LESSON PLAN

Teacher: Nani Elena

Lower secondary school: Şcoala Gimnazială Nr.4 Moreni

Class: 3A

Number of students: 25

Date: 13th February

Time of the lesson: 50 minutes

Approved national curriculum: Ministerul Educaţiei Naţionale, Programa şcolară pentru

disciplina Limba Modernă, clasele a III – a – a IV – a, nr. 5003/02.12.2014, București, 2014

Coursebook: Jenny Dooley, Virginia Evans, Limba modernă – engleză, Fairyland 3A/B, Pupil’s
Book, Express Publishing - Uniscan Grup Educaţional, 2015

Unit: 7

Lesson: Shopping time!

Type of lesson: language acquisition and vocabulary practice

Learning support: educational platform ( www.manualedigitale.ro)

Communication context: Shopping

Functional grammar: Ask for and give information on prices

Structure: How much is …?/ How much are …?/ It’s …/ They’re …

Vocabulary: English money, clothes

Skills involved: Speaking, Writing, Reading, Listening

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Method: Affective – humanistic approach

Activities: pointing to flashcards, reading and listening for gist, sorting vocabulary, roleplaying,
simulation, matching exercises, completing task sheets, designing a project

Aids: Laptop, OHP, white board, loudspeaker, microphone, flashcards, worksheets

General competences:

1. Receive oral messages

2. Oral communication in routine exchanges
3. Receive written messages
4. Write messages in routine exchanges

Specific competences:

1.2. Identify time and quantity (prices, numbers) in a clearly and slowly articulated oral
message.
2.1. Ask for and give information on numbers, prices, clock times.
3.2. Identify the global significance of a simple texts about familiar topics.
4.2. Write a simple message for a classmate.

Lesson aims:

- To activate previously acquired vocabulary on English money and clothes

- To give students practice in functional grammar (ask for and give information on prices)
- To develop receptive and productive skills
- To develop communicative skills

Values and attitudes:

- Preparing students for social interaction, family relationship and friendship and for the
importance of personal effort

Assumed knowledge:

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 - The students are familiar with vocabulary on English money and clothes (previous
acquisition)
- The students are familiar with the verb to be and pluralia tantum nouns for articles of
dress (previous acquisitions)

Anticipated problems:

- Some students may have difficulties when pronouncing language structures (the teacher
conducts choral repetition)
- Some students may have difficulties in working on certain tasks, the teacher
prompts/helps
- Some students may resort to their native language during speaking activities (the teacher
draws attention)

Activity 1. Checking homework

Competence: 4.2.
Aim: - to consolidate vocabulary related to clothes
- to develop the skill of writing
Procedure:
As homework, the students had to design a project about their favourite outfit and share it with
their colleagues. The teacher checks homework by asking random students in the class to present
their projects to each other. The teacher collects all the projects for further assessment.
Interaction: T – Ss; Ss – Ss, Ss –T Timing: 3 minutes

Activity 2. Warmer
Competence: 1.2.
Aim: - to activate previously acquired vocabulary on English money and clothes
- to develop the skill of listening for gist
Procedure:
The teacher tells the students that they are going to develop their own clothes shop and learn how
to be good entrepreneurs. The teacher organises the students into groups and provides them with

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a two – compartment box and an envelope with pictures of clothing and blank price tags. The
students are requested to name the clothes in the pictures and listen to the teacher’s instructions
in order to write down the price for each item. The teacher gets feedback by displaying the
correct price tags in a slide for the students to check on their work. At the end of the activity, the
students place the clothes in the first compartment of the box and get rewarded with banknotes in
denominations of ₤5, ₤10, ₤20 and ₤50, which they place in the second compartment of the box.
PPP, slide 1 and annex 1.
Interaction: T – Ss; Ss – Ss, Ss –T Timing: 10 minutes

Activity 3: While reading

Competences: 3.2.
Aims: - to introduce functional grammar (ask for and give information on prices)
- to develop the skills of reading for gist
Procedure:
3.1 The teacher gives the groups of students a worksheet with two pieces of conversation in a
shop and corresponding pictures. The students have to read the shop assistant - client exchanges
and match them with the correct pictures. The teacher gets feedback by asking the
representatives of the groups to report their answers to the rest of the class and then displays the
key to the exercise in a slide. PPP, slide 2 and annex 2
3.2 The teacher selects two pairs of students to come to the front of the classroom and role play
the dialogues from the previous activity. The teacher has the students focus on the questions and
answers used when asking about price tags of singular and plural clothing items. The students
elicit the structures How much is …?/ It’s …; How much are …/ They’ re … and write them in
their notebooks.
Interaction: T – Ss; Ss – Ss; Ss –T Timing: 10 minutes

Activity 4: Conversation
Competences: 2.1.
Aims: - to practice functional grammar (ask for and give information on prices)
- to develop communicative skills

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Procedure:
The teacher organises the students into pairs and asks them to focus on the shop assistant – client
conversation displayed on the board in order to simulate shopping for clothes, using the
structures they have elicited and the didactic material they have worked on during the warm – up
activity (clothes flashcards and banknotes). The teacher has two random students demonstrate
the simulation to the rest of the students. The activity ends when the students in the class have
sold and bought all the clothes in the box. The teacher gets feedback by walking among the
students, helping those who have difficulties performing the task. PPP, slide 2 and annex 1
Interaction: T – Ss; Ss – Ss; Ss –T Timing: 12 minutes

Activity 5: SMS
Competences: 4.2.
Aims: - to produce functional grammar (ask for and give information on prices)
- to develop the skill of writing
Procedure:
The teacher gives the students an SMS note to complete and send to their colleagues in order to
ask and answer about the prices of the clothes printed on their worksheet. The students complete
the questions individually, using the language structures How much is …?/ How much are…?,
then hand in the note to their colleague for a written reply: It …/ They’re …. The price tags of the
items of clothing are not specified in the worksheet, the students provide the answers by memory
or by checking the previously used didactic material. The teacher supervises the students’ work
and helps those who have difficulties performing the task. Annex 3
Interaction: T – Ss; Ss –Ss ; Ss –T Timing: 10 minutes

Activity 6: Feedback and peer assessment:

Competences: 4.2.
Aims: - to check the level of language structure and vocabulary acquisition
Procedure:
The students, in pairs, check on their written SMS conversation to spot possible mistakes they
might have made (incorrect spelling, use of structure, punctuation, incorrect price etc). The
teacher gets feedback by asking a random pair of students to read their questions and answers

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aloud and to mention the mistakes they have spotted (if any). At the end of the activity, the
teacher collects all the notes for further assessment.
Interaction: T – Ss; Ss –Ss ; Ss –T Timing: 3 minutes
Activity 7: Assigning homework
Competences: 4.2.
Aims: - to consolidate functional grammar and vocabulary on English money and clothing
Procedure:
As homework, the teacher asks the students to design their own shop with commodity and price
tags of their choice.
Interaction: T – Ss; Ss –T Timing: 2 minutes