LESSON PLAN

School: Seminarul Teologic “Sf. Apostol Andrei” Galati

Date:
Teacher: Rebenciuc Oana
Form: 2nd
Textbook: Super Minds 2
Unit: 5 My bedroom
Type of lesson: Mixed Lesson
Skills: Listening, reading, speaking
Time: 45 min.
Lesson aims: The students will use the English language to communicate orally and in writing about objects they see in their
proximity or about objects they see at a certain distance, while the teacher will monitor their progress.
Lesson objectives:
By the end of the lesson students will be able to:

- name the four demonstrative pronouns and state their purpose.

- use demonstrative pronouns with correct pronoun/verb agreement (singular and plural).

Teaching techniques
- elicitation
- explanation
- conversation
- role play/ dialogue
 - group work

Resources:
- textbooks
- blackboard
- worksheets
- Video
- flashcards

ASSUMPTIONS: Students are already familiar with some words used for this topic

ANTICIPATED PROBLEMS: They may be noisy when working in pairs/groups

SOLUTIONS: Create a pleasant and warm atmosphere, provide explanations when necessary and encourage them to give answers

Warm-up
Activity 1
Aims:
 to create a pleasant atmosphere
 to gain students’ attention
PROCEDURE INTERACTION TIMING GROUPING SKILL
FOCUS
Teacher greets and marks the absent students, if any.

T - Ss 2 min Whole class Speaking

Lead – in
Activity 2
Aims:
 to communicate the new information about the Demonstrative Pronouns in the most attractive way possible
 to consolidate the Demonstrative Pronouns (This/That/These/Those) and obtain feedback on individual pupils

PROCEDURE INTERACTION TIMING GROUPING SKILL

FOCUS
 Teacher will start the lesson by standing at the front of the class. She
will tell everyone to stand up and come up to the front of the class as
well, and they will have to stand behind her. Students may be noisy T – Ss 10 min Whole class Listening
but teacher will ask them to be quiet. She will make sure that there is
enough space in the front of the class so that everyone will fit Speaking
comfortably in.

 Teacher will now have an empty classroom of desks and chairs in

front of her and her pupils. Teacher will take out one of her flashcards
(an apple) and place it on the desk in front of her. She will point to it
and ask the class “What is this?” and elicit “An apple”.

 The students may answer: “An apple” because they have already
learned names of fruits and vegetables in a previous lesson. Teacher
will assess the students using “Great!” or “Well done!” and emphasize
on “This is an apple!”

 Next the teacher will place another apple flashcard on a table in the
back of the classroom and again elicit what it is simply by saying
“What is that?” and pointing at that flashcard.

 The students may answer: “An apple” because they have already
learned names of fruits and vegetables in a previous lesson. Teacher
will assess the students using “Great!” or “Well done!” and emphasize
on “That is an apple!”
 Teacher will now place another flashcard on a desk near her and her
students. This time she will use a flashcard depicting two bananas. She
will then ask her students: “What are these?” eliciting “Bananas” or
“Two bananas”

 The students may answer: “Two bananas” or simply “Bananas”.

Teacher will assess the students using “Great!” or “Well done!” and
emphasize on “These are bananas!”

 Next the teacher will place another flashcard depicting two bananas but
on a desk in the back of the classroom. She will then ask “What are
those?” eliciting again “Bananas” or “Two bananas”.

 The students may answer: “Two bananas” or simply “Bananas”.

Teacher will assess the students using “Great!” or “Well done!” and
emphasize on “Those are bananas!”

 Next the teacher will take out the 4 demonstrative pronouns

flashcards (This is a/an; That is a/an; These are; Those are) and put
each one next to each of the 4 fruit depicting flashcards. She will then
ask students to repeat chorally the 4 sentences by indicating each of
the flashcards using her hand.
Practicing recently acquired vocabulary and grammar
Activity 3
Aims:
 to consolidate Demonstrative Pronouns and to obtain feedback on individual pupils
 to monitor the pupils’ progress

PROCEDURE INTERAC-TION TIMING GROUPING SKILL FOCUS

 Teacher asks students to take a sit at their desks. Teacher will write on
the board This=Acesta; That=Acela; These=Acestea, Those=Acelea
Individual
 She will take the 4 demonstrative pronouns flashcards from the desks T - Ss 5 min Work Speaking
and will ask students (one at a time) to come in front of the classroom. Ss-T
She will give each flashcard to a student and ask them to place the Reading
flashcards where they think they belong to complete the sentences.
Teacher will help if necessary.

 Students listen and complete the tasks.

Practicing recently acquired vocabulary and grammar
Activity 4
Aims:
 to consolidate Demonstrative Pronouns and to obtain feedback on individual pupils
 to monitor the pupils’ progress

PROCEDURE INTERACTION TIMING GROUPING SKILL FOCUS

 Teacher asks students to form groups of five. She hands them worksheets.
T - Ss Group Work
 Students have to make sentences using the demonstrative pronouns Ss-T
according to what is depicted on the worksheet. There are hands Ss-Ss 7 min Speaking
indicating proximity of a certain fruit or fruits and hands indicating the
distance between the person and the fruit or fruits depicted. The Reading
students must choose the right demonstrative and they must use the
correct pronoun/verb agreement.

 After completing the task teacher chooses one representative from

the groups that finished first and ask them to go to the board and use
flashcards to reproduce the sentences they have already written on
their worksheets.
While watching and listening
Activity 5
Aims:
 to watch and listen for specific information
 to watch and listen to confirm expectations

PROCEDURE INTERACTION TIMING GROUPING SKILL FOCUS

 Teacher introduces the new activity. She tells students that this is
again a group activity. T – Ss 10 min Group Work Listening
Watching
 Teacher asks students to pay attention to the screen. She tells the Ss-Ss Writing
pupils that now they will have some more practice. She hands out to
her students worksheets – one per group. Students have to watch and
listen and fill in the missing words in their worksheets.

 Teacher explains students that they will watch and match the images
with the corresponding sentence. The answers will be checked by
the teacher afterwards, when she will elicit the group elected
spokesperson to answer.

 T plays the video twice. She uses the “This and that and these and
those song” on Youtube see source
https://www.youtube.com/watch?v=TkpSsdQCaKY

 Students watch, follow along and complete the task.

Post watching and listening
Activity 6
Aims:
 to check the understanding of the exercise
 to practise pronunciation and grammar

PROCEDURE INTERACTION TIMING GROUPING SKILL FOCUS

 Teacher asks the students if they were able to complete the task. If
the students need more time to discuss amongst them, teacher will T - Ss 7 min Group Work Reading
let them finish the fill-in exercise. Speaking
 Teacher will elicit the spokesperson from each group to stand up and
communicate the group’s answers.
 Teacher will check the answers and correct the mistakes, if any.

Evaluation
PROCEDURE INTERAC- TIMING GROUPING SKILL
TION FOCUS
Teacher sums up the lesson and evaluates students’ work by giving T - Ss 2 min Whole class Speaking
grades to those that were really active and pluses to those that were less
active.

Assigning homework
PROCEDURE INTERAC- TIMING GROUPING SKILL FOCUS
TION
Teacher asks the students to do ex.1 and 2/p.59 from the Super Minds T – Ss 2 min Whole class
Workbook