Lesson Plan

Teacher’s name: Ilie Stefania
School: Scoala Gimnaziala “Constantin Stefan”, Albesti
Textbook: High Flyer Upper Intermediate
Grade: 8th grade; (L1)
Level: Medium
Topic: Expressing purpose; too and enough
Time allowed: 50 minutes
Type of lesson: Consolidation, Reading, Writing
Grammar focus: Past Tense Simple
Approach: communicative

 To consolidate their knowledge so far regarding how to express purpose.

 Grammar: Practicing the Past Tense Simple

 To provide opportunities for the practice of new vocabulary.

 To create the appropriate atmosphere for lowering anxiety;


Evaluation: Students will be evaluated based on the participation in classroom’s discussions. Assumptions:  The students are familiar with most of the grammar issues involved.Student  Student-Teacher 2 . whiteboard Skills: integrated skills.Student  Student. He was not strong enough to hold a gun. Types of interaction:  Teacher-whole class  Teacher.Objectives: By the end of the lesson.g She was too old enough to stay without someone taking care of her. e. the students will be able to:  Use too + adjective (+ too + infinitive) and (not +) adjective + enough (+to +infinitive) appropriately.  They have little knowledge of syntax and sentence structure.  Read the new text about the life of Annie Oakley and find the meaning of some unknown words.  They have prior practice in how to use the Past Tense Simple. e.g. Materials used: textbook.

create a bridge to the new lesson. 2 Checking The teacher checks the Students will Speaking homework homework and then presents participate in the Listening Introducing the the students with the title of development of the T-S 8’ new lesson the new lesson: Too and lesson by listening Enough. S-T teacher and students. Then she will notebooks from the translate them into Romanian. The teacher will to the teacher and write on the whiteboard a few writing in their sentences. no absent today”. whiteboard. It is also grammar issue teacher can prepare the “There are/is …… better to be used in order to students through conversation. that way the fine! Thank you!”. e. whole-class  pair work activity PROCEDURE Nr. Kevin is my brother who just turned 20.g. He is too 3 . lesson language and language ction 1 Warm up The teacher greets the students Students will Warm up activity is an effective Speaking and asks: “How are you answer the teacher’s Speaking practice since it builds an activity today?” “Are there any questions: “We’re T-S 1’ effective relationship between Pre-teaching absents today?”. Class management:  individually. Stages of the Teacher`s activity and Students` activity Skills Intera Time Rationale crt.

in fact.g. My friend is only fifteen. Grammar focus The teacher will ask the The teacher will T-S 8’ students to open their read and then ask Speaking S-T textbooks at page 44 and look the students to do Reading attentively at the grammar so. So good. as well. She tells them it is and will pause from correct each other's mistakes. so she is not old enough to drive. stumble upon.new vocabulary The teacher will further This will be a very great idea for The teacher will S-T 10' engage students by starting to listen to a few the children to evaluate their read the story of Annie Oakley Speaking S-S colleagues' reading skills and students reading. The teacher will explain the unknown words and write them on the whiteboard. of any unknown that she earned a name from words they might this kind of sport. young to be served alcohol in a bar. e. (page 45). about a woman who is time to time in order extremely good at shooting to find the meaning with a gun. Then the teacher explains to them what those sentences mean in Romanian. 3. Reading. 4 . Writing section down the page.

out loud. Further practice The teacher will then ask the The students pay Writing T-S 8' Student interaction plays a very students to pay attention to the attention and write in important role here. homework on the stands for practicing at home and i. notebooks. learning of the new lesson. answers.their notebooks.e. S-T 7. Evaluation Teacher will evaluate their T-S 3’ activity based on the participation in the classroom. Also. 6. S-S In order to help the students S-T understand the mechanism the Afterwards they will teacher will read the task out have to work in pairs loud and then write on the to finish the exercise. Ss write consolidating what has already sentences on their own the homework in their been taught. 4. individually and Reading S-S semi. task in exercise 15 from page 45. whiteboard the first sentence solved. Afterwards. they will be required to write write in their Speaking controlled in their notebooks sentences notebooks the practice activity that contain too and enough. monitors the writing a few students to activity and gives feedback to read their answers the students. Assignment Teacher writes on the Teacher writes the Speaking T-S 2’ Homework has an important role. Practicing To verify the students’ Students will work Writing T-S 10’ grammar . the students have to write blackboard. the teacher will point to T. it whiteboard the new homework. exercise 16 page 45 5 . containing too and enough. 5.

6 .