1

LESSON PLAN

Teacher: Roxana – Delia Onit

Grade: 6th
Level: pre-intermediate
Frequency: 2 hours / week
Textbook: Generation 2000, Macmillan
Lesson: You must be home by eleven
Type of lesson: acquiring new information (Vocabulary and Grammar) and practising
communicative skills (Speaking)
Skills: reading, writing, speaking, listening1
Purpose: the purpose of this lesson is to introduce ways of expressing rules to pupils
Didactic strategies:
 Methods and procedures: observation, reading aloud, translation, match and say,
make sentences, questions and answers, didactic games, conversation practice
 Organization: pairwork, lockstep, individual work
 Materials and equipment: textbook, blackboard, audio files, coloured chalk,
notebooks
Objectives:
1. To create interest in the topic of expressing rules and to introduce vocabulary
related to teenagers to Ss
2. To use the target language in communication
3. To enrich pupils’ vocabulary and general knowledge
4. To practice vocabulary / grammar spoken and written
5. To apply the information received from the teacher in a verbal exchange
6. To verify reading comprehension through a text-related task
7. To promote self-correction gestures and peer correction
8. To identify and select the necessary information in order to carry on with a task
9. To enhance cooperative learning among pupils
10. To allow structured feedback at the end of the lesson
Timing: 50’

PROCEDURE

Recent work: the students have been studying ways of making an invitation through
discovery activities followed by language practice

Warm-up Interaction: T-Ss; Ss-Ss

Timing: 6’
Speaking

Aims: 2, 7, 9

__________
 2

1 The listening skill is ensured by pupils listening to audio files, to the teacher and to their colleagues during the
cooperative learning process
 The pupils and the teacher greet each other
 The pupils present their homework orally
 The teacher has the role of an observer and interferes only if necessary
 Peer observations and corrections are encouraged

Lead-in Interaction: T-Ss; Ss-Ss Timing: 10’

Speaking, reading and writing

Aims: 1, 2, 3, 4, 7, 8

 T writes the title on the blackboard and elicits what it is about; Ss translate it
 T indicates exercise B on page 26. Ss listen to an audio file.
 Then, Ss are told to role play the conversation and discuss the topics written
below. The new words are read aloud, translated and written on the blackboard.
 Then, T tells Ss they are going to speak about expressing rules.

Activity 1 Interaction: T-Ss; Ss-Ss; Pairwork Timing: 10’

Listening and speaking

Aims: 1, 2, 3, 6, 8, 9

 T points to exercise A on page 26.

 T explains that Ss have to think of other common argument topics for teenagers,
besides those in the box. Ss justify their choices.
 Following the example, Ss must work in pairs and say: coming home late—very
important for teenagers; yet they are not always allowed to stay out late
 Ss report back to the class at the end of the activity.

Activity 2 Interaction: T-Ss; Ss-Ss Timing: 10’

Writing and reading

Aims: 2, 4, 7, 8, 9

 T begins this activity by directing Ss’ attention towards exercise C on page 27

 Following the examples, Ss have to write rules beginning as shown.
 Then, Ss read aloud and translate the new sentences.
 Other Ss are paying attention to correct any possible mistakes.
 T has the role of an observer and a feedback provider.
 3

Activity 3 Interaction: Ss-Ss; Pairwork Timing: 8’

Speaking, writing and listening

Aims: 2, 4, 7, 8, 9

 Ss are told to look at exercise D on page 27.

 T tells the class that they are going to complete a survey.
 Ss have to work in pairs, ask and answer.
 Ss write down the correct sentences as in: Can you wear any clothes you like?
Yes, I can. / No, I can’t.
 Ss report back to the class in the end.

Follow-up activity Interaction: T-Ss; Ss-Ss; Timing: 6’

Speaking and writing

Aims: 2, 3, 10

 Together with Ss, T quickly revises the new structures taught during this lesson
 T encourages Ss’ feedback at the end of the lesson
 T assigns the homework for the next English class: exercise E on page 27. Ss
must think of more reasons to make the previous survey more detailed, using the
structures I can / can’t / I have to / don’t have to.