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Lesson Plan - Appendix

STAGE
Warm-up

SKILLS
Speaking

TIME
2

DESCRIPTION OF PROCEDURE
- T. greets Ss. And asks them a few ordinary questions
(How are you today?/What day is today?)

Revising
the last
lesson

Speaking

- The members of the family, T. shows a flashcard with


the family members.

Speaking

- T. asks the students: Where does a family live? Ss will


answer: In a house. The teacher continues: Today, well
learn which the rooms of a house are and what things
we can find in each of them. Later well find out some
activities that we can do in each room of the house.

Speaking
Writing

10

Listening

10

Lead in

Presentatio
n

- T. draws a simple plan of a home on the board. T.


introduces the name of each room, in turns. (This is my
home. There is a kitchen. You can cook in the kitchen.
There is a bedroom. You can sleep in
the bedroom, etc.) T. uses gestures with the
explanations, so that
students can guess the meaning of each rooms name.
As T. introduces each new room, writes the word for it
in the plan.
- When all the rooms have been introduced, reinforce
them by
asking questions: Where can you cook? Ss: In the
kitchen, etc.
- Introduce the interrogative form in the end, to help
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AIM
- to prepare
students for the
lesson
- to consolidate
the terms
associated with
each member
of the family
- to introduce
the topic/to set
the context
- to identify the
rooms of a
house
- to pronounce
correctly

Lesson Plan - Appendix


Practice
Reading

Writing

10

10

Production
10
Break

reinforce vocabulary: Is there a kitchen? / Is there a


bathroom?; How many rooms are there?
- T. explains the context: M. is visiting A.s family.
Students
look at the picture (a plan of A.s flat) as they listen to
the
dialogue Ss. point to each room as it is mentioned.
- Ss. read the dialogue in pairs. After they finish once,
T. asks them to change partners and read the text
again.
- Ss. do an exercise in pairs and copy the answers in
their copybooks (they have to fill in with the missing
information: the names of the rooms)

- to assimilate
the words
referring to the
rooms of the
house;
- to acquire
some new
words referring
to the things we
find in each
room
- to use the
vocabulary that
has been
taught

- Ss. draw the plan of their home (either real or


imaginary). T. asks them to write a few sentences to
describe it. T. goes round to the weaker students first
and checks if they have got the grips of what they
need to do.
STAGE
Presentatio
n

SKILLS
Speaking

TIME
5

DESCRIPTION OF PROCEDURE
- T. asks Ss. to imagine they are looking for a house /
room to rent
2

AIM
- to identify the
objects in a

Lesson Plan - Appendix

Speaking

10

Practice

Listening

Production

Reading

Writing

Speaking
Debriefing

15

in another town. How would they describe the kind of


room they
would like? T. makes a concept map on the board and
writes in the words or expressions students believe
they might need when describing a room.
- T. uses pictures to introduce the new vocabulary. T.
challenge
Ss. to make guesses about what each word means
orally.
- T. uses some of the words in the new language
section to practise forming the plural form for regular
nouns. According to the
students interests, T. create a scenario in which they
have to use
the plural. (e.g. In my room there are four chairs, two
armchairs,etc.)
- T. explains the setting: M. is going to stay in Romania
for a while, so she needs a place to live. Shed like to
rent a room. While students listen to her conversation
with the landlady, their first listening task is to find out
how long M. intends to stay in Romania. (one year,
maybe longer).
- T. asks Ss. to read the text, with a different task: Ss.
have to draw an empty rectangle to represent the
room, then as they listen to the conversation fill it in
with chairs, bed, etc., accordingly.
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room
- to pronounce
correctly

- to learn the
plural of nouns

- to assimilate
the words
referring to the
objects in the
house and the
prepositions of
place;

- to reinforce
vocabulary and
practise asking
and answering
simple
questions;

Lesson Plan - Appendix

5
Evaluation

- Ss. are given a picture of a room that they have to


describe in their copybooks. After doing the exercise,
Ss. Are invited to read their descriptions Ss. are invited
transfer their new skill to locate various objects in their
classroom.
- T. has a general discussion about what was learned
during the activity. T. asks for volunteers to share
reactions. T. asks for questions.

- T. invites Ss. tick these statements according to how


they felt while doing the exercises
- I can name the different rooms in a house
- I can describe my house
- I can describe and locate objects in a room.
- I can describe my room.
- I can use the plural of regular nouns correctly

- to reinforce
vocabulary and
practise using
prepositions of
place