LESSON PLAN

Date: Grade: Time: Number of students: School nr. , Baia MareTeacher: Type of lesson: lesson of acquisitionTextbook: Snapshot StarterUnit of learning: Lesson: What is Daniel doing?

Recent work: Vocabulary: - daily activities, routine - adverbs of frequency used with present simple tense

Structures: - Present simple tense (aff., interr., neg.)

Objectives:- to engage and activate students in using the English language;- to talk about activities they are doing in the moment of speaking;- to develop communicative and receptive competences;

Teaching aids: picture(s); postcards ; handouts, blackboard;

Skills: Speaking Listening

Interaction: Teacher – Whole class Teacher – Student Student - Teacher Student - Student

Class management: Pair work Group work Lockstep

Anticipated problems: there will be explanations in Romanian (if needed)

Procedure

ACTIVITY I – Warmer – The Chain (Whole class)

Aim: - to warm Ss up; Time: 5 min.Procedure: The T. says ‘My name is … and I drink coffee every morning’ and she nominates a student to continue S1: ‘ Her name is … and she drinks coffee. My name is … and I don’t like chips.’ and the student nominates another student to continue the chain. Interaction: Ss-Ss; Ss- T

ACTIVITY II - Reinforcing and checking the previous knowledge (Pair work)

Aim: - to practice asking for and answering questions using present simpleTime: 10 min.Procedure: T. asks students to gather in 2 groups and gives the students handouts with words written on them. The handouts contains words they have to re-arrange in order to make up sentences. After finishing sentences are read aloud. The team who made the 3 sentences correctly wins.Interaction: Ss – Ss; Ss - T

ACTIVITY III – Pre-listening – (Lockstep)

Aims: -to create interest and introduce Ss into the topicTime: 10 min.Procedure: The teacher asks the students to look at the picture in the textbook. She asks the question ‘ What is Daniel doing?’ and writes the question on the Bb. She elicits the answer ‘ Daniel is…. watching TV.’ The teacher highlights the verb is and the –ing ending. She elicits the next question about Emily asking students ‘Tell me about Emily ….‘ What… is Emily doing?’ ‘She… is reading/talking to Daniel’. The teacher writes the sentences on the Bb and drills them chorally and individually and establish a definition with the students(the time is now/at the moment).

Interaction: Ss – Ss, Ss-T

ACTIVITY IV – While-listening (Pair-work)

Aims: - to practice listening for specific information Time: 10 min. Procedure: T. gives the students handout nr. 2 containing a gapped version of the dialogue to help them focus on the verbs and ask them how much they can remember of the dialogue. Students , in pairs, try to fill in the gaps. They can check the dialogue in their textbooks.Interaction: Ss – Ss; Ss - T

ACTIVITY V – Post-listening– (speaking) (Pair-work)

Aim: - to use the information acquired in creating sentences of their own;Time: 10 min. Procedure: Ss are asked to look at the pictures in exercise 2/p77 and make up questions and answers using the prompts given. After finishing the exercise they practice the same questions about them and their colleagues.Ex. S1: What is Mircea doing? S2: He is laughing. so on.Interaction: Ss – Ss; Ss - T

ACTIVITY VI - Evaluation and homework assignment

Aim: - to evaluate the Ss. work- to assign Ss. their homework

Time: 5 minProcedure: The teacher grades some Ss.

As homework the T. gives Ss exercise 5 p 78 as homework. They have to complete Daniel’s letter with the verbs given.(alternative HW – to act out the dialogue in the textbook)Interaction: T – Ss

Handout 1

SHE DOES NOT LIKE COFFEE.

THEY PLAY FOOTBALL IN THE PARK EVERY SUNDAY.

DO YOU SPEAK ITALIAN?

Or

WE DO NOT GO TO SCHOOL ON SUNDAY.

HE SPEAKS GERMAN VERY WELL.

DOES SHE PLAY THE PIANO?

Handout 2

EMILY: Where’s Daniel?LUKE: He…. Upstairs in the bedroom.

EMILY: Oh. What ….. he doing? Is he read…..?LUKE: No, he …… . He … writing a letter.EMILY: Who’s he ……… to?LUKE: I don’t know. His sister, Louise, I think.