8 Planuri Lectie Bun

8/7/2019 8 Planuri Lectie Bun

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Lesson Plan

School: NEDA MARINESCU- Grdinile

Level / class: Beginner/the III rd

Title of the lesson: Introducing new language structure-The Simple Present

Tense

Time: 50

Date:

Assumed knowledge: The SS know the Present Simple of the verbs Be,

Have, know

the meaning of some verbs(eat, like, do, listen, play)

Aims: - to develop the skill of using grammar structure The Simple

Present Tense;

- to present practice and produce examples of daily activities;

- to say what they like;- to learn the days of the week;

- Language structure:

Skill focus:

- dialogue- understanding

- conversation

- speaking

- writing

- reading

- Materials: Techniques:

- textbook - explanation

- blackboard - exercise solving

- chalk (coloured chalk) - principle learning- pictures - modeling

- drawings - discovery

- jumbled sentences

Vocabulary area

- the days of the week:

Sunday,Monday,Tuesday,Wednesday

, Thursday, Friday, Saturday;

- other words: how, many, days, baby,want.


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Ending the lesson: The T sets the homework and appreciates the SS

participation in

the lesson.

Lesson plan

School: Neda Marinescu Grdinile

Level / class: Middle / the 5th


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Title of the lesson: What did you do last weekend? (Unit 10: Sports and

games )

Type of the lesson: mixed

Date:

Time: 50

Aims: - to present practice and produce examples of Past Simple

( Interrogative/

Negative)

- to speak freely about a sport they like or practice

- express preferences /likes and dislikes

- to ask and to give opinions

- to agree and disagree on a certain topic

Assumed knowledge: the SS know what a regular verbs the list of irregularverbs

- Materials: - Skill focus:

- a TV made of carton - speaking

- blackboard - writing

- pictures - understanding

(write sportsmen)

- coloured chalk

- record cards

- Technicques:

- explanation

- conversation

- exercise solving

- simulation

Warm up/ReviewThe SS present the dialogues they had to prepare for the class.

Then they have to simulate a press conference with a famous world

sportsmen. The SS have to ask question and present themselves.

Presentation: Practice: Production:


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The T introduces todays

topic: The Past Simple

interrogative, Negative. The

SS already know the list of

irregular and they know therule for regular verbs. The T

makes a comparison

between the Present Simple

interrogative / Negative and

the Past Simple Negative/

interrogative by putting on

the BB examples and ask

the SS what differ and what

look like.

I play football/ every week-end.

I dont play football/Do you

play football.

I played football yesterday.

I didnt play football/Did

you play football.

Can you make a rule?

The T writes on the BB

the pattern: S+V+ed

and some verbs like

play, go, listen, write,

be, visit.From each group

comes a student in

front of the class and

utter the sentence then

writes it on the BB.

The other goes and

transforms it in a

negative sentences then

other in an

interrogative sentence.

The SS are given

some record cards

with jumbled

sentence which they

have to rearrange, toput the verbs in the

past tense,

affirmative,

interrogative,

negative.

Feed-back & evaluation:

One pupil is asked to read aloud the answers from the record card and

all the SS to correct their own record cards.

The T appreciates the SS participation and praise the good answers.

Setting the homework:

For the next class they have to make ex. 4/103. Imagine that yesterday

was the happiness day of your life. Write:- 7 things you did yesterday

- 7 things you didnt do yesterday


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Lesson plan

School: Neda Marinescu Gradinile

Level / class: Elementary/ the IVth

Title of the lesson: Enjoy English

Type of lesson: lesson of reinforcement


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Date: 27th of October , 2006

Time: 50

Aims: - to use the verb Be when they introduce themselves or other people;- to use nationality when describing people;

- to recognize and describe some traditional costumes;

- to study and practice new vocabulary

Skill focus:

- speaking

- writing

Vocabulary area: countries, costumes; Spain Germany, Hungary, Romania, Italy, Great

Britain, Australia, the USA

- family members: mother, father, sister, brother, grandfather,grandmother

Language structure:

- dialogue

- conversation

Materials:

- realia ( a traditional Romanian costume)

- Power Point application- post its

- felt tip pens

- a hand- made family poster- textbook

Lesson stages:

Beginning

the lesson: The T greets the pupils. Checks homework and writes an example on the

5 blackboard.min

Warm up: They play the game 1,2, my name is

5


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min

Presentation

and Practice: The T brings realia- a national Romanian costume. Shows the

15 costume and

min ask questions about it e.g. Which region is it from? What color is it? Doyou know anyone wearing such costumes today?

Using the Power Point application the T shows slides with some

traditional costumes they discussed in the previous lesson: Italy, GermanyHungary, France, Romania, Great Britain, etc.

The SS have to describe them and say which they like the most.

10 Every pupil gets an identity card with a foreign name andmin nationality

written on in. They have to mingle introduce themselves and ask other

students to tell their name and nationality.

5 The T gives each group some picture of buildings, actors, cars and they

min must make sentences with them.e.g. the photo of Mel GibsonMel Gibson in an American actor.

5 On the BB is pined a big sheet of paper with a family portrait, the SS

min have to insert the family members.

Ending

the lesson: The T sets the homework: they have to bring a photo of their family and a5 sheet of paper to make a little project about their family. They also have to

min do ex. nr. 5&7 / 11.

The T appreciates the SS participation in the lesson.

Lesson plan


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School: Neda Marinescu-Gradinile

Teacher: Lupu Aliona

Date:Title: Please, stand up!

Grade / Level the III rd / starter

Structure(s) or Function(s): To suggest and ask somebody to do something

Skill focus: - listening comprehension Time needed: 50 minutes

- speaking comprehension

Materials and Preparations: Vocabulary area:

- textbook - board

- cards - desk

- blackboard - map

- pictures - picture

- map - window

- door

Language structures:

- dialogue- conversation

- asking and answering questions

Objectives: 1.2 1.3 1.4 2.1 2.2 2.3 4.1

Anticipating problems: the teacher anticipates the pupils behavior

problems, like failure to pay attention to the lesson, failure to show interest

in work or to follow the commands.

Elicitation: thechildren are asked to look at the pictures in their textbooks.

The class are introduced the new topic, by playing a game. Someone

pretends to be a four years old child and they have to learn together some

commands, and also to follow some instruction.


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Practice : pupils give proper definition of the objects around them and

respect the instructions. Then they put down the new words and sentences

(commands) in the copybooks and then read aloud the instruction from the

textbook.. Afterwards they do some role play: one is the teacher, the other

is the pupil and they switch the roles.

Production: the pupils know how to make sentences using the new words:

board, desk, map, picture, window, door. They do exactly they are told to,

they can understand the instructions: stand up, sit down, open the door, go to

the desk, come to the board etc.

Feed-back and evaluation: the children play the game Simon says.

They have to pay attention to the instruction and to Simon says phrase.

Lesson plan


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School: Neda Marinescu Grdinile


Level / class: beginners/ the IIIrd

Date:

Time: 50

Topic: Numbers and fruit

Aims:

- to identify fruit

- to learn to count from 1-12

- to practice new vocabulary

Vocabulary area :

- fruit: melon, banana, apple, orange, pear, lemon, apricot, plum,peach

- cardinal numbers ( from 1-12 )

Language structure:

- dialogue

- conversation

Skill focus:

- reading

- vocabulary comprehension

Materials: Techniques:

- textbook - verbal techniques:

- flashcards - translation

- drawings - modelling

- blackboard - visual techniques:

- record cards -diagrams and

word


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- paper to make fruit or trees

word shapes

Warm-up/Review

The class plays the game Words beginning with : the T gives a letter and asks

the SS to write down as many words as they can that begin with that letter. The

children can work in pairs or in groups.

e.g. T: Give me a word beginning with P

S: Pencil

Presentation Practice Production

The SS are introduced the

meaning and the use of the

new vocabulary.

The T reads the text aloud,

with normal speed, stress

and intonation. Then the T

shows one picture after

another with the fruit on itand then with the written

word.

The T writes the numbers on

the blackboard. Repeats the

numbers with every group,

and then with the whole

class.

Pupils raise their own

pictures with the fruit or

the words at the demand

of the teacher.

The T corrects the

children and encourages

them to concentrate and to

raise proper pictures.Afterwards the SS practice

the dialogue from the

textbook.

The T points a finger for

number one, then puts

together two, three, four

etc.

The SS know how to make

up their own sentences with

the new words: melon,

peach, plum etc.

The SS are given record

cards:

1.write the numbers:

6six., 1.....,9..etc

2. put them in order:

one,..

3.unscramble the words and

the numbers:

uofr repsa four pears

ifev almosn etc


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Feed-back and evaluation

The SS play the game: Count and tell your name. Some pupils come in front of the class

and start to count: the first student is nr.1, the second nr.2, number three have to jump and tell

his/her name, then they keep counting and at nr.6 the pupil jumps and tells his/her name, so donr.9. in such a way they pay attention and learn to count freely.


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Lesson plan

School: Neda Marinescu Gradinile


Level /class starter / the III rd Time 50 Date .

Topic / lesson At the Zoo .

Objectives - to recognize some specific sounds of the English language

- to read a short simple text aloud

- to see the link between the text and the images enclosed

- to talk about the Zoo and the animals shown there- to practice grammar structure: qualitative adjectives

Vocabulary area:

- wild animals:

giraffe, bear, ostrich, parrot,

elephant, monkey, tiger, hippo,

friend;

- qualitative adjectives: tall, big,fast, small, funny.

Language structure:

- dialogue

- conversation

- asking and answering questions

(where, what, how)

Materials :

- textbook

- cassette

- flashcards

- drawings

- blackboard

Skill focus:

- vocabulary

comprehension

- grammar structures


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Warm- up / Review

The pupils are asked question about the previous lesson ( Where would they like to go and

why?). Then they are told to give the definition of the Zoo. They are asked related question

like: have you ever visited a Zoo?, What kind of animals are put there?

Where else can we see those animals? etc

Presentation /Elicitation Practice Production

The children are asked to look at

the pictures in their textbooks

and they are being introduced

to the new topic by playing a

game: someone pretends to be

an alien who has just come to

visit his friend on Earth and to

be acquainted with the wild

animals of this planet.

The SS provide proper

definition and description of

the animals in the Zoo while

they are shown some drawings

and flashcards. Then they

write down the new words

and read the text from their

text books. They do some

role-play and imagine possible

ending to the story.

The SS know how to mak

up sentences with the

new words: bear, elephant

ostrich etc.

They have to make up

sentences using the new

words and qualitative

adjectives.

Feed-back and evaluation

The pupils play a miming game. They have to mime in the turn the animals one can se

a Zoo as well as the actions these animals do.

Afterwards they are given to solve a crossword and to make a jigsaw puzzle with animal

and to name each of them.

Lesson plan


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Date: the 22nd of February

Title of the lesson: Can you scuba dive?

Level / class: Starter / the Vth

Type of lesson: Teaching vocabulary and grammar ( modal verb Can-

ability)

Aims: - to answer the questions about the lesson;

- to develop the skill of using grammar structures-modal verb Can;- to present practice and produce examples using the modal verb

Can expressing ability;

- to infer the meaning of the unknown words in a given context;

- to use the new vocabulary properly;

- to have fun while studying the English language;

Materials/teaching aids: -textbook

- blackboard;

- pictures;

- post-its;

- colured chalk

- record cards;

Techniques : - explanation; exercise solving;

- conversation; discovery technique;

Skills: reading

speaking

writingVocabulary area : sports and activities: swimming, athletics, tennis, diving,

bascketbal, football, baseball, etc.

Progression of lesson


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Stages Tim

e

Teachers activity Students activity

Starting the

lesson

3 Checking homework and asking

questions related to the prior lesson.

The pupils discuss about

the text they had to read athome

Checking

previous

knowledge

4 The children are asked questions like:

How do we form the Present Simple

Tense?

They have to -give proper

answers. Then they make

up sentences using

Present Simple

Warm-up 3 The T inquires about Ss mood and asks

them if they want to play a game.

The pupils play the game

1, 2, my name is

Presentation 20 The SS are shown the madoal vrerb Can

conjugated in afffirmative, negative and

interrogative form and are asked to pay

attention to the IIIrd person singular and

say what they see different from a

normal verb.

I can We can

You can You canHe/she /it can They can

The T reads the new words aloud and

elicits their Romanian equivalents.

The SS pay attention to the

new grammar structure they

are being introduced and

then put down in their

copybooks

the draft from the blackboard

and possible examples.

The Ss repeat after the T the

new vocabulary.

Performance

& Feed-back

10 Each of the SS is asked to come in front of

the class to give one

example using pictures. They

are told to use the verb cn to say what

they can or cant do.Ex. I cant swim, but I can play football.

The Ss are given cards with the seasons

and months and are asked to sort them

and put them in the right order.

Each pupil come in front of

the class, pick a picture

and show it to the class.

They have to give proper

definition of the pictures.

They sort them and come in

front of the class and read them

aloud- every sesonwith its

months


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Assessment 5 The T asks the SS pull out the information

from the table and form sentences:

What can Luke do?He can swim and play tennis, but he cant

scuba-dive and skate.

They make up sentences

according with information

in the table andread them aloud.

Setting

homework

3 The SS are given as homework a record

card each and are asked to follow the

tasks.

They read the record cards

carefully and ask possible

questions related to the

instruction on it.

Ending thelesson

2 The T appreciates the SS participationduring the lesson.

The SS are encouraged andthose who gave proper

answers are praised.

Lesson plan


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Level / Class: Elementary /the VI th

Title of the lesson: Its the highest in the world.

Type of the lesson: Teaching grammar

Date: the 22nd of February

Allotted time: 50

Aims: - to identify a short / long and an irregular adjective;

- to express their opinions using the Degrees of Comparison ( of

short / long and irregular adjectives);

- to practice and produce examples of comparisons;

- to learn to work as a group;

Assumed knowledge: the SS know what an adjective is and they can give

examples of adjectives

Materials required:

- textbook

- blackboard

- coloured chalk

- list of noun pairs

- pictures


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Skill focus:

- speaking

- writing

- reading

Techniques :

- explanation

- personalization

- exercise solving

Stage Procedure Aims

1.Warmer

5

Get SS move around the classroom

looking at one anothers clothes,

colour of the eyes and hair.

T signal SS stand back to back and

describe him/her.

To get talking and

revise physical

description, clothes

vocabulary

2.

Presentation

15

The T introduces the new topic: The

Degree of Comparison The

Comparative and Superlative of

adjectives.

Whats a short adjective?

- a monosyllabic or

disyllabic adjective

They take the inflections -erfor

Comparative and estfor

Superlative.

Whats a long adjective?- an adjective containing

three or more syllables.

+ . more +adj. for Comparative and the

most+ adj for the Superlative

The irregular adj. must be learnt

heart

The T underlines the critical points

with coloured chalk

a) hot hotter the hottest (short

vowel)

b) happy happier the happiest

(- y after a consonant)

c) fine finer the finest

(final mute e disappears)

The T makes a comparison between

her and a pupil: I am taller than

Maria.

To set the scene and

interest of the SS.

To clearly

understand,

remember and

follow the rules


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Feed back

and evaluation

10

The T gives the SS record cards with jumbled sentences which they have to

rearrange so as to make comparisons.

e.g. a house / a block of flats / small

A house is smaller than a block of flats.

At the end, the T checks the record cards, encourages and praises the SS

who gave proper answers.

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