS move around the classroom To get talking and
5’ looking at one another’s clothes, revise physical
colour of the eyes and hair. description, clothes
T signal – SS stand back to back and vocabulary
describe him/her.

2. The T introduces the new topic: The To set the scene and
Presentation Degree of Comparison – The interest of the SS.
15’ Comparative and Superlative of
adjectives.
What’s a short adjective? To clearly
- a monosyllabic or understand,
disyllabic adjective remember and
They take the inflections -er for follow the rules
Comparative and –est for
Superlative.
What’s a long adjective?
- an adjective containing
three or more syllables.
+ . more +adj. for Comparative and the
most + adj for the Superlative

The irregular adj. must be learnt

heart

The T underlines the critical points

with coloured chalk
a) hot – hotter – the hottest (short
vowel)
b) happy – happier – the happiest
(- y after a consonant)
c) fine – finer – the finest
(final mute e disappears)
The T makes a comparison between
her and a pupil: I am taller than
Maria.
Feed – back
and evaluation
10’
The T gives the SS record cards with jumbled sentences which they have to
rearrange so as to make comparisons.
e.g. a house / a block of flats / small
A house is smaller than a block of flats.
At the end, the T checks the record cards, encourages and praises the SS
who gave proper answers.