Lesson Plan

Teachers name: Ilie Stefania

School: Scoala Gimnaziala Constantin Stefan, Albesti
Date:
Textbook: Snapshot Starter
Grade: 5th grade; (L1)
Level: Medium
Topic: Ordering at the restaurant
Time allowed: 50 minutes
Type of lesson: Consolidation, Listening, Vocabulary
Grammar focus: would like...
Approach: communicative
Aims:

To consolidate their knowledge so far regarding how to order food in a restaurant.

To provide opportunities for the practice of new vocabulary: steak, cutlery, tip, bill, waiter/waitress, order.

To create the appropriate atmosphere for lowering anxiety;

Objectives: By the end of the lesson, the students will be able to:

Use Would like and here you are appropriately, by ordering food/drinks.

Solve activities related to the understanding of the dialogue that they have just listened to.

1
 Role-play activity

Materials used: handouts, whiteboard, video-projector

Skills: integrated skills;
Assumptions:

The students are familiar with most of the grammar issues involved;

They have prior practice in how to order food at a shop/restaurant;

They have little knowledge of syntax and sentence structure;

Since the expression would like is relatively new, students will probably not understand how to use it.

e.g. Can I would like a pizza, please?. incorrect

I would like a pizza, please. correct

Evaluation: Students will be evaluated based on the participation in classrooms discussions;

Types of interaction:

Teacher-whole class

Teacher- Student

Student- Student

Student-Teacher

Class management:

individually, whole-class

2
 pair work activity
Nr. Stages of the Teacher`s activity and
crt. lesson language
1 Warm up The teacher greets the students
Speaking and asks: How are you
activity today? Are there any
Pre-teaching absents today?, that way the
grammar issue teacher can prepare the
students through conversation.
2 Listening The teacher checks the
homework and then presents
the students with the title of
the new lesson: Ordering food
at a restaurant. The teacher
will use the video-projector in
order for the students to watch
and listen to a dialogue
between the waiter and the
clients. They will listen to it
twice, or three times, if
necessary.
PROCEDURE
Students` activity Skills Intera Time Rationale
and language ction
Students will Listening Warm up activity is an effective
answer the teachers Speaking practice since it builds an
questions: Were T-S 4 effective relationship between
fine! Thank you!. S-T teacher and students. It is also
There are/is better to be used in order to
no absent today. create a bridge to the new lesson.
Students will Speaking Listening is a very important
participate in the Listening part in understanding a relatively
development of the T-S 5 new text. Students can be able to
lesson by listening access their pronunciation while
to the teacher and to they listen to a dialogue.
the new dialogue
that is going to be
played.
3
3. Vocabulary The teacher will give the
focus students the chance to prove
that they have understood and
listened well to some familiar
words from the dialogue.
The teacher will further ask a
few students to repeat what
they hear/read at the same
time from the video-projector.
This will make them familiar
with the new words in the
text.
The teacher will explain the
unknown words and write
them on the whiteboard.
Students will work Writing
in pairs and write in Speaking
their notebooks a Reading
few words from
what they have
heard. Then the
teacher asks a few
of them to read their
answers out loud.
Role-play
Speaking
This will be a very
great idea for the
children to interact
with each other.
Therefore, one will
be the waitress, one
will be the man, and
the other will be the
woman.
Students will write
the definitions in
their notebooks.
T-S 8 Feedback is crucial here. Even if
S-T they find themselves at a
slowing point, the teacher will
help them , of course.
S-T 10' Using role playing in the
S-S
classroom can help teach
children in the class about
certain situations in a
relatable and dramatic
fashion. This will cause the
children to better remember
the situations, making role
playing a good teaching
method for new hypothetical
theories. It allows the
students to play the roles of
certain characters in these
situations so they are able to
see things from a new
perspective.
4
 4. Practicing new To verify the students
vocabulary - learning, the teacher will give
semi- them some handouts, the first
controlled task being that of matching
practice activity the words with the correct
pictures. T points to a student
and the students answer the
Ts questions.
T. monitors the writing
activity and gives feedback to
the students.
Students will work Writing T-S 10 Vocabulary practice- controlled
in pairs and write in Reading S-S vocabulary practice has the role
their notebooks the Speaking (pair of focusing on form.
answers. work What fun it is to match the
Afterwards, the activity illustrations with the words
teacher will point to ) given in order for the students to
a few students to find their meaning on their own!
read their answers
out loud.

5. Word search The teacher will further engage Students get their Writing T-S 7 Word search is also a more fun
students in a fun game. They handouts and solve game of owning the new
will have to find the words they the exercise. Speaking S-T vocabulary.
have recently acquired by
unscrambling the puzzle. Students will evaluate
themselves and will
The teacher explains that the also evaluate their
words can be found horizontally, colleagues.
vertically, or in diagonal.

6. Evaluation Teacher will evaluate their T-S 3 .

activity based on the
participation in the classroom. S-T
S-S

7. Assignment Teacher assumes they don't Teacher writes the Speaking T-S 3 Homework has an important role, it
have enough time to finish the homework on the stands for practicing at home and
puzzle, so they continue it at blackboard. Ss write consolidating what has already
home. the homework in their been taught.

5
Exercises 5, 7 and 8 from page notebooks.
59.