LESSON PLAN

Teacher: Helga Engsli

Level: Beginners
Stage of course: V
Unit: Welcome
Theme: The English Alphabet

Stages of Activities - students and teacher Reasons for Materials Timing

lesson activities

T greets students and introduces herself.

Warm-up To create a calm The register 3 min.
T read the pupils name.
atmosphere for the
S repeat their name learning to pronounce it correctly.
beginning of the
10 min.
lesson.
- to correct the
T say: The title of our first lesson is: The English 8 min.
Presenting Alphabet and you will learn to spell your name.
mistakes in
Textbook,
pronunciation
the first T asks pupils if they know the English alphabet. notebooks
lesson T writes the alphabet on the board then sings the song.
S help the teacher to write the alphabet and write it in Coloured
their notebooks then learn the alphabet song.
chalk for the
pronuncia-
T spells her name then the pupils spell their own name To practice the
tion 20 min.
learning the alphabet. alphabet.
Feed-back
T says some words in different languages and the S must
recognize, repeat and spell the English words.
(1.scuola, ecole, school, escula, Schule, iskola, scoala) To develop 8 min.
(2.Ich liebe dich, I love you, Je taime, Io te amo, Jo te listening, writing,
chiero, te iubesc, Szeretlek) reading and
(3.Buenos noches, Guten Nacht, Bona notte, Good night, speaking skills
noapte buna, J jszakt) etc.
S work in groups and win that has the most correct
words.
To appreciate the
Evaluation T will make a short appreciation. students work 1 min.
General aims:
By the end of the lesson the students will be able to:
-to understand, read and write new words enriching their vocabulary
-to identify and write the letters of the alphabet

Presentation mood:
-I try to create a friendly atmosphere and I find the presence of self-confidence in
my pupils eyes.
- I speak in a natural and moderate voice to assure the pupils that all is right and
under the control
- I focus on all my students to maintain the eye contact with them; they must feel
that all their problems and actions are important;
- I use one of my hand to gesture emphatically; I relaxed my arms, nod my head
to the speaker
- I smile gently when one of the pupils tells a humorous adventure referring to
the farms life

Teaching techniques:
- I like to use: the conversation, exercises, the observation, the dialogue
- I need to be aware that all the students are beginners; I let them to be active.
- Language teaching becomes enjoyable and more effective by singing songs for
each major topic and playing games in pair with cards or in groups;
-I need to be sure that students understand the new words correctly
- I help the pupils if it is necessary
- I try to give clear instructions

Motivation:
- The pupils approach is very important in order to attract their attention and
to motivate them. All the children like singing and playing. I used these
ways with success. Using pair or group works, pupils have a positive
attitude and a more rapid apprehension of the information, becoming
independent, acquiring a high sense of responsibility.

Learning resources:
- I always paid attention to the presentation, making drawing simple, big
enough to be seen by every pupil in the classroom. I wrote legible and
correctly on the blackboard, emphasizing with coloured chalks that are
important to keep in mind.
- I use interesting photos which illustrate events and traditions, playing
cards to stimulate the pair work, which provides responsibility,
independence, cooperation
- We use also the course-book that provides texts and learning tasks, which
are likely to be of an appropriate level for most of the class.
- Practice activity must be in connection with the presentation
 Time management:
- A lesson has a limited time.
- I set a time limit to the group work till I try to finish the activity while the
pupils are still enjoying it and interested.
- Playing is very interesting, but this activity and its preparation take more
time and sometimes I cant manage it; however games are more
efficiently.

Assessment and feed-back:

- I always give encouragement to those pupils, who dont answer
successfully. By this way I can recapture pupils wandering attention,
promote success, and enhance self-esteem. The teacher mustnt break
their enthusiasm, but we must have high expectations.
- I treat all the pupils equally with care and with respect when I assess their
acquaintances.
- Feedback gives pupils information about the validity of their knowledge or
skills, which must have a positive emotional tone.
- By the diagnostic assessment trough the formative, I obtain the final
appreciation respecting the syllabus.

Problems in practice:
- Pupils might find difficulty in speaking; sometimes they express
themselves incorrect in pronunciation. I think that, problems are caused by
the fact they didnt know the grammatical application rule. They are
beginners and some students may not feel self-confident about their
pronunciation and refuse interaction.
- I assessed the situation and I prepare more explanations.
- I try to solve the discipline problems giving black points which influenced
badly their grades.

1. Resources:- in school: 5 textbooks for 14 pupils, coloured chalks, tape

recorder, blackboard, guitar
-from sources: hand-outs, cut-outs from magazines,
flashcards, poster, pictures, work-sheets, I
copy these from different books
- from pupils: dictionaries, toys, poster, cut-outs from
magazines,