LESSON PLAN

TEACHER: Bordinc Alina

SCHOOL: Scoala Gimnaziala Nr.13, Timisoara
DATE: May 23rd , 2018
FORM/LEVEL: 4 th form, 5 th year of study, elementary
NUMBER OF STUDENTS: 24 students
TEXTBOOK: Fairyland 4, Uniscan, Express Publishing
TIME: 50 min
UNIT/LESSON: 12, Lesson 1:’’ We’re going tofly! ’’
TYPE OF LESSON: Acquisition of new knowledge
VOCABULARY: holiday items
GRAMMAR: going to future
SPECIFIC COMPETENCES: 1.1 Identifying details of simple messages articulated clearly and rarely in known / predictable contexts;
1.3 Developing interest and general comprehension of a variety of simple oral messages (films, songs for children);

2.1 Requesting and providing information on home, family, address, people, hobbies, habits;

2.3 Describing objects or housing;

3.1 Identifying details from simple texts that contain common information.

OBJECTIVES/LESSON AIMS: by the end of the lesson the students will be able to:
 A. Cognitive Objectives : 1. read the dialogues in pairs for specific information;
2. make up sentences of their own using the newly acquired vocabulary;
3. ask / answer to questions from the teacher or from their peers
5. ask simple questions to their peers and provide short answers
 B. Affective Objectives: a. to create a warm atmosphere for study ;
b. to give students an active role in the process of teaching / learning ;
c. to help students enjoy speaking a foreign language ;
d. to make students confident when speaking English
SKILLS: listening, speaking, reading, writing
INTERACTION: T-Ss, S-S, Ss-Ss, PW, GW, IW
TEACHING TECHNIQUES: brainstorming, conversation, dialogue, filling exercises,games, spelling exercises, mind map,
role play, choral speaking, gaps,’’Think-Work in pairs- Communicate’’, PPT presentation
METHODS OF TEACHING: Communicative Approach, Grammar Translation, Total Physical Response
TEACHING AIDS: textbook, blackboard, notebooks,flipchart, dictionary, coloured pieces of chalk, worksheets with different
activities, laptop
ASSUMPTIONS:I assume that students are familiar with some topics and that they are eager to find out more details.
ANTICIPATED PROBLEMS: Students may be noisy when working in pairs/groups. Taking into account that 3-4 students have a
poor level of knowledge and their motivation is rather low, I expect that a part of them might not
participate in the teaching/learning process as expected.
ASSESSMENT: formative, oral, homework, systematic observation
BIBLIOGRAPHY: - official: The Curriculum for Secondary Education
- methodical: Harmer, Jeremy :’’The Practice of English Language Teaching’’, Longman,UK,1991
: Vizental,Adriana:’’Metodica predarii limbii engleze’’, Editura Polirom, 2008
- textbook: Fairyland 4, Uniscan, Express Publishing
- different Internet sites

Stages of lesson activities

Warmer
Aims: to check attendance and make sure the conditions are proper to start the lesson
: to check accomplishment of the previously taught items
: to review and consolidate Ss’ knowledge on the content previously learnt

PROCEDURE INTERACTION TIMING

T greets class and marks the absent Ss, if any. T – Ss 7 minutes
T checks homework orally, encouraging Ss to make corrections by S-Ss
themselves. Ss-T

Lead – in
Aims: to make Ss aware of the items they will learn
PROCEDURE INTERACTION TIMING
T. writes the title on the board and asks the students to watch the video T – Ss 10 minutes
from the new lesson. T asks Ss to role play the dialogues from the Ss-T
textbook and do exercise 2 page ….

Presentation
Aims: to present “going to future
PROCEDURE INTERACTION TIMING
T reminds the Ss that they already learnt a form of expressing future time, T – Ss 10 minutes
and that today they will learn a new way – be going to future. She writes
the title on the board. The students also write that this type of future is
used for intentions and predictions. First she tells the Ss that this type of
future is very easy to form, because we use the present form of “to be” .
The students writes all the forms of to be on the board and then she
completes the rule S+to be+going to + V
The students come up with different examples for every person.

Practice
Aims : to practice and consolidate Ss’ knowledge of “going to “ future

PROCEDURE INTERACTION TIMING

T asks Ss to do exercise 4 page…..\Ss listen to the recording and then T – Ss 10 minutes
they complete the missing words in their notebooks. In the end, they S-S
answer the T s questions.
Production
Aims: to use the newly acquired grammar rules
: to review and consolidate Ss’ knowledge

PROCEDURE INTERACTION TIMING

T plays an interactive video lesson on www.islcollective.com and the T – Ss 5 minutes
students answer and complete the exercises. S-S
S-T

Review and follow-up:

Aims: to give Ss further practice

: to review and consolidate Ss’ knowledge of the items being taught

PROCEDURE INTERACTION TIMING

T asks Ss to do orally exercises 3 and 5 from page 41 in the textbook.If T – Ss 5 minutes
there are any mistakes, the other Ss will correct them. S-S
Ending the lesson :

Aim: to motivate Ss and allow them to express their feelings freely

PROCEDURE INTERACTION TIMING

T asks Ss to share how they felt during the lesson by drawing a smiling / T – Ss 5 minutes
sad face on the second worksheet.T sets homework for the next time,gives
3-4 marks,praises all the Ss and dismisses the class