LESSON PLAN

SCHOOL: ŞCOALA GIMNAZIALĂ Nr.126

TEACHER:Necsulescu Cristina Mariana
DATE:14th March, 2019

GRADE: 6-th
LEVEL: L1, PRE-INTERMEDIATE

UNIT/LESSON: Round Up 2

LESSON TOPIC: revision of Past Simple and Past Continuous (Progressive) Tense.
TYPE OF LESSON: revision
SKILLS INVOLVED: listening, speaking, reading, writing.

AIMS/OBJECTIVES:

A) SPECIFIC AIMS: by the end of the lesson the Ss. will be able to:
- describe/talk about past actions and activities past actions
- use Past Simple and Past Continuous in real instances of communication.
- make up sentences and short dialogues using the acquired grammar structures.

B) AFFECTIVE AIMS:
- to create a warm atmosphere in order to offer the background for smooth, easy
conversations between T. and Ss.
- to help Ss. become more confident when speaking English.

INTERACTION: T. -> Ss.; Ss. ->T. ; IW; PW; GW;

TEACHING TECHNIQUES: conversation, dialogue, role-play, discussion, brainstorming,

analogies, guiding.

METHODS OF TEACHING: Communicative Language Teaching, The Natural Approach

(the Affective Filter Hypothesis), PPP

TEACHING AIDS: blackboard, coloured chalk, hand-outs, sponge ball,laptop etc.

A). BIBLIOGRAPHICAL:
1. Official: The Curriculum for Secondary Education
2. Methodical: Jeremy Harmer: “The Practical of English Language Teaching”,
Longman, UK, 1991
3. EcaterinaComişelşiGeorgiana Gălăţeanu: “GramaticaLimbiiEnglezeptuzşcola”
 4. Timesaver Visual Grammar, Mary Glasgow Magazines, An Imprint of Scholastic INC
5. Michael McCarthy, Felicity O`Dell: “English Vocabulary in Use”, Cambridge
University Press, 1994.6. Textbook: English Factfile
http://www.englishpage.com, http://www.englishexercises.org

B). HUMAN: the students of the class: 23

TIME: 50`
 STAGES OF THE LESSON:

ACTIVITY 1: ORGANIZATIONAL MOMENT: (1`)

Procedure: T. enters the classroom, greets the Ss., and then asks if there are any absentees.
The S. on duty tells if there are any.
Aims: -to assure the introductive part of the lesson.
Skills:speaking
Techniques:Informal conversation, questioning.
Interaction: T-->S; S-->T;

ACTIVITY 2:WARM UP(3`)

Procedure:
 T. starts a short conversation by asking the Ss. how they are doing (e.g.: “How are you
today?”). Ss. answer T`s questions.
 T. takes a foam ball and throws it at some of the Ss. asking questions such as: “What`s
your name?”, “How old are you?”, “Tell me an irregular verb with all its forms.”, “Tell me
a noun beginning with the letter C.”, “Tell me an adjective beginning with the first letter in
your surname.etc.” (T. uses these questions and tasks in a differentiated manner, from simple
to complex depending on the level of the Ss.)
Aims: - to assure the transition between the stages of the lesson.
- to revive the spirit of the class and assure a proper atmosphere for the lesson.
Skills:speaking
Techniques: conversation, brainstorming.
Interaction: T-->S; S-->S.

ACTIVITY 3: CHECKING PREVIOUS KNOWLEDGE AND HOMEWORK (3`)

Procedure:
 T. asks the Ss. about their homework, first a frontal check -“Has everybody done the
homework? Tell me, what was your homework for today?”, then individually by making a
selection of the Ss. that are about to read, check and correct their homework while T. offers
Ss. the feedback, making corrections where necessary.
Aims: - to check previous knowledge
- to assure the feedback for the Ss` work at home.
-to put the Ss. in the situation reading, checking and correcting their written production.
Skills:speaking, reading.
Techniques: conversation, explanations if necessary.
Interaction: T-->S; S-->T;

ACTIVITY 4: INTRODUCTION OF THE TOPIC (3`)

Procedure:
The class is divided into five groups. The groups are given some worksheets and are
announced that there is going to be a competition between them, so the timing is very
important.
The T proposes the Ss to identify the irregular past verbs in a word puzzle (appendix 1) and
write down their infinitives. The Ss do this task as quickly as they can,not forgetting they are
taking part in a competition.The T checks their answers and corrects them if necessarily.
Also,the T writes down the points gained by each group after solving this exercise,.
Aim:- to develop the Ss’ ability to identify the past forms of some irregular verbs in a
puzzle in a short period of time,
-to practice the recognition of the infinitive of irregular past verbs and their writing in
pairs.
- to assure a proper transition and continuity between the stages of the lesson.
- to inform Ss. about the topic of the lesson.
- to guide the Ss. to the discovery of the lesson topic in order to capture their interest.
Skills: speaking, writing.
Techniques: discussion, questioning.
Interaction: T-->S; S-->T;groupwork
Find the past simple form of 10 irregular verbs and write their infinitive forms. Example: wrote-write.

F A N O W E N T I N
O S O M U R F I K E
M A W O N I E G I S
E W I W A S L O M K
C A S O M A L T A O
H B A L E B E G A N
O L L I T A L R R O
S M A M E N E S O Z
E A C A M E F E U L
R E A D Y G T Z D U

ACTIVITY 5: SHORT REVISION OF PAST SIMPLE AND PAST CONTINUOUS (7`)

Procedure:
 To set up a framework of the lesson and activate schemata, T begins by asking some of
the students the following question: “What did you do last weekend?”Before
proceeding,T writes the question down on the board. While eliciting responses from the
students, T will make sure that the simple past form is properly used.For example:
T: What did you do last weekend, Radu?
S1: I saw a movie.
This conversation will continue to include other Ss.T lists up the answers on the left side of
the board, underlining the verbs in the simple past form.
Then, T proceeds to ask another question, using the past continuous: “What were you
doing at eight o’clock yesterday evening?”A few of the students may be able to answer this
question, using the past progressive properly (e.g., “I was watching TV.”). But it is likely
that many of them fail to do so; some use the simple past (e.g., “I watched TV.”), while
others attempt to use the past continuous but omit the auxiliary BE (e.g., “I watching
TV.”). T would provide negative feedback, using recasts (e.g., “You were watching TV,
right?”), to make the students aware of the past continuous form.T lists up the answers on
the right side of the board, underlining the verbs in the past continuous form.
Thus, example sentences of the simple past and the past
progressive are elicited from the students and presented for
comparison on the board .
 T. asks the Ss.about the use of Past Simple and Past Continuous and T makes a sketch
of them on the bb. Ss. put it down in their notebooks.

Past Simple (completed action in the past)

S + V2
V1 –ed
I ate a cake yesterday

I was sitting at the table in the kitchen. When I ate a cake=yesterday

Past Continuous

(actionin progress at a particular moment in the past)

S + TO BE + V1 + ING
(at Past Simple)

Aim: - to assure a proper transition between the moments of the lesson and thus a better
comprehension of the topic for the students.
- to make a short revision of the use of Past Simple and Past Continuous and their
formation.
Skills: speaking, writing.
Techniques: discussion,
Interaction: T-->S; S-->T;

ACTIVITY 5: PRACTICE (7`)

Procedure:
 T. gives the Ss. some hand-outs(appendix 2) and asks them to form pairs. The Ss. are
told to complete the sentences using Past Simple and Past Continuous in 5` time. T. asks some
of the Ss. to read their productions and all the other Ss. to correct if necessary (under T.`s
guidance).
Aims: - consolidate the use and formation of Past Simple and Past Continuous.
Skills:speaking,reading, listening, writing.
Techniques: Pair Work.
Interaction: T-->Ss; Ss-->Ss; Ss-->T;
Past Tense Simple or Past Tense Continuous?

1. I (watch) ………………….…TV when she (call)…………….……….

2. When the phone (ring)……………she (write)…………………..a letter.
3. While we (have)…………….the picnic, it (start)………………..to rain.
4. What (you, do)…………………..when the earthquake (start)…………….
5. Sammy (wait)………………………for me when I (go)……off the plane.
6. What (you, do) ……………………….when you (break)…………..your leg?
7. The Titanic (cross)……………..the Atlantic when it (strike)……………..an iceberg.
8. She (watch)………………a movie on TV when electricity (go out)…………..
9. As I (cut) ………………..vegetables for a salad, my mother (enter)……………the room.
10. My teacher (call)……………the register when Jimmy (open)………..the door.

ACTIVITY 6: FILL IN THE BLANKS (5`)

Procedure:
 T asks the Ss to have a look at the following sentences and match them with the answers(on the
bb)(Appendix 3)
Aim: Consolidation
Techniques: discussions,working on bb
Interaction: T-->S; S-->T;

A B

1. I was picking fresh vegetables from my A – We were visiting the Central Zoo
garden when..................................
B- My friend was waiting for me
2. Elaine was still working on her project
last night when….. C-I was listening music
3. ……………………….when a tiger
escaped from its cage. D-I was working on my laptop
4. ……………………………..while I was
having a shower. E- her friend was bringing the drinks
5. The power went off in my room
when…………………… F- the power went off in her room
6. …………………when a policeman
arrested a young man in the shop. G- I found a hedgehog
7. …………………………………when I
heard a loud voice. H- My mother was buying clothes
8. Jessica was setting the table
while……………………

Answers: 1-G ; 2-F; 3-A; 4-B; 5-D; 6-H; 7-E

Activity 7 Listening comprehension(12’)
Procedure: The teacher brings some images with characters from Cinderella and asks
questions about them . Then Ss are divided into five groups .Each group receives some hand-
outs( appendix 4)containing images from the fairytale. While watching the video and listening
to the story Ss are asked to put the pictures into the correct order. Next Ss are asked to fill in
the gaps with the correct form of the verb.(appendix 5)
Aims: - make the Ss. use English (and the grammar structures) in a fun and creative manner.
Skills:reading,speaking,listening
Techniques: Group Work,.
Interaction:-->Ss; Ss-->Ss; Ss-->T;
PAST SIMPLE ~ PAST CONTINUOUS

Put the verbs into the correct form.

1. Cinderella ......................................... sit by her mother’s
grave when her father .................................. arrive with his new wife.
2. Cinderella ...................................... make breakfast when the news of the royal ball
.................................. arrive.
3. The stepsisters .................................. practise singing when Cinderella ..................................
knock at the door.
4. While Cinderella ....................................... clean the house the little mice ..................................
sew her a dress.
5. Cinderella .................................. cry in the garden when her fairy godmother
.................................. appear.
6. Cinderella and the prince .................................. dance when the clock ..................................
strike 12.
7. While Cinderella ................................................. run down the stairs she ..................................
lose her shoe.

Activity 8 Reading comprehension(8’)

Procedure:
 The T asks the Ss to read the text below and find the error in the sentences below.Then
the Ss have to underline with the green color the verbs on Past Simple and with the red
one those on Past Continuous.
Aim: to practice reading focusing on finding past simple/continuous
Techniques: discussions,reading
Interaction: T-->S; S-->T;
A strange experience

Last month I was on holiday in Ireland with my mum and dad. One day, we were
drivingthrough a small village. It wastime for lunch, so we stopped at a restaurant.
It was a large, old building. We looked through the window. There were lots of people
in the restaurant. They were eating, drinking and chatting. A musician was playing the
violin. But there was something strange about the people. They weren’t wearing normal,
modern clothes. They were wearing hats, jackets and dresses from another century. We
couldn’t understand it. But we were hungry, so we opened the door.
 When we went into the restaurant, everything was different. The people were
wearingnormal clothes. The musician wasn’t there and the music was on CD. It was a very
strange experience.

What is wrong about these sentences? Can you give the right answer?

1. Daniel was on holiday with his parents in Scotland.

2. One day they were driving through a small mountain town.
3. They stopped at a restaurant to have dinner.
4. All the people in the restaurant were dancing.
5. There was a musician in the restaurant, too. He was playing the piano.
6. When Daniel and his parents looked through the window the people in the restaurant
were wearing normal clothes: jeans, shirts, suits.

Answers:

-Daniel was on holiday with his parents in Ireland.

-One day they were driving through a small village.
-They stopped at a restaurant to have lunch
-All the people in the restaurant were eating ,drinking and chatting.
-There wasn’t a musician in the restaurant.The music was playing on CD.
-When Daniel and his parents looked through the window the people in the restaurant weren’t
wearing normal clothes: jeans, shirts, suits,they were wearing clothes from another century.

ACTIVITY 9:ASSIGNING HOMEWORK (1`)

Procedures:
“THE FUNNIEST MEMORY EVER”– they have to write an essay about the funniest
memory they have of themselves as babies. T. writes the homework on the bb. and the Ss. in
their notebooks.
Aim:-to consolidate and use the acquired grammar structures by working at home.
- develop their writing skill in English
Interaction: T-->Ss.

ACTIVITY 10:EVALUATION AND FEEDBACK (1`)

Procedures: T. appreciates Ss.` activity both verbally -praising their activity- and by giving
marks.
Aim:-to increase Ss.` self-confidence and encourage them in their study of English.
Interaction: T-->Ss.

thank you
for participating!
Appendix 1

Find the past simple form of 11 irregular verbs and write their infinitive forms. Example: wrote-write.

F A N O W E N T I N
O S O M U R F I K E
M A W O N I E G I S
E W I W A S L O M K
C A S O M A L T A O
H B A L E B E G A N
O L L I T A L R R O
S M A M E N E S O Z
E A C A M E F E U L
R E A D Y G T Z D U

Appendix 2

Past Tense Simple or Past Tense Continuous?

11. I (watch) ………………….…TV when she (call)…………….……….

12. When the phone (ring)……………she (write)…………………..a letter.
13. While we (have)…………….the picnic, it (start)………………..to rain.
14. What (you, do)…………………..when the earthquake (start)…………….
15. Sammy (wait)………………………for me when I (go)……off the plane.
16. What (you, do) ……………………….when you (break)…………..your leg?
17. The Titanic (cross)……………..the Atlantic when it (strike)……………..an iceberg.
18. She (watch)………………a movie on TV when electricity (go out)…………..
19. As I (cut) ………………..vegetables for a salad, my mother (enter)……………the room.
20. My teacher (call)……………the register when Jimmy (open)………..the door.

Appendix 3

A B

1. I was picking fresh vegetables from my A – We were visiting the Central Zoo
garden when..................................
B- My friend was waiting for me
2. Elaine was still working on her project
last night when….. C-I was listening music
3. ……………………….when a tiger
escaped from its cage. D-I was working on my laptop
4. ……………………………..while I was
having a shower. E- her friend was bringing the drinks
5. The power went off in my room
when…………………… F- the power went off in her room
6. …………………when a policeman
arrested a young man in the shop. G- I found a hedgehog
7. …………………………………when I
heard a loud voice. H- My mother was buying clothes
8. Jessica was setting the table
while……………………

A
Appendix 5
PAST SIMPLE ~ PAST CONTINUOUS

Put the verbs into the correct form.

1. Cinderella ......................................... sit by her mother’s
grave when her father .................................. arrive with his new wife.
2. Cinderella ...................................... make breakfast when the news of the royal ball
.................................. arrive.
3. The stepsisters .................................. practise singing when Cinderella ..................................
knock at the door.
4. While Cinderella ....................................... clean the house the little mice ..................................
sew her a dress.
5. Cinderella .................................. cry in the garden when her fairy godmother
.................................. appear.
6. Cinderella and the prince .................................. dance when the clock ..................................
strike 12.
7. While Cinderella ................................................. run down the stairs she ..................................
lose her shoe.

Appendix 6
A strange experience

Last month I was on holiday in Ireland with my mum and dad. One day, we were
driving through a small village. It was time for lunch, so we stopped at a restaurant.
It was a large, old building. We looked through the window. There were lots of people
in the restaurant. They were eating, drinking and chatting. A musician was playing the
violin. But there was something strange about the people. They weren’t wearing normal,
modern clothes. They were wearing hats, jackets and dresses from another century. We
couldn’t understand it. But we were hungry, so we opened the door.
When we went into the restaurant, everything was different. The people were wearing
normal clothes. The musician wasn’t there and the music was on CD. It was a very strange
experience.

What is wrong about these sentences? Can you give the right answer?

1. Daniel was on holiday with his parents in Scotland.

2. One day they were driving through a small mountain town.
3. They stopped at a restaurant to have dinner.
4. All the people in the restaurant were dancing.
5. There was a musician in the restaurant, too. He was playing the piano.
6. When Daniel and his parents looked through the window the people in the restaurant
were wearing normal clothes: jeans, shirts, suits.

Answers:

-Daniel was on holiday with his parents in Ireland.

-One day they were driving through a smallvillage.
-They stopped at a restaurant to have lunch
-All the people in the restaurant wereeating ,drinking and chatting.
-There wasn’t a musician in the restaurant.The music was playing on CD.
-When Daniel and his parents looked through the window the people in the restaurant weren’t
wearing normal clothes: jeans, shirts, suits,they were wearing clothes from another century.