Lesson plan

Teacher: Chirvăsuță Ionela Mirela

Date: 13th of January, 2020
Class: V B
Level: A1
Number of pupils: 24
School: `Dimitrie Sturdza` Secondary School, Tecuci
School subject: English
Textbook: Limba modernă 1. Limba engleză. Clasa a V-a, autori: Clare Kennedy,
Chiara Soldi, Cristina Rusu, Diana Todoran, Editura Art, București, 2017
Lesson title: Rooms in a house
Teaching point: lexical: rooms and furniture vocabulary
Lesson type: communication of new knowledge
Time allotted: 50’
Skills: writing, speaking

Learning objectives: By the end of the lesson, the students will be able to:
O1: identify at least five rooms;
O2: identify at least ten furniture items;
O3: write a short text about their house.

Lesson aims:
-to relate to the students’ lives;
-to elicit students’ vocabulary;
-to introduce new vocabulary in context.

Methods and strategies: conversation, deduction, gallery tour.

Grouping and seating: individual work, group work
Interactions: T-Ss, Ss-T, S-S, T-G, G-T
Timetable fit: The lesson is part of unit 4: There’s a huge garden and it focuses
on activating and introducing rooms and furniture vocabulary.
Assumptions: Students already know the rooms in a house and some of the
furniture items so it will be easy for them to focus on the lesson.
Predicted problems and possible solutions:
 1. The students do not seem to fully understand the instructions –The teacher
checks the understanding of the instructions (by asking a pupil to say what the
steps of the activity are). Where necessary, she explains the instructions again
or makes a demonstration.

Aids: coursebook, workbook, flipchart.

References:
 Harmer, J., The Practice of English Language Teaching, Longman, 1983
 The Curriculum for Secondary Education
No. Stage activities Time Teacher’s activity
1. Personalisation 7’ The teacher greets the
students and tries to
create a motivational
atmosphere through
conversation in order to
create a proper mood.
The teacher checks the
attendance and asks the
students how was their
holiday.
2. Guide to meaning 12’ The teacher announces
the title of the lesson,
writes the date on the
whiteboard and tells the
students that by the end
of the lesson they will be
able to identify rooms
and furniture items. The
teacher draws on the
whiteboard a house gives
the students some
pictures of furniture items
to place them in the
rooms.
The teacher teaches the
words: downstairs,
upstairs and outside.
The teacher asks the
students to solve exercise
1, page 59: Put the names
of the rooms in the
Students’ activity Purpose Interaction Skills Evaluation
The students bring their -to put the T-Ss Speaking Verbal
own contribution to the students in a good Ss-T appreciation
teacher’s initiative. The mood;
students relate what
happened during their
holiday.
The students write the -to practice rooms T-Ss Speaking Verbal
date and the title in their vocabulary; Ss-T Writing appreciation
notebooks, then they come
in front of the class and
stick the pictures in the Systematic
rooms. The students say observation
what is in the picture (eg.
Bed, table etc.). After they
have placed the pictures,
they say which are the
rooms in the house
(bedroom, dining room,
kitchen etc.)
The students put the
names of the rooms in the
correct place, then they
group the rooms into three
categories: downstairs,
upstairs and outside.
 correct place.

3. Highlight the 7’ The teacher asks the Each team elects a team -to reinforce T-G Speaking Verbal
meaning students to form groups captain. Each captain rooms S-S Writing appreciation
of 4-5 students and to receives a piece of paper vocabulary; G-T
elect a team captain. The and they write the
teacher reads out some numbers 1 to 12down the
questions and asks the left-side of the paper.
students to write the Each captain is going to
answers on their sheets. write the 12 answers to
the quiz questions on this
sheet, but the rest of the
group will help him/her.
After they finish, the
students go through their
answers with the class,
and the winning group
gets a round of applause
from everyone.
4. Initial practice 10’ The teacher gives the The students draw the -to activate T-G Speaking Verbal
students a large piece of objects, then they label students’ furniture S-S Writing appreciation
paper and gives each them. If there are any vocabulary. G-T
team a room.Then, the words they don’t know, Systematic
teacher asks the students the teacher allows the observation
to draw objects for that students to use the
room. The teacher allows Internet.
the students six minutes After they finish, the
to finish the task. students stick the posters
After the students finish on the whiteboard. One
drawing, the teacher asks captain from each team
the students to label each looks at the posters and
object. try to find spelling
mistakes and to correct
 them.

5. Secondary 5’ The teacher asks the The students read the -to practise T-Ss Writing Verbal
practice students to solve exercise words, then they write the furniture Ss-T appreciation
1, page 151: Write the names for each furniture vocabulary
names of the furniture items. Then, they check
and appliances under the their answers with the
correct pictures. class.
6. Guided creativity 7’ The teacher asks the The students read the T-Ss Writing Systematic
students to read the sentences and write a -to develop Ss-T observation
sentences from exercise short text about their students’
4, page 59. The teacher house following the paragraph
asks the students to example. writing.
follow the example and to
write a short text about
their house.
7. Assignement 2’ The teacher asks the The students pay attention -to further
students to solve exercise to the teacher’s practise rooms
1, page 32: Translate the instructions. and furniture
following words into vocabulary.
Romanian., exercise 2,
page 32: Look at the
picture and write the
names of the rooms.,
exercise 3, page 32:
Complete the crossword
writing the name of each
room. Can you guess the
hidden word? and
exercise 4, page 32: Write
the words from the box
under the correct
pictures.