Lesson plan

Name: Muthi Anamaria

School: Scoala Gimnaziala “Iacob si Ioachim Muresanu”, Rebrisoara
Date: 23th of January, 2014
Class: V A
Textbook: Snapshot
Level: Elementary
Title of the lesson: “A Liverpool ghost story”
Lesson type: mixed: reading, listening, comprehension of the text and grammar teaching;
Time: 50 minutes

Aims:
By the end of the lesson, the students will be able:
1. to use the past tense of regular verbs to tell a story ;
2. to recognise opposite adjectives;
3. to use the past tense form of “To be” and adjectives to asks and talk about past events;
4. to find out details about a colleague using the interrogative form of Past Tense Simple and report them to the class;

Didactic strategies:
- methods and procedures: conversation, explanation, dialogues;
- organization: whole class, pair work, individual work, role play;
- materials and equipment: textbook, worksheet, pictures, blackboard, CD player, video projector.

Teacher’s Aims:
- to use pictures in order to elicit opposite adjectives;
- to raise expectations and involvement in the reading task;
- to read in order to confirm expectations;
- to verify the degree of understanding of the text;
- to practice Past Tense Simple;
- to develop and improve the four basic skills.
Stages Time Modes of Teacher` s activity Student’s activity
interaction
Starting the 2’ T→Ss Teacher greets the class using a pleasant tone. Students greet the teacher and
lesson “How are you today?” answer the questions.
“How do you feel?”
“Who’s absent?”

Checking the 3’ T→Ss T asks the students about their homework. Students answer questions
previous related to events from A
knowledge Liverpool ghost story. They use
Past tense simple- regular
verbs.

Lead -in 5` T→Ss T asks the Ss if they like ghost stories. Elicits some Ss give examples like scary,
adjectives which describe ghost stories. interesting, etc.

Presentation 30’ Teacher presents the topic and the aims of the new lesson.
and practice Picture exploitation T asks Ss questions about the picture and elicits the fact that Ss answer the questions.
thae volunteers are at the bus stop.
Before- Act. 1 T pre-teaches some unknown words and useful
listening phrases from a text Ss are going to listen. Students write the words in
good/bad mood their notebooks.
a load of rubbish
T→Ss worried

While- T asks the Ss to read 1-3 from ex. 5 and listen in order to
listening answer them.
Pair work T plays the first part of the dialogue while Ss read it. Ss compare their answers in
After- pairs
listening T checks the answer with the whole class.
T asks the Ss to close the books. T writes question 4 on the Ss answer the questions.
board and asks the Ss to listen the second half of the
dialogue. T asks Ss a further question: Are Spike results
good?? Are they bad? Ss read the dialogue aloud.
 T→Ss Act.2 T Shows Ss a PPT presentation and elicits opposite Ss fill in the opposites on a
adjectives. worksheet
Production 7’ T→Ss Act.3 T starts a cue-response drill by showing the Ss the
picture of the princess and writing on the blackboard
Princess?/beautiful

T models the questions. Ss give the answer.

How was the princess? She was beautiful.

T continues to prompt the Ss with other pictures.

T then elicits a negative response.

T writes on the blackboard witch/beautiful?

T models the question: Was the witch beautiful? Ss give the answer.
No, she wasn’t. She was ugly.
T continues to cue them with other examples.

Pair-work T asks them to use the prompts in exercise 8 to make Ss work in pair
similar dialogues.

T asks one or two pair to repeat one of the dialogues for the
whole class.
Setting the 1’ T→Ss T ask the Ss to write the conversations in their notebooks. Ss note down the homework.
homework
Ending the 2` T→Ss Teacher evaluates and praises their activity.
lesson