9.

LESSON PLAN

AIM(S) of LESSON
The main aim(s) of this lesson will be:
- to use the modal verbs may, might, could and should;
- to produce oral and written messages in which to use future and present possibilities and
probabilities;
- to extend vocabulary of expressing possibility and probability;
- to solve different types of exercises with
STUDENTS' PROBLEMS
I anticipate that the following may cause problems:
- technical issues;
- students might find it difficult to see the difference between possibility and probability;
AIDS / MATERIALS
- The coursebook, Google docs, charts, handouts/ worksheets, video on YouTube, notebooks;
SELF-EVALUATION
Reflection represents an important stage in a teacher’s professional development. Complete the
following blanks as soon as you can after you have finished teaching the lesson. Be as open, honest
and constructive as you can.
 My feelings immediately after the lesson are / were:
______________________________________________________________________________
________________________________________________________________________
 Write down any evidence that your activity was successful:
_______________________________________________________________________________
_______________________________________________________________________
 The things I was not happy with were:
_______________________________________________________________________________
_______________________________________________________________________
 Make suggestions about how you would change the lesson plan to be used in the future to
improve the lesson. Note down some particular areas in the lesson you need to pay more
attention at in the future:

Stages of the
Reason for the Type of
lesson Materials
Activities /Procedures activity interaction
& Timing

The teacher greets the To set the

students and makes sure context for the
that everybody in class is lesson and
ready for the English generate
Warm-up interest.
lesson. T-Ss;
(3’)
Then he checks the
homework and together To create a
with the Ss corrects the pleasant
mistakes if necessary. atmosphere.
Lead-in The T shows the Ss T-Ss YouTube
(5’) sequences from movies in To familiarize the individual videos,
 Quizizz

Videoclipuri
cu might:

https://www.
youtube.com
/watch?
v=zJLpssiYcqI
&ab_channel
=DutchHPfan
1992;

Video cu
could:

https://www.
which the verbs could, youtube.com
might, may and should /watch?
are illustrated, expressing v=z4K2F_OAL
Ss with the topic
possibility and possibility. PQ&ab_chan
of the lesson. work
Ss are given a Quiz, in nel=Wizardin
which they will fill in the gWorld
gaps with the modal verb (2:20);
To create a
they will hear in the video
pleasant
sequence: Video cu
atmosphere.
https://forms.gle/RUqQH should
RphatABzNXs9 
https://www.
youtube.com
/watch?
v=RfsrNAkEeq
o&ab_channe
l=DieAerztinn

Video cu may

https://www.y
outube.com/w
atch?
v=71xBu_VHTf
Y&ab_channel
=WizardingWo
rld (0:00-0:32)

Presentation The teacher announces T-Ss

(14’) the topic of the lesson: To familiarize Ss YouTube
with the subject: videos,
expressing possibility and Charts
probability. expressing
The teacher asks the possibility and
students to listen to a probability.
YouTube video about
using may, might, and To see the
could specific and
(https://www.youtube.co particular
m/watch? context of using
v=ZXN3wROCpfs&ab_cha modal verbs.
nnel=BBCLearningEnglish)
.

T shows another video (a

brief sequence) about
using the modal should to
express probability
(https://www.youtube.co
m/watch?
v=P6R1V2uQM4M&t=318
s&ab_channel=BBCLearni
ngEnglish) (1:29).

The T shares with the Ss a

chart that systematizes
the information from the
two videos, and provides
further examples.  To familiarize Ss
with the
difference
The T asks:  between
What is the difference possibility and
between possibility and probability
probability, as you can see
in the examples? (They To assure a good
may respond: while use of English.
possibility means that
something might (not)
happen, probability
express something that is
likely to happen;
Something is probable
when we make an
assumption based on a
logical deduction)
 To emphasize the
difference, T shows Ss
another video on YouTube
(https://www.youtube.co
m/watch?
v=Al9SENn9IQA&t=7s&ab
_channel=ENGLISHISEASY
WITHRB).

First, the teacher and the

Ss will solve some
exercises involving the use
Coursebook
of the could, might, may,
and should. Simple
together (exercise no. 1
from the coursebook, p.
79). Then, The Ss will be
asked to solve exercise
no. 2, 3 individually. The
teacher checks their
answers. There will also
be an exercise for early
finishers (exercise no. 4). To fluently use
the grammatical
structures in a
communicative
Controlled T-Ss
*** If there is time left, T activity.
Practice individual
(13’) will make a speaking work
exercise: To use properly
modals verbs of
expressing
possibility and
Talk about: probability.

a film you might / might Quizizz

not watch; https://quiziz
z.com/admin/
someone you may / you quiz/6061735
may not see; 5923739001b
ae7c9c
After the exercises, the
teacher sends them a Quiz
to recap the most
important elements of the
lesson.
 The teacher gives Ss Google Forms
feedback on how well https://forms.
Feedback and they have understood and gle/UE4aoadv
T-Ss
evaluation used modal verbs for To provide and m74wYy4AA
Ss-T
(1’) expressing possibility and receive feedback.
probability, and ask
feedback via Google
Forms.

The Ss will receive some

Set the To provide
exercises from their
homework (2’) further practice
textbook as homework
at home.
(exercise 4, (5)/pg.79).
Appendix

EXPRESSING POSSIBILITY AND PROBABILITY

expressing possibility expressing probability

We use could, may, might when we We use should when we think something is probably
believe something is possible. true, and we have reasons for our suggestion

Example: Example:

I am waiting for Julie with another

friend, David. Ask Miranda. She should know.
I ask: 'Where is Julie?' It's nearly six o'clock. They should arrive soon.
David guesses:

 She might come soon. (maybe)

 She could be lost. (maybe)
 She may be in the wrong room.
(maybe)
(OPTIONAL) Lesson plan

1. Warm-up:

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Aim:

Interaction:

Resources:

Time:

2. Lead-in:

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Aim:

Interaction:

Resources:

Time:

3. Presentation:

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Aim:

Interaction:

Resources:
Time:

4. Controlled practice:

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Aim:

Interaction:

Resources:

Time:

5. Production:

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Aim:

Interaction:

Resources:

Time:

6. Feedback and evaluation:

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II. LESSON PLAN

The student has to fill in one lesson plan sheet and one self-evaluation sheet for each lesson that
he/she has taught.
Teacher: Emanuel Lupașcu-Doboș
Observer: Diana Mureșan
Title of the lesson: Comparative Adjectives
Textbook: Limba modernă 1. Engleză. Manual pentru clasa a VI-a, Editura Art, București, 2019,
autori Audrey Cowan, Clare Kennedy, Chiara Soldi, Cristina Rusu, Diana Todoran, Ioana Tudose.
th
Grade: 6 grade (level A2)

AIM(S) of LESSON
The main aim(s) of this lesson will be:
- To learn about comparative adjectives and how to use them in specific contexts;
- To learn how to use comparative adjectives in basic communication;
- To solve exercises regarding comparative adjectives;

STUDENTS' PROBLEMS
I anticipate that the following may cause problems:
- There might be technical issues;
- The Students might not succeed from the first exercise to mark comparative for irregular
adjectives;
AIDS / MATERIALS
- Charts, documents, quizzes, videos on YouTube, etc.
SELF-EVALUATION
Reflection represents an important stage in a teacher’s professional development. Complete the
following blanks as soon as you can after you have finished teaching the lesson. Be as open, honest
and constructive as you can.
 My feelings immediately after the lesson are / were:
______________________________________________________________________________
________________________________________________________________________
 Write down any evidence that your activity was successful:
_______________________________________________________________________________
_______________________________________________________________________
 The things I was not happy with were:
_______________________________________________________________________________
_______________________________________________________________________
 Make suggestions about how you would change the lesson plan to be used in the future to
improve the lesson. Note down some particular areas in the lesson you need to pay more
attention at in the future:
 Stages of the
Reason for the Type of
lesson Materials
Activities /Procedures activity interaction
& Timing
- To set the
The teacher greets the context for the
students, makes the lesson and
presence and checks the generate
Warm-up (2’) homework. The purpose of interest. T-Ss
this section is to create an - To create a
interesting and learning pleasant
atmosphere. atmosphere.

The teacher announces to

the students what the lesson
of the day is: comparative
adjectives. The teacher
starts a speaking exercise
with the students and asks
the students: describe your
classmate. What are the
characteristics that he has
- To familiarize the
and you do not have? What
Ss with the topic of
attributes do you have that
the lesson.
your bank colleague does T-Ss
Lead-in (10’)
not have? Is it a field you Ss-T
- To create a
both practice? Who is that?
pleasant
Who is better in that field?
atmosphere.
Why? Students answer the
teacher's questions. The
teacher corrects grammar,
pronunciation or vocabulary
problems where
appropriate. At the end of
the speaking activity, the
teacher gives feedback to
the students.
Presentation The teacher presents the - To teach students T-Ss YouTube
(13’) students with a video in how to use Ss-T Video, Virtual
which the comparative comparative Bord
adjectives are explained. For adjectives;
this, he uses a video
material from YouTube - To show them
(https://www.youtube.com/ different
watch? hypostases in
v=vj3SbCwQd9I&ab_channel which comparative
=NewModelforLearningEngli adjectives are
sh). At the end of watching used;
this video, the teacher asks
the students: how do we - To enrich their
express comparative knowledge of
 adjectives consisting of one
syllable? But for words
consisting in more syllables?
What happens when we put
the comparative suffix to an
adjective ending in -y? Give
examples of irregular
adjectives, etc. At the end, grammar and
the teacher notes on the vocabulary;
virtual board what are all
the possibilities of forming
comparative adjectives.
Students write in notebooks
and ask questions to the
teacher, where there are
doubts.
Controlled The teacher gives, for the To fluently use T-Ss Quizzes,
Practice (16’) beginning, a small quiz to different Individual Coursebook
the students to see if they grammatical work
have managed to master the structures in a
taught subject communicative
(https://elt.oup.com/studen activity.
t/solutions/elementary/gra
mmar/grammar_08_012e? To use properly
cc=ro&selLanguage=en). comparative
Students fill in the blanks. adjective and to
The application, at the end form them
of the completion, shows correctly.
which are the correct
answers and which are the
incorrect ones. The teacher
evaluates the students'
answers and gives them
feedback where
appropriate.

The teacher asks students to

solve exercises 1, 2 and 3 on
page 92 from the textbook.
The students work quietly
and, at the end, the teacher
listens to their answers. The
teacher congratulates those
who have successfully
completed the exercises and
encourages those who have
failed to do well.
As a final exercise, the
teacher gives the students
another exercise to target
comparative adjectives
 (https://speakspeak.com/en
glish-grammar-
exercises/elementary/comp
arative-adjectives-2). This
exercise will be done online,
and students, when they
finish, will read the solutions
aloud. The teacher will
correct the answers where
needed and congratulate
them for their work.
The teacher gives Ss
feedback on how well they
Feedback and To provide and T-Ss
have understood and used
evaluation (2’) receive feedback. Ss-T
comparative adjectives, and
ask a verbal feedback.
The teacher asks the
students to write a
Set the composition about family To provide further
homework (2’) members of at least 10 lines, practice at home.
in which to use at least 5
comparative adjectives.
III. LESSON PLAN
The student has to fill in one lesson plan sheet and one self-evaluation sheet for each lesson that
he/she has taught.

Teacher: Emanuel Lupașcu-Doboș

Observer: Diana Mureșan
Title of the lesson: A Party
Textbook: Limba modernă 1. Engleză. Manual pentru clasa a VII-a, Editura Art, București, 2017,
autori Emma Heyderman, Fiona Mauchline, Patrick Howard, Patricia Reily, Daniel Morris, Mariana
Stoenescu, Claudia Inoan.
Grade: 7th grade (level A2)

AIM(S) of LESSON
The main aim(s) of this lesson will be:
- To characterize their friends;
- To dialog about recent activity in their lives;
- To expand their vocabulary regarding the topic of making new friends;
STUDENTS' PROBLEMS
I anticipate that the following may cause problems:
- The students might not understand the audio material;

AIDS / MATERIALS
- Charts, documents, quizzes, videos on YouTube, etc.
SELF-EVALUATION
Reflection represents an important stage in a teacher’s professional development. Complete the
following blanks as soon as you can after you have finished teaching the lesson. Be as open, honest
and constructive as you can.
 My feelings immediately after the lesson are / were:
______________________________________________________________________________
________________________________________________________________________
 Write down any evidence that your activity was successful:
_______________________________________________________________________________
_______________________________________________________________________
 The things I was not happy with were:
_______________________________________________________________________________
_______________________________________________________________________
 Make suggestions about how you would change the lesson plan to be used in the future to
improve the lesson. Note down some particular areas in the lesson you need to pay more
attention at in the future:
______________________________________________________________________________
______________________________________________________________________________
______

Stages of the
Reason for the Type of
lesson Materials
Activities /Procedures activity interaction
& Timing
 - To set the
The teacher greets the context for the
students, makes the lesson and
presence and checks the generate
Warm-up (2’) homework. The purpose of interest. T-Ss
this section is to create an - To create a
interesting and learning pleasant
atmosphere. atmosphere.

The teacher announces the

theme of the lesson: making
friends at the party. The first
stage is represented by a
listening exercise. Students
listen to a recording of a
dialogue between Dan, Rita
and Megan. They need to
follow the information given
in the dialogue in order to
be able to solve exercise 2 of - To familiarize the
the textbook (p 100). After Ss with the topic of
the second audition, the the lesson.
T-Ss
Lead-in (10’) teacher listens to the Coursebook
Ss-T
students' answers and gives - To create a
feedback on the spot. Then pleasant
listen to a piece of another atmosphere.
dialogue regarding Dan
talking about meting
someone at the party.
Students must now
recognize some descriptions
of personality, appearance,
or hobbies. The teacher
listens to the students'
opinions and discusses them
in plenary.
Presentation The teacher gives the - To improve T-Ss YouTube
(13’) students to solve exercise 6 dialogue skills, Ss-T Video, Virtual
from the textbook, to enrich vocabulary Bord
highlight the words and and improve the
phrases phraseology used in ability to have an
the description of a friend / ad hoc
person. The teacher explains conversation.
and notes the unknown
words on the virtual board.
The teacher announces a
speaking exercise (p. 101
from the coursebook). The
exercise will be done in pairs
in the form of a dialogue
about a friend that they
 recently met. Students are
asked to use appropriate
vocabulary and follow the
next patter:
1. What’s she / he like?
2. What does she / he
look like?
3. What does she / he
like doing?

Students use words they

have learned in previous
sections. The teacher
congratulates the volunteers
for the excellent
performance.
The teacher offers the
students a video about
famous friendships. Before
the video, the teacher asks
them "pre-reading"
questions to broaden the
students' knowledge
horizon:
1. Do you know any
famous friendship?
2. How do you think
- To familiarize
they both met?
students with the
3. What do you think
cultural
made them famous? T-Ss
Controlled information and Coursebook,
Individual
Practice (16’) with one of the Virtual Bord
Then they get a video about work
most well-known
Rolls-Royce. Students listen
figures in
to the recording twice in
nowadays culture;
order to respond to an
exercise in the textbook
(listening exercise, ex.
8/101):
1. What was Rolls
famous for?
2. What was Royce
good at?
3. How much did the
first Rolls-Royce car
cost?
Production (15’) Students solve an exercise - To reinforce T-Ss
form the textbook (p. 100) in previously learned Ss-T
which they have to describe information and to
their last birthday party (no stimulate students'
more than 100 words). The creativity.
teacher gives them more
 time to write, then listens to
their written productions. It
gives them positive feedback
and corrects where
necessary.
The teacher asks the
students to search
Set the To provide further
information on the internet
homework (2’) practice at home.
about famous friendships
from Romania.