LESSON PLAN

SCHOOL: SCOALA CU CLASELE I-VIII

TEACHER: Teodorescu Virgiliu

DATE: 31.05.2017

FORM: 7-th

LEVEL: L2, PRE-INTERMEDIATE

LESSON TOPIC: PAST PERFECT

UNIT: SOMEONE HAD DROPPED IT!

GRAMMAR:

-formation and use of Past Perfect Simple.

TYPE OF LESSON: introducing a new grammar structure.

SKILLS INVOLVED: listening, speaking, reading, writing

AIMS:
A) COMPETENCES: by the end of the lesson the Ss will be able to:
- identify the situation when it is impetuous to use Past Perfect Simple
- use with accuracy Past Perfect Simple in real instances of communication.
- make up sentences and short dialogues using the new acquired grammar structure in
affirmative, negative and interrogative form.
- express their opinions, preferences or dislikes using the new acquired ngrammar.
B) AFFECTIVE AIMS:
- to create a warm atmosphere in order to offer the background for smooth, easy
conversations between teacher and students
- to make students confident in themselves when speaking a foreign language

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

TEACHING TECHNIQUES:
- conversation
- dialogue
- role-play
- exercises
- brainstorming
- guiding to discovery of the grammar structure.

METHODS OF TEACHING: Communicative Language Teaching,

TEACHING AIDS: blackboard, chalk, Students Book, CD

A).BIBLIOGRAPHICAL:
1. Official: The Curriculum for Secondary Education
2. Textbook: Brian Abbs, Ingrid Freebairn with Chris Barker: ‘Snapshot Pre-
Intermediate’, Longman, 2001.
B).HUMAN: the students of the class: 29

TIME: 50`

PROCEDURE

ACTIVITY 1: ORGANIZATIONAL MOMENT: (1`)

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

ACTIVITY 2: WARM UP (1`)

Procedure: T starts a short conversation by asking the Ss to open their books on page 82 and
answer to some question related to the picture they see. (Eg: “Who is with Nicola and Louise?
Where are they?Why are they there? Ss answer the questions and cheer up..
Aims: - to assure the transition between the Organizational Moment and the Checking of
Previous Knowledge.
- to revive the spirit of the class and assure a proper atmosphere for the lesson.
Skills: speaking
Techniques: conversation.
Interaction: T->S; S->S.
ACTIVITY 3: LISTEN AND READ (5`)
Procedure: T explains to Ss that the conversation they will hear takes place some time later,
ater the concert.
T asks: What did Nicola forget? What did Nicola find? Where did she take it?
T shows the Ss the example in the SB (ex.2 page 83). Ss order the sentences.
Answer keys: 1d), 2f), 3c), 4a), 5e), 6b)
Aims: - to verify and review the acquisition and use of the instance of giving advice
-and to make the transition from Warm-up to Checking the Previous Knowledge and to
assure the feedback for the Ss` work at home.
-to put the Ss in the situation to read their written assignment.
Skills: speaking, reading.
Techniques: conversation, explanations if necessary.
Interaction: T->S; S->T;

ACTIVITY 4: INTRODUCTION OF THE NEW VOCABULARY (5`)

Procedure: T writes a sentence in Romanian on the board and asks the Ss to translate it. “Eu
âancasem mărul deja.” Ss try to translate the sentence but they use Past Simple or Present
Perfect, T then underlines the fact that in Romanian we have “Mai Mult Ca Perfectul” and
that there should be used a tense situated even more behind in the past than Present Perfect.
Teacher ten puts down their example with Present Perfect Simple and writes with colored chalk
the word “HAVE”. (Eg: “I have already eaten the apple.”) Then T asks the Ss for a possibility
to get this Present Perfect more into the past. Ss then come up with the idea of passing the verb
“HAVE” into the Past-> “HAD” the second form of the verb=Past Simple. T then asks the Ss:
“If HAVE EATEN is Present Perfect, how can you call the structure HAD EATEN?”

HAVE EATEN HAD EATEN

Present Perfect ? Perfect

Ss see the analogy and answer Past Perfect. T praises for their intuition and then introduces the
new topic: “This is what we are going to learn today: to form and use Past Perfect Simple!”

Aim: - to assure a proper transition between the moments of the lesson.

- to inform Ss about the topic they are going to learn.
-to guide the Ss into discovering the new grammar structure in order to facilitate its
acquisition.
Skills: speaking.
Techniques: discussion, questioning, brainstorming, analogy, interdisciplinary connections
Interaction: T->S; S->T;

ACTIVITY 5: PRESENTING THE NEW GRAMMAR STRUCTURE THROUGH

GUIDINGS AND EXPLANATIONS (10`)
Procedure: T guides the Ss into discovering the way past perfect is formed writing the
procedure and examples on the board and the Ss on their notebooks. T gives the Ss several
examples of sentences with the Past Perfect Tense and based on these T asks the Ss to put down
the situations when to use Past Perfect (Eg: “She had already taken a shower when he came
home.”- an action started and ended in the past that took place before another action in
the past etc.), thus making any possible interdisciplinary connection between the Romanian
language and the Target Language, through analogies. Ss put down their discoveries. Using
pencils as on the board.
Aim: - to assure a proper transition between the moments of the lesson and thus a better
comprehension of the topic.
- to provide for the Ss the proper information in order to assure and facilitate the
acquisition of the new grammar structure.
Skills: speaking.
Techniques: discussion, guiding, analogies, interdisciplinary connection.
Interaction: T->S; S->T;

ACTIVITY 6: READING AND ACQUIRING THE NEW GRAMMAR STRUCTURE

(10`)
Procedure: T play the tape with the dialogue, in order for the Ss to hear a proper pronunciation
(model reading) and for the Ss to familiarize with the text. T then guides the Ss in finding the
meaning of the unknown words through analogies and Ss put them down in their notebooks ant
T on the board. T then asks the Ss to read and translate the text aloud and to find the verbs into
Past Perfect Simple and put them on a list in their notebooks.
Aims: - in order for the Ss to hear a proper pronunciation and intonation and thus to get
familiarized to the text, and to put the Ss in the situation of getting implied in the topic.
- facilitate the acquisition of the new vocabulary.
Skills: listening, reading, writing.
Techniques: brainstorming, explanations, translation, analogy, model reading, role-play
Interaction: T->S, Individual Work.

ACTIVITY 7: USING OF THE NEW THE ACQUIRED GRAMMAR STRUCTURE (10`)

Procedure:
T asks the Ss to do exercise 4 page 58 in Language Booster.

Aims:
- to consolidate the acquisition of the new grammar structure.
Skills: reading, writing, speaking.
Techniques: Individual Work.
Interaction: T->Ss; S->S; S->T;

ACTIVITY 8: SETTING HOMEWORK (1`)

Procedures: As homework T asks the Ss to do exercise 1 and 2 page 127 in Language Booster.
Aim: -to consolidate and use the new acquired grammar structure.
Interaction: T->Ss.
Type: Written assignment.
ACTIVITY 9: EVALUATION (1`)
Procedures: T appreciates Ss` activity both verbally -praising the activity of the Ss- and also by
giving marks.
Aim: -to increase Ss` self confidence and encourage them in their study of English.
Interaction: T->Ss.