Lesson plan

Teacher: Andreea Manoli

School: Horea School, Cluj - Napoca

Subject: English

Date: November 7th, 2014

Grade: 5th C

Class description: There are 25 students in this class, all between 11 and 13 years old. They have English twice a week,
for 50 minutes each time. For most of them, this is their first year of English Language so their level is quite low.

Level: lower intermediate

Lesson type: Revision

Lesson title: Unit 3. I’m French - Canadian

Lesson length: 50 minutes (08:00 – 08:50)

Skills: Reading, writing, speaking and listening

General objectives:

 review the previous knowledge acquired

 improve their knowledge on the new topic and add new cultural information;
 teach them some basic vocabulary notions pertaining to the topic;
 practice previous knowledge acquired regarding plural of nouns and nationalities
 practice the newly acquired vocabulary notions into suitable exercises (engage their attention in the activities
and encourage interaction, by providing and obtaining specific information etc.);
 practice the present simple of “ to be” and the plural of nouns in exercises;
 learn new verbal expressions pertaining to nationalities;

Specific objectives:

At the end of the class, the students should be able to:

 use correctly expressions like “ I am….”, “I live in…”, “Where are you from?”;
 know how nouns form their regular or irregular plural by adding –s, -es, -ves,;
 know the nationalities starting from the name of the country;
 form accurate simple oral and written sentences using the new words they have learned during the lesson;
 know the name of cardinal directions;
 comprehend a short text given on the spot;

Predicted problems:

 the new vocabulary might bring difficulties in pronunciation in some of the students;
 the student might feel too shy to interact with the teacher
  the novelty of the words might create difficulties in understanding the tasks.

Materials: notebook, blackboard, markers, handouts, worksheets, student’s book, audio recording

Teaching techniques: brainstorming, elicitation, conversation, explanation, cloze test, convey meaning, tasks, role play,
question – answer practice, teacher – class interaction

Teacher’s role: Controller, Observer, Motivator , Resource, Feedback provider

Type of interaction: individual, whole class discussion, T-Ss, Ss-T, pair work, role-play

Bibliography:

Brian Abbs, Chris Barker, Ingrid, Freebairn- Snapshot Students’ Book

Virginia Evans – Round up 1

http://www.pinterest.com/explore/cardinal-directions/
 STAGES ACTIVITIES REASONS FOR MATERIALS Types of
TEACHER’S / STUDENTS’ ACTIVITIES TECHNIQUES interaction
1. Warm – up Teacher greets the students. She asks - To introduce students Greetings, T- Ss;
2 min who is on duty, what the date it, into the atmosphere weather
what’s the weather like, who is forecast
absent.

2. Linking step Teacher lifts a notebook and asks To evaluate previous Objects T- Ss
1 min “What’s this?, then she lifts 2 knowledge Ss - T
notebooks and asks “What are
these?”.

3. Teaching Teacher writes the rule of forming the Blackboard, T - Ss

5min plural for regular nouns and provides To introduce the topic notebooks
also some irregular nouns with their To identity the grammar
plural form. Teacher asks the students rules, to make those
to copy the scheme in their rules clear for
notebooks, and after that she dictates everybody.
the entire rule into Romanian .

The students are asked to come in Involve the student Blackboard T - Ss

4. Practicing front at the blackboard and to put actively into the process Ss – T
15 min these nouns into the plural. of teaching

They will be given some worksheets To put into practice the Worksheets, T – Ss,
and they have to put into the plural rules just learnt, to blackboard, Individual
some irregular nouns. The worksheets acquire more new notebooks work,
are from Round up 1 pages 6 and 7. words Ss- T
Students are taught that the irregular
nouns form plural as such. They have
2 min to solve the worksheet
individually. Students say what they
have written and write their answers
on the blackboard.

Teacher gives them 3 minutes to do To consolidate what Notebooks Individual

the challenge. They have to write on they know work,
in their notebooks one sentence with T – Ss,
a noun in singular and one sentence Ss- T
with the noun in plural. Teacher
verifies orally their sentences. Some
students will read their sentences.

5. Linking Teacher asks the students in which To introduce the topic Their book, T – Ss
2min city we live in, then in which country and the new words blackboard Ss - T
 we are now. She pops out the
question “What makes us similar?”.
“We are all Romanians”. Teacher asks
what nationality we are if we live in
Spain, or Brazil, or Italy etc.

Teacher makes a column with country To make connections Book, T- SS

6. Lead in and one with nationalities. between country and blackboard,
2 min In front of the column with countries, nationality, notebook
she writes “ I live in “ and in from of To increase the
the column with nationalities she vocabulary,
writes “ I am”. The students are also Vocabulary list
asked to copy the name of the
countries from the book at page 20.

7. Introducing Teacher asks the nationality suitable The student is actively Blackboard T – Ss
new for each country. Students come at involved in the process Sss - t
vocabulary the blackboard to write the of teaching
5 min nationalities matching the countries.

Teacher writes on the blackboard the To summarize the most Exercise book,
important questions students should important questions of notebook
know at the end of the class. “ My the lesson
name is…, I live in…, I am…, Where are
you from? Are you…?Yes, …/No…”.

Teacher gives 3 min task to solve ex7 To consolidate the Exercise book, Individual
8. Practicing page 15 from their exercise book. knowledge they have, Blackboard work,
10 min Teacher names a couple of students Questions - answers T- Ss,
read and check the exercise. Teacher Ss – T,
gives me handouts. They should Pair work
choose a nationality and make
dialogues with their colleagues.
Teacher asks if they like music and if
they know who Celine Dion is and in
which country she lives. In this was
teacher gives them clue about her To give them clue in
nationality. In case they don’t know solving the exercise T-Ss
the nationality of the other things, Guessing
teacher tells them the country.
Teacher writes the answers on the
blackboard.

9. Reading Students are required to open their To evaluate their Ss- Ss

and books at page 22. They read and reading and listening Book, recording T- Ss
listening translate once the useful words. skills, tape Group-work
10 min Teacher plays the tape once. She also To improve these skills Individual
names various students to read by To use play role work
using role play and translate each To make them listen to
sentence. They solve the exercise 9. authentic material
10. Introducing Teachers draws a watch on the To introduce new T- Ss,
new blackboard with the cardinal vocabulary and Blackboard, Ss – T
vocabulary directions and asks the students if information, worksheets
2 min they know the directions. Localization on the map

11. Practicing Then, they take a look at the map To practice and T- Ss
3min they see and are asked to write the consolidate the new Ss - T
cardinal points on the map. Students information
will have to practice the cardinal
points and form sentences placing
different objects.

What remains undone, is given as

homework.