Lesson plan

Teacher: Chirvăsuță Ionela Mirela

Date: 25th of November, 2019
Class: V B
Level: A1
Number of pupils: 24
School: `Dimitrie Sturdza` Secondary School, Tecuci
School subject: English
Textbook: Limba modernă 1. Limba engleză. Clasa a V-a, autori: Clare Kennedy,
Chiara Soldi, Cristina Rusu, Diana Todoran, Editura Art, București, 2017
Lesson title: Have got-practice. Demonstrative pronouns and adjectives
Teaching point: grammatical- have got, demonstrative pronouns and adjectives
Lesson type: mixed lesson
Time allotted: 50’
Skills: reading, writing, speaking

Main objectives: By the end of the lesson, the students will be able to:
 Use correctly the present simple forms of the verb have got;
 Use correctly the demonstrative adjectives;
 Use correctly the demonstrative nouns

Learning objectives: By the end of the lesson, the students will be able to:
O1: present the three forms of the Present Simple tense of the verb `have got`;
O2: use correctly the verb `have got` in sentences;
O3: identify the demonstrative adjectives and pronouns;
O4: explain the difference between the demonstrative adjectives and the
demonstrative pronouns;

Lesson aims:
 to give the students practice in using the verb have got;
 to give the students practice in using the demonstrative adjectives and
pronouns;
 to relate to the students’ lives;
Methods and strategies: conversation, exercise
Grouping and seating: whole-class teaching; individual; pairs.
Interactions:T-Ss, Ss-T, S-S
Timetable fit: The lesson is part of unit 3. Have you got a pet? and it focuses on
consolidating the verb `have got` and introducing the demonstrative adjectives and
pronouns.
Assumptions: Students have already learnt the verb have got, so they will solve
the exercises easily. The students already have some notions about the
demonstrative adjectives and pronouns, so they will identify them easily.
Predicted problems and possible solutions:
1. The students do not seem to fully understand the instructions –The teacher
checks the understanding of the instructions (by asking a pupil to say what the
steps of the activity are). Where necessary, she explains the instructions again
or makes a demonstration.
2. Some students may finish the exercises faster than other students.-The teacher
guides them to the next exercises.

Brief description of the lesson: The teacher starts the lesson by revising the verb
have got. The students solve the exercises from the coursebook related to the verb
have got. The teacher introduces the demonstrative pronouns and adjectives and
explains the difference. The students play a game to fix these notions and then they
practice them through exercises.
Aids: coursebook, workbook
References:
 Harmer, J., The Practice of English Language Teaching, Longman, 1983
 The Curriculum for Secondary Education
No. Stage activities Time Teacher’s activity Students’ activity Purpose Interaction Skills Evaluation

1. Personalisation 7’ The teacher greets the
students and tries to
create a motivational
atmosphere through
conversation in order to
create a proper mood.
The teacher checks the
attendance and the
homework.
2. Guide to meaning 6’ The teacher informs the
students that the first part
of the lesson aims at
consolidating the verb
`have got` through
exercises. The teacher
writes the date and the
title of the lesson on the
whiteboard. The teacher
draws on the whiteboard
two circles. In the first
one she writes have got/
haven’t got, in the second
one she writes has got/
hasn’t got. The teacher
asks the students to
complete the circles with
the pronouns
corresponding to each
form.
3. `Have got` 12’ The teacher asks the
practice students to solve exercise
The students bring their -to put the T-Ss Speaking Verbal
own contribution to the students in a good Ss-T appreciation
teacher’s initiative. The mood;
students check if they -to check if the
have done their homework students have
correctly. solved correctly
the homework;
The students write the -to revise the verb T-Ss Speaking Verbal
date and the title in their `have got` Ss-T Writing appreciation
notebooks.The students
come in front of the
classroom and complete
the circles with the
pronouns corresponding
to each form (have got-I,
you, we, they; has got-he,
she, it). Then, some of the
students put the verb have
got in each form of the
Present Simple tense
(Affirmative, Negative,
Interrogative).
The students rewrite the -to consolidate T-Ss Writing Verbal
sentences using the the verb `have Ss-T appreciation
 4, page 51: Rewrite the negative short form, then got`;
sentences using the they rewrite them using
negative short form., the negative long form.
exercise 5, page 51 from Then, the students put the
the workbook: Rewrite words in order to form
the sentences in exercise questions and complete
4 using the negative long the short answers. After
form., exercise 6, page they finish, the students
51: Put the words in check their answers with
order to make questions. their classmates.
Then, complete the short
answers.
4. `Have got` game 6’ The teacher asks some The students come in -to consolidate T-Ss Speaking Verbal
students to come in front front of the classroom, the verb `have Ss-T appreciation
of the classroom, pick a pick a ticket and make got`;
ticket and make questions questions using the
using the prompts and the prompts and the verb have
verb have got. got. Then they answer
about themselves.
5. Demonstrative 7’ The students presents the The students pay attention -to introduce the T-Ss Writing
pronouns and students when they use to the teacher’s demonstrative Ss-T
adjectives the demonstrative explanations and write pronouns and
presentation pronouns and adjectives them in their notebooks. adjectives.
and writes the -to explain the
explanations on the difference
whiteboard. between the
demonstrative
pronouns and
adjectives.
6. Demonstrative 10’ The teacher tells the The students pay attention -to identify the T-Ss Speaking Verbal
pronouns and students they will play a to the instructions. The demonstrative Ss-T Listening appreciation
adjectives game called `Run and students listen to the pronouns and
practice touch the object`. The sentences the teacher says. adjectives;
 teacher explains the Then, the students run to -to use correctly
students they will have to touch the nearest object to the demonstrative
touch the nearest of the teacher ( if in the pronouns and
farthest object from the sentence there is the word adjectives.
teacher. The teacher asks this/ these) or the farthest
a students to sum up the objects to the teacher ( if
instructions to make sure in the sentences there is
they understood. the word that/ those).
The teacher asks the The students read the
students to solve exercise sentences from exercise
10, page 52 from the 10, page 52 and complete
coursebook: Complete them with this, that, these
the sentences with this, or those.
that, these or those.
7. Assignement 2’ The teacher asks the The students pay attention to
students to solve exercise 5, the teacher’s instructions.
page 26: Choose the correct
answers., exercise 6, page
26: Look at the table and
fill in the blanks with the
affirmative or negative form
of have got. Use the short
form where possible.,
exercise 8, page 26: Write
questions and short answers
using the correct form of
have got. and exercise 10,
page 27 from the
workbook: Choose the
correct answers.
The teacher appreciates
the most active students.