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Lesson Plan
School: NEDA MARINESCU- Grdinile
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;
- Language structure:
Skill focus:
- dialogue- understanding
- conversation
- speaking
- writing
- reading
- Materials: Techniques:
- textbook - explanation
- blackboard - exercise solving
- chalk (coloured chalk) - principle learning- pictures - modeling
- drawings - discovery
- jumbled sentences
Vocabulary area
- the days of the week:
Sunday,Monday,Tuesday,Wednesday
, Thursday, Friday, Saturday;
- other words: how, many, days, baby,want.
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Ending the lesson: The T sets the homework and appreciates the SS
participation in
the lesson.
Lesson plan
School: Neda Marinescu Grdinile
Level / class: Middle / the 5th
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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 irregularverbs
- 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/ReviewThe 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:
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The T introduces todays
topic: The Past Simple
interrogative, Negative. The
SS already know the list of
irregular and they know therule 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 dont play football/Do you
play football.
I played football yesterday.
I didnt play football/Did
you play football.
Can you make a rule?
The T writes on the BB
the pattern: S+V+ed
and some verbs like
play, go, listen, write,
be, visit.From each group
comes a student in
front of the class and
utter the sentence then
writes it on the BB.
The other goes and
transforms it in a
negative sentences then
other in an
interrogative sentence.
The SS are given
some record cards
with jumbled
sentence which they
have to rearrange, toput the verbs in the
past tense,
affirmative,
interrogative,
negative.
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 didnt do yesterday
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Lesson plan
School: Neda Marinescu Gradinile
Level / class: Elementary/ the IVth
Title of the lesson: Enjoy English
Type of lesson: lesson of reinforcement
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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
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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? Doyou 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, GermanyHungary, 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 andmin 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 GibsonMel 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 a5 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
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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 pupils behavior
problems, like failure to pay attention to the lesson, failure to show interest
in work or to follow the commands.
Elicitation: thechildren 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.
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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
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School: Neda Marinescu Grdinile
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
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- 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
meaning and the use of the
new vocabulary.
The T reads the text aloud,
with normal speed, stress
and intonation. Then the T
shows one picture after
another with the fruit on itand then with the written
word.
The T writes the numbers on
the blackboard. Repeats the
numbers with every group,
and then with the whole
class.
Pupils raise their own
pictures with the fruit or
the words at the demand
of the teacher.
The T corrects the
children and encourages
them to concentrate and to
raise proper pictures.Afterwards the SS practice
the dialogue from the
textbook.
The T points a finger for
number one, then puts
together two, three, four
etc.
The SS know how to make
up their own sentences with
the new words: melon,
peach, plum etc.
The SS are given record
cards:
1.write the numbers:
6six., 1.....,9..etc
2. put them in order:
one,..
3.unscramble the words and
the numbers:
uofr repsa four pears
ifev almosn etc
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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 donr.9. in such a way they pay attention and learn to count freely.
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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:
- wild animals:
giraffe, bear, ostrich, parrot,
elephant, monkey, tiger, hippo,
friend;
- qualitative adjectives: tall, big,fast, small, funny.
Language structure:
- dialogue
- conversation
- asking and answering questions
(where, what, how)
Materials :
- textbook
- cassette
- flashcards
- drawings
- blackboard
Skill focus:
- vocabulary
comprehension
- grammar structures
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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 question
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 mak
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 se
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 animal
and to name each of them.
Lesson plan
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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
writingVocabulary area : sports and activities: swimming, athletics, tennis, diving,
bascketbal, football, baseball, etc.
Progression of lesson
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Stages Tim
e
Teachers activity Students activity
Starting the
lesson
3 Checking homework and asking
questions related to the prior lesson.
The pupils discuss about
the text they had to read athome
Checking
previous
knowledge
4 The children are asked questions like:
How do we form the Present Simple
Tense?
They have to -give proper
answers. Then they make
up sentences using
Present Simple
Warm-up 3 The T inquires about Ss mood and asks
them if they want to play a game.
The pupils play the game
1, 2, my name is
Presentation 20 The SS are shown the madoal vrerb Can
conjugated in afffirmative, negative and
interrogative form and are asked to pay
attention to the IIIrd person singular and
say what they see different from a
normal verb.
I can We can
You can You canHe/she /it can They can
The T reads the new words aloud and
elicits their Romanian equivalents.
The SS pay attention to the
new grammar structure they
are being introduced and
then put down in their
copybooks
the draft from the blackboard
and possible examples.
The Ss repeat after the T the
new vocabulary.
Performance
& Feed-back
10 Each of the SS is asked to come in front of
the class to give one
example using pictures. They
are told to use the verb cn to say what
they can or cant do.Ex. I cant swim, but I can play football.
The Ss are given cards with the seasons
and months and are asked to sort them
and put them in the right order.
Each pupil come in front of
the class, pick a picture
and show it to the class.
They have to give proper
definition of the pictures.
They sort them and come in
front of the class and read them
aloud- every sesonwith its
months
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Assessment 5 The T asks the SS pull out the information
from the table and form sentences:
What can Luke do?He can swim and play tennis, but he cant
scuba-dive and skate.
They make up sentences
according with information
in the table andread them aloud.
Setting
homework
3 The SS are given as homework a record
card each and are asked to follow the
tasks.
They read the record cards
carefully and ask possible
questions related to the
instruction on it.
Ending thelesson
2 The T appreciates the SS participationduring the lesson.
The SS are encouraged andthose who gave proper
answers are praised.
Lesson plan
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Teacher: Lupu Aliona
Level / Class: Elementary /the VI th
Title of the lesson: Its 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
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Skill focus:
- speaking
- writing
- reading
Techniques :
- explanation
- personalization
- exercise solving
Stage Procedure Aims
1.Warmer
5
Get SS move around the classroom
looking at one anothers clothes,
colour of the eyes and hair.
T signal SS stand back to back and
describe him/her.
To get talking and
revise physical
description, clothes
vocabulary
2.
Presentation
15
The T introduces the new topic: The
Degree of Comparison The
Comparative and Superlative of
adjectives.
Whats a short adjective?
- a monosyllabic or
disyllabic adjective
They take the inflections -erfor
Comparative and estfor
Superlative.
Whats 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.
To set the scene and
interest of the SS.
To clearly
understand,
remember and
follow the rules
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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.