You are on page 1of 6

LESSON PLAN

NAME: Mauna Simona


SCHOOL: Constantin Gavenea Pre-Secondary School
GRADE: 5th
DATE: 13th November 2015
TEXTBOOK: English Agenda
STAGE OF COURSE: Lesson: Great Attractions
TIME: 50 minutes

Objectives:
a) Cognitive objectives
At the end of the lesson, students will be able to:
- identify the main idea of the text;
- identify specific details in the text;
- recognize words at first sight;
- use expressions for making phone calls;
- write short messages.
b) Affective Objectives:
Students will:
- manifest interest towards the topic;
- participate interactively during the lesson.
Methods: a) Main method: The Communicative Approach
b) Elements of: The Oral Method, The Visual Method.
Techniques: game, conversation, lockstep, individual-work, peer-work.
Material used: blackboard, textbook, hand-outs.
Interaction:
1. L (lock-step)
2. IW (individual-work)
3. T-SS
Skills: Speaking, Reading, Writing.

I. Warm-up

II. Checking
homework

a. Teacher greets the students;


Teacher checks attendance;
b. Teacher brainstorms ideas about
the influence of technology in our
lives (How could people
communicate hundred years ago?
Have we evolved from then? How do
radio, television and the telephone
influence communication between
people?). He also informs students
about the first telephone appeared,
showing them pictures ( ).
Teacher checks homework (Teacher
asks students to read the exercise on
? from their notebooks).

a. Students respond;
b. Students answer;

T-SS

Speaking

- to make students aware


of their social status and
roles;
- to create a pleasant
atmosphere.
- to capture students
attention on the topic.

Students read their homework.

T-SS

Reading

- to check understanding
of previously taught
knowledge;

A.1. Teacher writes on the


blackboard the words: gamainez,
tempuroc, adior, lepohtene,
noiveliste, letiaselt, pewnspare,
asking students to unscramble them
to find different forms of
communication (magazine,
computer, radio, telephone,
television, satellite, newspaper).
A.2. Teacher checks the words and
writes them on the blackboard.
A.3. Teacher shows students a
picture of a telephone, elicits ideas
about its type ( a public telephone),
the ways it can be operated (either
by coins or by phone cards) and help

A.1. Students write in their


notebooks;

17
III.
Introducing
new
knowledge
A. Prereading

Speaking
Writing
T-SS

- to activate students
background vocabulary
for communication;

Speaking
T-SS
Writing
T-SS
A.2. Students answer.

-to check understanding.


Speaking

A.3. Students answer and write


in their notebooks.

Writing
Lockstep

-to maintain students


interest on the topic and
to introduce language
needed for using a
telephone.

them identify the instructions for


using a public telephone, writing
them on the blackboard:
-pick up the receiver;
-insert a coin/ phone card;
-listen/wait for the dialing tone;
-dial the number;
-greet the person and say who you
are;
-say who you want to speak to or
ask to leave a message;
-say goodbye;
-replace the receiver.
A4. Teacher asks students to solve
ex. 2b, page 68 (to match and copy
the two halves of the telephone
expressions). Teacher clarifies the
unknown words (eg. phone
directory, to be engaged, to be cut
off) and allots students 5 minutes for
doing it.
A. 5. Teacher checks the exercise.
A. 6. Teacher asks students to work
in pairs and to solve ex. 2c, page 68
(to phone each other and to suggest
what to do this Saturday, using the
previous taught knowledge).
A. 7. Teacher checks the exercise.
A. 8. Teacher asks students to solve
ex. 4a, page 69 (to read the phone
messages and reproduce what
exactly the two persons have said).
A. 9. Teacher asks students to find

T-SS

IW

-to help students identify


the interrogative and the
negative forms.

T-SS
A.4. Students answer and
write.

T-SS

Writing

- to introduce expressions
for phoning.

Speaking
Writing

-to check comprehension.


-to provide free practice
of the language for
phoning introduced so
far;

A. 7. Students answer.
A. 8. Students answer.

Speaking
Reading

-to check comprehension.


-to help students learn
writing messages.

A. 9. Students answer.

Speaking

-to reconstruct complete

T-SS
A. 5. Students answer.
A. 6. Students write.

T-SS

the words that are omitted in the


messages (Her train arrives at 4:15
p.m./ Please meet her/ She has got
heavy luggage// She is back from
London/ She wants to see you on
Friday at 10 a.m.).
A. 10. Teacher allots students 2
minutes to write a short phone
message for their partners to read.
A. 11. Teacher checks..

B. Whilereading

C. Postreading

B. 1. Teacher elicits ideas about how


will the world be in the future.
B. 2. Teacher asks students to read
the text from page 70 (Tomorrows
world).
B. 3. Teacher asks students a general
question about the text.

C.1.. Teacher asks students if there


are any new words in the text.
C.2. Teacher asks students to solve
ex. 2b, page 70 (To match the words
to their definitions:
-1. Satellite dish= e. a round aerial
for receiving television signals from
space;

sentences from a
message.

A. 10. Students write.

Writing

-to help students use the


language learned.

A. 11. Students answer.

Speaking

-to check understanding.

B. 1. Students make
predictions.
B. 2. Students read the text.

Speaking

-to maintain students


interest in the activity and
to introduce the new text.
- to help students get the
main idea.
- to check if students got
the main idea.

Reading

12

Speaking
B. 3. Students answer.

C.1. Students answer.

Speaking

C.2. Students write.

Writing

14

-to help students


understand the text.
- to activate students
capacity of inferring the
meanings of the words
from the context.

-2. Subscriber= d. a person who


pays on a regular basis for receiving
a service;
-3. Designer= c. a person whose
job is to have ideas for new products
and draw them;
-4. Electrically powered= b. driven
by electricity;
-5. Provide with= a. give, supply.).
C.3. Teacher checks the exercise.
C.4. Teacher asks students to solve
ex. 2c, page 70 (To answer the
questions).

C.3. Students answer.


C.4. Students answer.

IV. Feedback
and
evaluation

1. Teacher offers feedback.


2. Teacher gives marks.

Students listen.

V.
Homework

Teacher asks students to write a short Students listen and write in


composition with the title: How will their notebooks.
we/you be looking like in 30 years
time?, in which they should use the
terms: economical growth,
technology, schools, buildings,
hospital etc. Teacher also asks them
to think about what they would do to
improve the world, of actions that
they could take to help make the
world a better place.

- to check understanding.
-to develop students skill
of reading for specific
information.

Speaking
Speaking

Lockstep

Listening

- to let students know


how well they performed;

Lockstep

Listening
Writing

- to help students do their


homework.