Teaching Procedures:

Step One: Explain to your students what an ‘imperative’ is. Also known as a command or a plea,
it gives someone instructions about what they should do – Stand up. Sit down. Stop talking. Etc.
Write several examples on the board and have students copy into notebooks. (I always tell them
there will be a test on this, and usually follow up with a short test at the beginning of the next
class).

Step Two: Explain the basic structure of an imperative, either a) the simple version composed of
just a verb – Sit. Stop. Eat. Run. Etc., or b) a verb followed by additional information – Sit there.
Stop talking. Eat faster. Hit Susan. Etc.

Step Three: Go around the classroom, giving a basic verb imperative (Go. Eat. Talk etc) and ask
each student to add additional information to the imperative – Faster, A Person’s Name, Now,
Tomorrow etc.

Step Four: (Game One) – Choose three students and ask them to come to the front of the class. I
always choose the more outgoing ones, so they don’t feel stupid when they’re standing up there
and expected to follow commands.

When standing in a row facing the other students, give them several imperatives to follow – Turn
around. Sit down on the floor. Stand up. Touch your nose and on and on. I always do a few silly
ones “Hit yourself really fast”, “Kiss that boy”, which my students love as it makes them laugh.

Now allow other students to raise their hands and, after you choose one, let him or her give an
imperative to the students at the front of the class. Here the other students get very creative, and
silly, with the imperatives they create and it usually ends up with the whole classroom screaming
laughing including the three students at the front of the class.

Step Five: (Second Game) – Remember the Game “Simon Says”? You couldn’t find a better,
and more fun game, to use to learn how to use imperatives and my students love it, regardless of
their age.

Have all your students stand up and to one side of their desk, if possible. With large classes (50-
plus, like we often have in Thailand), this can be more difficult for the teacher as you have to
keep your eye on a lot of kids but, don’t worry, other kids will usually ‘tell on’ the kid who
didn’t follow the command correctly or followed the command when “Simon” didn’t tell him to.

Explain the rules of “Simon Says” – if “Simon Says” comes before an imperative, the students
must follow the imperative. If it doesn’t, they mustn’t and anyone who does will be “Out”.

I always do a quick warm-up round first where, if the kids make a mistake, it doesn’t count, so
they can figure out how it works.

Start the game slowly but, after a couple of minutes, speed things up a little bit so the students
don’t have much time to think about following the commands. Run the game until only either
one child is left standing, or a small group if you run out of time. I always reward the final few
with a couple of pieces of candy, which thrills them no end. Plus, Simon Says is hilariously
funny and all of my students (from 6 year olds up to adults) have had an absolute blast playing it.

Final Notes – If you want to do a follow up test on imperatives, I usually do one at the beginning
of the next class and simply give a one-word verb imperative and have students write down extra
information to add to it.

Evaluation/Assessment: 1. Students’ ability to understand, 2. When they add information to the

imperative, is it complicated or simple? 3. Students’ willingness to participate and have fun. 4.
Scores on test in following class, if you choose to test them.

How to play Simon Says

Simon Says is the classic game that can be used anywhere from a day at the beach, to a long car
ride or even a simple ice breaker. Listen closely as “Simon” gives you directions. If “Simon”
says to do something, you better act fast. But, if “Simon” does not and you do it anyway, you’re
out!

Requires
At least 3 people, but more people make for more fun

Game play
One person is designated Simon, the others are the players. Standing in front of the group, Simon
tells players what they must do. However, the players must only obey commands that begin with
the words “Simon Says.”

If Simon says, “Simon says touch your nose,” then players must touch their nose. But, if Simon
simply says, “jump,” without first saying “Simon says,” players must not jump. Those that do
jump are out.

Objective
Follow directions and stay in the game for as long as possible! The last player standing wins and
becomes the next Simon. If you’re Simon, the object is to try to dupe the players to follow your
commands when they shouldn’t.

Who is Simon?
We call Simon the master and commander of this game in the United States. Other countries use
different names for the leader. In France, he’s called Jacques; in Hebrew, Herzl is the boss; and
the Irish respect all that O’Grady says. Scandinavians have a more hierarchical view of the game:
In Norway “the King commands,” and in Finland, “the Captain commands.”
 LESSON PLAN

Teacher Chiricu Rodica-Cristina

Date: 18th March 2020

Class : 5th

Level: Elementary

School Scoala Gimnaziala Nr.1 Frasinet

Textbook : Comunicare in Limba Moderna 1, Ed. Litera.

Unit 16: “House and home”

Main Topic: “The Imperative”

Type of lesson : new and previously acquired grammar structures

Vocabulary: words related to gadgets

Methods and techniques:

a) main method: Communicative Approach
b) elements of: audio-lingual and audio-visual approach, PPP
c) techniques: presentation, conversation, explanation, matching.
Skills developed: listening, speaking, writing, reading
Time: 45’

Competences: 1.1, 1.2, 2.1,2.4, 3.1,3.2, 4.3

Lesson aims:
At the end of the lesson students will be able to:
- to consolidate Ss' grammar acquisitions about expressing commands and pleas;
- to improve Ss' vocabulary;
- to improve Ss' capacity of communication.
Materials: blackboard, chalk, handouts.

Classroom management:

- a comfortable bright room.

 Stages of the lesson

Stages of the Ti- Interac- Compe Teacher does Students do Observations

lesson ming tion -tences
Greetings and 3’ T-Ss 1.1 Informal conversation Response to
organizing the Ss-Ss 1.2 (greetings; how are you?, informal questions.
class 2.1 small talk to cheer them Ss elicit their
up). leader.
Teacher asks the students
to choose a leader to their
group.
Checking 7’ T-Ss 1.1 "Have you done your Ss answer
previous Ss-Ss 1.2 homework?", "Was it individually and
knowledge 2.1 difficult?", "Who'd like to read the homework
read it?"
T asks several pupils to
read the homework and
corrects them if necessary.
Warm-up 5’ T-Ss 1.2 T introduces the idea of Ss identify the
Ss-Ss 2.1 the imperative mood and verb and say the
2.4 writes a few sentences on meaning of the
the blackboard asking the sentence.
studets to identify the verb
and also to say what the
sentece is about;

Presentation 5’ T-Ss T announces the title of Ss listen to the T

Ss-Ss the new lesson ‘The explanations and
imperative mood’ and write in their
explains the basic notebooks the title
structure of an imperative, and the examples.
either a) the simple
version composed of just a
verb – Sit. Stop. Eat. Run.
Etc., or b) a verb followed
by additional information
– Sit there. Stop talking.
Eat faster. Hit Susan. Etc.
Guided Practice 3’ T-Ss T chooses three students The students
Ss-Ss and ask them to come to chosen stand in
the front of the front of the
Activity 1 class.When standing in a classroom and do
row facing the other what the teacher
students, give them asked.
several imperatives to
follow – Turn around. Sit
 down on the floor. Stand
up. Touch your nose and
on and on, “Hit yourself
really fast”, “Kiss that
boy”.

Activity 2 6’ The T gives the students The students

Worksheet 1 and asks complete the
them to complete the worksheet fill in
requirements: complete the numbers. They
the words and fill the read the completed
numbers in the circles sentences and the
near the pictures.The number they
teacher asks the pupils to assigned to each
read the complete picture.
sentences and also the
number they have
assigned each picture.
Activity 3
8’ The T asks the students to The students play
play „Simon says” and the game.
explains the rules and
saying that „the master”
of the game is the teacher
and also that who doesn’t
obey the rules will be out
of the game the next
Simon will be the student
that obeyed all the
commands.
Feedback; 3’ T-Ss T gives a few students Ss take notes and
Assigning Ss-Ss some „smiling faces” and asks some
homework asks them to show which questions if
face represents them after necessary.
the lesson.

Teacher assigns
homework Worksheet 2.
 LESSON PLAN

Teacher Chiricu Rodica-Cristina

Date: 18th March 2020

Class : 6th

Level: Elementary

School Scoala Gimnaziala Nr.1 Frasinet

Textbook : Limba Moderna 1 engleză, Ed. Uniscan.

Unit 16: “What an adventure”

Main Topic: “Describing last summer’s activities”

Type of lesson : new and previously acquired vocabulary related to the animal world

Methods and techniques:

a) main method: Communicative Approach
b) elements of: audio-lingual and audio-visual approach, PPP
c) techniques: presentation, conversation, explanation, matching.
Skills developed: listening, speaking, writing, reading
Time: 45’

Competences: 1.1, 1.2, 2.1,2.2,2.3,3.2, 3.3,3.4, 4.3

Lesson aims:
At the end of the lesson students will be able to:
- to consolidate Ss' reading acquisitions;
- to improve Ss' vocabulary regarding previously acquired vocabulary related to the animal
world;
- to improve Ss' capacity of communication.
Materials: blackboard, chalk, handouts.

Classroom management:

- a comfortable bright room.

- the class is divided into two groups, each group having a representative student.
 Stages of the lesson

Stages of the Ti- Interac- Compe Teacher does Students do Observations

lesson ming tion -tences
Greetings and 3’ T-Ss 1.2 Informal conversation Response to
organizing the Ss-Ss 2.3 (greetings; how are you?, informal questions.
class small talk to cheer them Ss elicit their
up). leader.
Teacher asks the students
to choose a leader to their
group.
Checking 5’ T-Ss 1.2 "Have you done your Ss answer
previous Ss-Ss 2.3 homework?", "Was it individually and
knowledge difficult?", "Who'd like to read the homework
read it?"
T asks several pupils to
read the homework and
corrects them if necessary.