LESSON PLAN

TEACHER: Nan Emanuela

SCHOOL: Şcoala Gimnazială „Mihai Eminescu”, Arad
DATE: the 16th of February 2017
GRADE: 6th
NO. OF STUDENTS: 21
TIME OF LESSON: 50 minutes
TYPE OF LESSON: Acquiring new knowledge
LEVEL: Beginner
TEXTBOOK: Blockbuster, Express Publishing
TITLE: Great Tragedies

COMPETENCES TARGETED:
I. COMMUNICATIVE (linguistic) in:
1. Receiving oral messages
2. Producing oral messages
3. Receiving written messages
4. Producing written messsages
II. Additional Competences: Learning to learn (autonomous learner)

SPECIFIC COMPETENCES:
1.1 Selecting particular information from a short message articulated clearly and rarely
1.3 Performing simple instructions
2.1 Making simple oral statements in response to questions
2.3 Producing simple, verbal or visual statements about yourself / people /activities from the immediate universe
3.1 Detaching particular information from a short text containing a familiar lexicon read in mind
3.2 Performing simple written indications
4.1 Filling in simple forms with personal data
4.2 Writing simple messages based on words and images support
LEARNING OUTCOMES:
SWBAT :
LO 1- identify the key words (burn, smoke, engines, fire, water, flames) related to the text about the
London’s great fire tragedy
LO 2- state the names of three people, the name of a river and a cathedral from the text
LO 3 – write sentences in the past simple tense about their past activities with regular verbs chosen from the list in
ex 7.
LO 4- ask questions to their partner regarding their last weekend using the past simple
form(interrogative) of the regular verbs given in ex 8 (clean, play, visit, tidy, listen, clean, wash, fix).

TEACHER’S ROLES: organizer(gets ss’ involved, engaged and ready for the activity);
resource (is useful and available for ss’); observer (observes what ss do and gives useful indications
and feedback).
STUDENTS’ ROLES: organizer, editor, spokesperson, time-keeper.
TEACHING METHODS: brainstorming, conversation, dialogue, exercise, explanation,
MATERIALS: textbook, handouts, whiteboard, CD
LESSON STAGE:

Activity 1 : Warm-up
Aim: To create a pleasant atmosphere
To get Ss involved in the topic
Teacher (T) asks Ss to look at the title of the text The Great Fire of London 1666 and identify
where and when did the fire take place.
Answer: It took place in 1666 in London.
Interaction: T-S; S-T
Timing: 2 min

Activity 2: Pre-Reading
Aim: to identify the gist of the text with the help of the key words given
Procedure: T asks Ss to look at the key words from ex 2 (burn, wind, destroyed, firefighters,
spread, in a panic, rain, put out, started) and at the title of the text again identifying how are
they related to the text. T also gives translation if there are words which are unknown for the
Ss.
Possible answer: The words refer to what happened during The Great Fire of London.
T asks Ss to think of 2 more questions regarding the text and plays the audio cd .
Ss listen and read and see if their questions are answered.
Interaction: Ss-Ss; Ss-Ss-T
Timing: 5 min

Activity 3 : While-Reading
Aim: to state the names of three people, the name of a river and a cathedral from the text
Procedure: T allows Ss three of four minutes to read the text and then mark the 4 sentences from
ex 4 with T (true) or F (false).
Ss complete the task and the T checks Ss’ answers.
Post-reading -T asks Ss to read the text again and find the names of three people, of a river and a
cathedral from the text.
Ss complete the task and T checks their answer.
Answers: Thomas Farynor, King Charles II, Sir William Bolton; The River Thames; St Paul’s
cathedral.
Interaction: Ss-Ss; Ss-Ss-T
Timing: 15 min
Activity 4: Practice
Aim: to identify the verbs from the text in their past simple form
to recognise the way we form the negative and interrogative form of the past simple

Procedure: T allows Ss some time to read the text again and complete the list from ex 5 with the
verbs in their past simple form.
T checks their answer
Then Ss complete the theory box written below the verbs where T explains that we add an –ed at
the end of the regular verbs also with the three spelling rules:
1. Verbs ending in –e take –d: move moved
2. Verbs ending in a consonant+y take –IED carry-carried
3. Verbs ending in vowel+y take –YED play-played
T asks Ss to study the table and identify how we form the negative and interrogative of the past
simple.
Ss complete the task and ask comprehension questions for e.g. Which verb do we use to form the
negative?(didn’t); Is it the same in all persons?(yes); What happens to the main verbs?(the
verb is used in the base form, without –ed)
Interaction: S – S; Ss-T; T-Ss
Timing: 18 min

Activity 5: Feed-back - giving assignment; evaluation of the lesson

Aim: to use the past negative and interrogative form while talking about his/her past activities with
his/her partner.
Procedure: T asks Ss to look at the activities from ex 7 and to choose and tell his/her partner what
he/she did yesterday.
Ss complete the task while T listens to their conversations.
T asks Ss to look at the title of the song and the words in the list and allows Ss to decide which
words they might hear in the song.
T asks Ss to justify their answers.
Ss listen to the song and say which words on their lists were in the song.
Interaction: Ss-T, pair-work
Timing: 10 min

Evaluation:
- continue: through activities, error correction
- final: through oral and written feed-back and homework

Assignment: T asks Ss to write five things each of them did last weekend.