LESSON PLAN

DATE: 23rd November 2017

SCHOOL: „Viilor” Economic Highschool

CLASS : IXN, L1

NO. OF STUDENTS: 30

TEACHER: Elena-Carmen BOBOCESCU

COURSEBOOK: GOING FOR GOLD, UpperIntermediate

UNIT: 4

LESSON: Grammar: Narrative Tenses; Writing story

TYPE OF LESSON: Grammar practice, speaking and writing

MATERIALS/RESOURCES: worksheets, drawings;

COMPETENCES: 1.2, 1.3,2.1, 2.2, 2.3,2.5, 3.1.

AIMS: 1. To revise tenses which are useful when telling or writing stories.

2. To practise the use of time expressions to link ideas in spoken and written English.

3. To practise planning and writing a story.

Stages of Timin Interaction Competence Teacher does Students do Observations
lesson g s
Warm up 5 min T-Ss 2.1 Teacher writes the key word : Students answer
DREAMS on the blackboard , individually narrating an
and elicits students to describe interesting dream they
and interesting or bizzare dream had using past tenses
they had.
Lead in 5 min T-S 1.5 Teacher asks students to read Students match the verbs
(Introducing the beginning of the story and to their use and give
narrative and ask them to work individual answers.
tenses) individually to match the verbs
to their appropirate use; then
he asks them to close the books.
Teacher reads aloud uses a-d
and asks them to say which
tense should be used for each.
Guided 5 min T-S 1.4 Teacher invites students to open Students read the tasks
practice their books and do exercise 3, from exercise 3.
choosing the appropriate tense Students choose the
for each sentence. correct alternative for
Teacher elicits the students’ each sentence and
answers. compare their answer
with their partner.
Further 5 min GW 1.4 Teacher asks the students to Students work in small
practice read the extract from Alice’s groups of three or four,
Adventures in Wonderland and discussing why they think
put the verbs in brackets in the one tense structure
correct tense. would work better than
another in each gap.
Speaking 5 T-S 3.1 Teacher asks the students to
continue the extract from ex 4
with two or three sentences of
their own and picks up a few
individual answers.
Consolidation 10 T-S 1.4 Teacher tells the students to do
min the exercises on their
worksheets, by putting the verbs
in brackets in past simple, past
continuous, past perfect simple
or past perfect continuous.
Teacher elicits individual
answers and allows peer
correction.
Lead-in 3 min T-S 1.4 Teacher asks the students to
(writing number the lines of the story in
story) exercise 1/p.43, drawing their
attention to the words in italics.
Teacher elicits the answer.
Writing 10 PW 2.3 Teacher ask the students to read
min 2.5 the task and highlight the key
words (story, student, magazine,
beginning with).
Teacher guides them through
the stages of writing a story,
making a note of the main
points of the dream.
Teacher elicits students to read
Students give individual
answers.
Students fill in the gap in
each sentence with an
appropriate tense.
Students give individual
answers and correct each
other.
Students number the
lines accordingly and
check their answers with
their peers.
In stages 1&2, students The other
work in pairs to draft a students may
plan for their story and come up with
then they briefly report comments and
their ideas to the rest of suggestions.
the class.
In stages 3&4, students
write the first draft of
their story. Then they
 their drafts. discuss what they have
written and share
comments and
suggestions.
Homework 2 min T-Ss 2.5 Teacher asks students to write
their story for homework.

Worksheet

A. Narrative tenses
B. was living; 2. had been chopping; 3. stopped; 4. had said; 5. was working; 6. saw; 7. had been chatting; 8. hadn’t flown;

9. Did you know; 10. Were preparing; 11. Didn’t realise; 12. Had been thinking; 13. burst; 14. had worked. 15. had.

B. Any correct sentences produced by the students.