LESSON PLAN

DATE: 27.11.2019
CLASS: the 10th form
LEVEL: elementary
TOPIC: Family ties
MAIN SKILL FOCUS: speaking, listening, writing and reading
TEACHER: Medrea Alina
TEACHING DEGREE: IInd
SPECIFIC COMPETENCES:
CS 1. Linguistic competence: Using formal language resources in communicative acts, showing flexibility and
self-control;
CS 2. Sociolinguistic competence: Updating linguistic resources in various communication situations,
capitalizing on the social dimension of languages;
CS 3. Pragmatic competence: integrating language resources in everyday and unpredictable contexts,
demonstrating precision and discursive fluency.
UNITS of COMPETENCE:
1.5. Using a semantic and lexical repertoire to present clear and coherent messages.
2.1. Recognizing the speech acts useful for various communication situations.
2.2. Deciphering the short instructions, based on the presented images.
2.8. Initiating a conversation, adapting the specific linguistic structures of spontaneous and authentic
communication to various social contexts.
3.1. Distinguishing relevant information from everyday discussions.
3.8. Implementation of language resources to provide details in a daily discussion.
LESSON OBJECTIVES:
By the end of the lesson students will be able:
- to talk about different types of families, using the appropriate vocabulary;
- to discuss about the role of each member in the family;
- to name and make a TOP of the most important family values;
- to compare the British families in past and in present, using the information from the read text;
- to enrich the vocabulary with new words on the topic.

VISUAL AIMS: Student’s book, coloured chalk, board, Power Point Presentation, a projector, a screen,
speakers.
ONLINE TOOLS: youtube.com, team.com, linoit.com, padlet.com.

METHODS: matching, conversation, brainstorming, explanation, brainwriting, chain reading, Venn

Diagram, value pyramid, open letter.

CLASS MANAGEMENT: frontal, individual.

WORD BANK: foster family, nuclear family, extended family, single-parent family.

TYPE OF THE LESSON: mixed lesson

TIME: 50 minutes

RUN OF THE LESSON

Lesson stages Learning Activities Time Materials Strategies
(MTF)
Evaluation
EVOCATION • The teacher greets the students and asks about their well being. 5 min. https://youtu. Whole Class Work
• The teacher shows the students a freeze-frame from a video they are going be/zYvAp5te Brainstorming
to watch and asks them: nqg Video watching
- How do you think what’s the video we are going to watch about? Computer,
• The teacher asks the students to watch the video and answer the question: projector, Communicative
screen, Method
- What kind of family is it? How can you describe the family
speakers. Discussion
members’ relationship?
• The teacher gives the students a list of structures they may use to
express their opinion about the watched video:
a) I think...
b) As I see it...
c) In my opinion...
d) I believe...
Power Point
e) In my view ...
Presentation
f) To my mind ..
g) If you ask me...
h) It's very difficult to say, but I think...
i) What I mean is... / In my opinion...
j) I'm quite certain that...
k) Personally, I feel.../ think.../ suppose.../ guess...
• The teacher announces the topic and the objectives of the lesson:
- Today we are going to talk about different types of families, discuss
about the role of each member in the family, name and make a TOP of
family
values and learn some new words on the topic.
REALIZATIO • The students study the LEARNER TRAINING box from the textbook, 3 min. Textbook. Individual Work
N OF page 24, and answer the teacher’s questions: http://linoit.c Self-information
MEANING - What is a definition? om/users/mar Whole Class Work
- What aspects should we take into acount when making up a definition of iana- Questions-answers
a word? ursu/canvases
• The students get a link, acccess it give definitions of the word FAMILY. /Family%20d
- Students online – Write a definition to explain what a family is. efinition
- Students in the classroom – Explain what the family means to them.
• The students read and compere the definitions.
• The teacher accesses the definition of the word FAMILY in the online 5 min. https://diction Individual Work
Cambridge dictionary. The students read, compere it with their ary.cambridg Brain writing
definitions and conclude. e.org/dictiona Whole Class Work
• The teacher asks the students about the types of families they know and ry/english/fa Discussion
introduses the new vocabulary using images to illustrate each type of 2 min. mily Comparison
family. Computer,
• The students name the type of the family corresponding to the difinition. projector,
screen,
• The students read the statementss, agree or disagree, give arguments to
5 min. Power Point Whole Class Work
support their opinion.
Presentation. Matching Exercise
– Having a big family is much better than having a small one.
– Arguments in the family are helpful in solving problems.
Textbook Whole Class Work
– The husband should be the head of the family.
(Discussion Debate
– Children should participate in making family decisions.
Points, ex. 2, Audio-lingual
– Keeping in touch with your relatives is a matter of duty.
page 24). Method
– People should not invite guests.
• The teacher gives the students a list of structures they may use to express
their agreement or disagreement:

Agreement Disagreement
 I agree this statement  I disagree that ...
... It may be right  Well, I'm not sure that ....
that ...  I can't agree that ...
 I fully agree that ...  I can't agree with the statement that
 I am of the same ...
opinion that ...  I wouldn't say that ...
5 min. Power Point Whole Class Work
• The students match the word combinations (household duties) to the Presentation. Guided discussion
pictures, then they talk about the role of each member in the family Textbook Audio-lingual
answering the questions. (Reading, ex. Method
a. Discuss which of these tasks are usually done by men, and which are 2, page 24).
done by women. How do these responsibilities change from family to family?
b. Explain how much time you spend on housework, and what your
responsibilities are.
c. Provide examples to prove that many times men/ women can
achieve proficiency in jobs traditionally performed by the opposite sex. 5 min. Power Point Whole Class Work
• The students comment on each of the two pictures saying whether they Presentation. Chart T
would prefer any of them to have as an ideal version for their future Textbook Audio-lingual
family and explain their choice. (Reading, ex. Method
1, page 24).
 Blackboard
chalk.

• Reading activity: Reading the text about the British families in past and in
7 min. https://padlet. Whole Class Work
present.
com/mursu_a Chain reading
• The students find similarities and differences between the British families in
von/j6pfdljg Whole Class Work
past and in present, using the information from the read text.
mqfg Diagram Venn
• The students underline the facts from the texts that are also relevant to
7 min.
Moldovan families and comment on them.
• The teacher asks the students to put down a list of family values and then Power Point Individual Work
make up a TOP of 3 the most important ones, explaining their choice.
Presentation. Value Pyramid
REFLECTION The students complete the letter addressed to their parents: 5 min. Power Point Individual Work
Dear parents, Presentation. Open letter
I want to tell you that today in the English lesson we talked about.....I learnt
some new words: ..... I read a text about .... It was easy to.....It was difficult
for me to ... I think the lesson was ...
HOMEWORK To describe the ideal family and explain what should each member of the 1 min.
family do to maintain a healthy, positive relationship with the others.