Lesson Plan

DATE: the 7th of May 2018

SCHOOL: Scoala Gimnaziala Serafim Duicu Tg Mures

CLASS : V, L1

NO. OF STUDENTS: 21

TEACHER: Miklos-Sular Ramona Crina

COURSEBOOK: Right On, Uniscan

UNIT: Food

LESSON: Types of food

TYPE OF LESSON: listening , language acquisition and vocabulary practice

MATERIALS/RESOURCES: worksheets, guidebook, youtube sites;

COMPETENCES: 1.2, 1.3, 2.3, 2.4, 3.2, 3.3, 4.2, 4.3.

AIMS: By the end of the lesson students will be able to:

1. activate previously acquired vocabulary

2. practise newly introduced vocabulary structures

3. develop their communicative skills by sharing ideas on the topic. Talk about likes and
dislikes
 4. stimulate imagination

TIME: 50 minutes
APPROACHES: Communicative and Discovery Approach

TECHNIQUES: Brainstorming; Raising Questions, Elicitation, Oral Drill Activities, Description,

Conversation, Anticipation, Debate

MTERIALS: Blackboard, Hand-outs, Using Realia, Notes, Worksheets, PPT Presentation

 Stage of Timing Interaction Competences Teacher’s Activity Students’s Purpose Observation
lesson Activity
I. Warm-up 1 min T-SS 1.1 1. Teacher greets the students - ss answer - to check if all
1.2 and calls the roll students are
present;
2 min T-SS 1.1 2. Teacher holds an object in her - ss ask question to - to create a
1.2 hands so as students cannot see it identify the object pleasant
2.1 and starts a series of questions atmosphere in
for students find out what it is: - one ss receives the classroom
-Would you like to know what the hamburger as a and activate ss’
this is? prize interest in the
- Can you guess? It is something lesson;
to eat, very tasty, round, it is not
sweet... (teacher answers
students’ questions and gives
hints)

II. Checking 5 min SS-T 1.1 - ss answer and - to check if they

Homework SS-SS 1.2 1. Teacher checks homework correct their all
homework know the
previous taught
material;
III. Lead-in 2 min T-SS 1.1 1. Teacher starts a conversation - ss answer - to create
SS-T 1.2 on the object that is brought in interest in the
2.1 the classroom (the hamburger): new topic;
Do you all like hamburgers?
2.3
What are they made of? Where
can we buy them from? Are there
any fast-food restaurants in our
town?
 IV. 1 min T-SS 1.2 1. Teacher offers feed-back and - ss listen - to let students
Feed-back encourages students to know how well
participate. they performed;
1 min T-SS 2.1 1. Teacher writes the title of the - ss write down - to provide a
V. lesson on the blackboard and and watch at the context for the
Introducing shows students a picture from PPT presentation lesson;
new-material the PPT presentation, after
announcing the aims of the
lesson. (Appendix 1)

5 min - SS-SS 2.2 2. Teacher encourages students - ss debate - to encourage ss

2.3 to debate whether the food on the to speak freely;
3.1 top of the pyramid is healthy or
not.

5 min T-SS 2.2 3. Teacher invites students to - ss work together - to make

SS-SS 2.4 play a short game: Watch and students interact
Tell: and share
- students form groups and thoughts;
receive a bag of small notes - to activate ss’
(Appendix 2) with different food background
items; knowledge;
- students have to categorize
them and write their answers on
their notebooks;
- the leader of each team comes
at the blackboard and report the
teams’ answers
2 min SS-T 1.1 4. Teacher checks students’ - ss report their - to check if all
T-SS 1.2 answers, inviting them to the answers ss answered
2.1 blackboard. correctly;
5 min T-SS 2.1 5. Teacher shows a PPT with - ss work together - to consolidate
SS-T different types of food and hands ss’ knowledge;
School menus (Appendix 3) to
each team and asks them to
create a menu for the school – to
write down some of the food
they would like to eat in the
school cafeteria (if they had
one).
2 min SS-T 1.1 6. Teacher checks their answers - ss report their - to check if all
T-SS 1.2 and asks students to pay answers ss answered
2.3 attention to the dialogue between correctly;
three children talking about their - to provide a
likes and dislikes (Appendix 4) context for the
lesson;
2 min T-SS 1.1 7. Teacher reads the text out loud - ss listen - to make sure ss
SS-T and asks students if there are any pay attention;
unknown words and translates it
with help from the students.

5 min SS-SS 2.4 8. Teacher invites students to - ss read - to make sure ss

SS-T read the text (pair-work) and practice reading
corrects them if necessary. correctly;
 6 min T-SS 1.2 9. Teacher, as an example, - ss listen and - to make sure ss
2.3 chooses two types of food and write on their understood what
4.1 makes up sentences to fill in the notebooks is being asked of
Likes and Dislikes Chart written them;
SS-SS on the blackboard and explains - ss write - to consolidate
the information on it. She gives their knowledge;
students hand-outs (Appendix 5)
and asks them to choose their
likes and dislikes in order to
write them down in their
worksheet.

2 min SS-T 4.1 10. Teacher invites students at - ss report their - to make ss
SS-SS the blackboard to write their answers completed the
sentences and asks students to activity;
correct their classmate’s answers.

1 min T-SS 1.1 11. Teacher briefly revises the - ss listen and - to make sure
1.2 lesson and asks students if there answer all ss have
2.2 is any piece of information they understood the
did not understand. material taught;
VI. Feed-back 1 min T-SS 1.1 1. Teacher offers feedback and - ss listen - to let ss know
thanks everyone for the lesson. how well they
performed;
VII. 2 min T-SS 1.1 1. Teacher announces the - ss take notes - to let ss know
Homework 1.3 homework and explains what what they have
there is to be done: students must to do for the
ask other students from school next lesson.
about their likes and dislikes on
types of food and write down on
their notebooks three most
wanted foods.
Appendix 1

The Food Pyramid

- Students are asked to debate whether the food on top of the pyramid is healthy or not.
Appendix 2

Watch and Tell

- The following flashcards are handed to students (randomly) in a bag and they have to
categorize them into: Fruit; Drink; Vegetable; Meat; Sweets/Desserts.
Appendix 3
The School Menu

- Students have to make-up a menu for their school cafeteria

Appendix 4

Read the dialogue between Samantha, Jessie, Brandon:

Samantha: Hello, guys! I’m starving. What’s on the menu today?

Jessie: Hey, Sam! Not much, actually. There are some beans, steak, and my favourite: fried
potatoes potatoes and bacon with eggs.

Brandon: I love fried potatoes, too, but I can’t say that I like the beans. I really like oranges,
but there aren’t any today.

Samantha: Oranges?! No, thank you! I don’t really like them. I like the fresh salad. It looks
good!

Jessie: Hey, look! There is milk. I love milk!

Brandon: I hate milk! I like fresh lemonade, though. Sam, would you like a fresh glass of
lemonade?

Samantha: Thanks, Bran, but I don’t like it. I’d love an apple juice, instead!

Read the dialogue between Samantha, Jessie, Brandon:

Samantha: Hello, guys! I’m starving. What’s on the menu today?

Jessie: Hey, Sam! Not much, actually. There are some beans, steak, and my favourite: fried
potatoes potatoes and bacon with eggs.

Brandon: I love fried potatoes, too, but I can’t say that I like the beans. I really like oranges,
but there aren’t any today.

Samantha: Oranges?! No, thank you! I don’t really like them. I like the fresh salad. It looks
good!

Jessie: Hey, look! There is milk. I love milk!

Brandon: I hate milk! I like fresh lemonade, though. Sam, would you like a fresh glass of
lemonade?

Samantha: Thanks, Bran, but I don’t like it. I’d love an apple juice, instead!
Appendix 5
LIKES AND DISLIKES

Choose types of food to complete the chart below:

Begin your sentences with:

I really like…
I hate…
I can’t say…
I love…
I don’t really like…
I like…
Positive 100% ………………………………………………….……

………………………………………………………..

……………………………………………….………

Neutral 50% ………………………………………………….….…

………………………………………………………..

……………………………………………………..…

Negative 0% ………………………………………………….…….
 Lesson Plan

DATE: the 7th of May 2018

SCHOOL: Scoala Gimnaziala Serafim Duicu Tg Mures

GRADE : VIIIth A, L1

NO. OF STUDENTS: 22

TEACHER: Miklos-Sular Ramona Crina

TIME: 50 min
TEXTBOOK: Highflyer Upper - Intermediate
LESSON: Unit 17 – In the dead of the night
TYPE OF LESSON: Teaching grammar and vocabulary
LESSON AIMS:
1. to come closer to the topic: sleep
2. to create a communicative and interactive environment
3. to create involvement in the reading task
4. to make predictions related to the topic
5. to read to confirm expectations (skimming)
6. to read for specific information (scanning)
7. to introduce the use of connectors and clarify the use of connectors
8. to familiarize Ss with the use of idioms
 9. to motivate students to use the new vocabulary and connectors

LESSON OBJECTIVES: by the end of the lesson the students will be able to:

1. talk about sleep and the way it affects our lives

2. read to confirm expectations (skimming)

3. read for specific information (scanning)

4. use connectors to predict what follows

5. use english idioms in different contexts

DIDACTIC STRATEGIES:
1. methods, interaction and skills:
2. conversation, brainstorming, exposition
3. individual work, pair (S-S) and group work (Ss-Ss), whole class work
4. speaking, reading, writing
5. materials and aids:
6. the textbook, Ss’ notebooks, blackboard and chalk, pictures, hand-outs.
ASSUMPTIONS: Students are already familiar with some words used for this topic and with the acrostic poems.
ANTICIPATED PROBLEMS: They may be noisy when working in pairs/groups.
SOLUTIONS: Create a pleasant and warm atmosphere, provide explanations when necessary, encourage them to give answers.
A. Match the idioms to their definitions:

1. Cat nap a. to sleep very well

2. sleep like a log b. to wait until the next day before making a decision.
3. beauty sleep c. a short sleep.
4. sleep on it d. to get enough sleep.
5. hit the sack e. go to bed

B. Fill in the blanks with the right idiom:

1. You don’t have to decide now.__________________ and let me know tomorrow.

2. All of this studying makes me want to take a ___________________.

3. After a day at the beach, I usually __________________.

4. Tonight I’ll go to bed early. I need my ______________ to look rested at tomorrow’s party.

5. I need to ___________________ after the sleepless night.

Stages of the Timing Interraction Competences Teacher’s Activity Students’ Activity Purpose Observations
lesson
I.Warm-up 5 min T-SS -T greets and marks the -Ss answer T’s -to create a Speaking
absent Ss, if any. questions that make pleasant
-T checks the homework. them talk about their atmosphere
-T asks the Ss some -to come closer
sleeping habits
general questions related to the topic:
to the topic of the new sleep
lesson. (Are you tired at
the moment?/ What time
did you go to bed last
night? /Do you dream,
sleep walk, have
nightmares, snore or
suffer from insomnia?).

Lead-in 8 min T-SS -T asks Ss to open their
SS-SS textbook and read the
title of the new lesson and
asks them what they think
the lesson is about.
-T asks Ss to make groups
and have a competition to
see how many words they
can think of connected to
sleep.
-T asks Ss to label the
pictures in ex. 1/70 with
the words from the box.
Pre-reading 5 min T-SS -Before reading the text
SS-SS about sleep, T asks Ss to
do ex.2/70 in their books
and decide which
-Ss come up with ideas -to introduce the
new topic
-create a
communicative
and interactive
- In groups Ss write as environment
many words as they
can related to sleep
report to the class.
- Ss read the words and
label the pictures.
-Ss work in pairs. -to raise Pair Work
Answers will be expectations
discussed together -to create
involvement in
with the whole class.
 statements about sleep are
true and which are false
Reading 10 min T-SS - T asks Ss to read the text
and check their answers
from ex. 2.
- T asks the Ss to reread
the text and complete the
sentences with the phrases
in ex.3/70. T explains that
choosing the correct
sentence depends on the
connector, and also on the
overall meaning of the
surrounding sentences.
-T leads the feedback
session and discusses with
the whole class.
Post-reading 5 min T-SS -Teacher asks the ss to
pick up all the connectors
the reading task
-to make
predictions
related to the
topic
-Ss read the text to -to read to Reading
check their answers. confirm Speaking
expectations
-Ss are asked whether (skimming)
they know what a -to read for
connector is. After the specific
meaning of the word information
has been assimilated (scanning)
by the Ss in the target -to introduce the
language, they are use of
required to give some connectors
examples of
connectors from the
text, trying to explain
what they connect and
every connector’s
individual meaning.
Ss carry out the task
individually and then
report to the class. T
leads the feedback
session and discusses
with the whole class.
-In order to assure the -to clarify the Writing
consolidation, Ss are use of
(controlled in the text supposed to underline connectors
practice) all the connectors in
the text and to
complete the sentences
in ex.4/70.

5 min T-SS -T explains that the title of - Ss match the idioms - to enrich Ss’
the text Sleeping like a with the correct vocabulary
baby is an English idiom meaning. -to familiarize
and provides the Ss some Ss with the use
other common idioms of idioms
related to sleep. T shows
the Ss some pictures
illustrating the given
idioms and then gives the
Ss worksheets where they
have to match each idiom
with the correct meaning.
Free practice- 10 min Ss-Ss -T tells the Ss that they Ss work in groups. -to motivate Speaking
production are going to make an When they are ready students to use Writing
acrostic poem about sleep they present their the new
and in order to do that poems to the class. vocabulary and
they have to make groups connectors
and work together.

Evaluation 1 min T-SS -Teacher sums up the -Ss answer the T’s -to revise the
lesson and evaluates questions knowledge
students’ work by giving aquired during
grades to those that were the lesson
really active and pluses to -to reward the
those that were less students
active.
Assigning 1 min T-SS -The T tells the Ss that -Ss will take notes -to let the Ss
Homework they are supposed to do know what they
exercise 5 on page 71. have to prepare
for the next
lesson