Lesson Plan

Teacher: Popa Ionela-Mihaela

School: ‘Mihai Viteazul’ School, Constanta
City: Constanta
Grade: 7th
No. of students:
Level: pre-intermediate
Textbook: Clasa a VII-a, Limba Modernă 2, Limba Engleză, Jenny Dooley, Editura Uniscan
Type of Lesson:
Integrated skills: speaking, writing, reading, listening
Integrated language contents: grammar, lexis
Date: 8.04.2022
Time:45 minutes
General competences: Communication in a foreign language
Specific competences:
1.1. Identify details from simple, clearly articulated messages in familiar everyday situations
1.2. Follow simple instructions
1.3. Research cultural elements
2.1. Express preferences
2.2. Ask and give information about house, family, people, hobbies, habits
2.3. Describe objects, the house
2.4. Express yourself in the English language
3.1. Identify details from simple texts containing simple information
3.2. Select information from a short text, accompanied by illustrations 3.3 Identify information in a
written message
3.4. Participate actively in guided reading
4.1. Write simple, short messages
4.2. Write descriptions of people, places, school, family, hobbies using simple sentences
4.3. Participate actively in exchanging written messages
Lesson Aims:
By the end of the lesson the students will be able to:
Aids: register, board, course books, worksheets, overhead projector, internet stick;
General assessment: oral/written assessment, whole class assessment, individual assessment.
Methods: Communicative Approach
Classroom management: pair work, individual work;

STAGES OF THE LESSON

Activity 1: WARM-UP
Aim: to get ready to start the lesson;
to relax the atmosphere;
to check homework;
Aids: board, notebooks, course books, register
Procedures:
1. The teacher enters the classroom and greets the students;
2. The students greet the teacher accordingly;
3. The teacher marks the absent students in the register;
4. The teacher asks students questions such as: ‘Do you play video games’, ‘How often
do you play them?’, ‘Where do you usually play them?’, ‘When do you play them?’ ;
5. The teacher checks the homework. As homework, students were supposed to look at
exercise - .
Interaction
1. Teacher-Students
2. Student/s-teacher
Organization: the whole class and individually
Timing: 3 minutes
No potential problems

Activity 2: ICE-BREAKER
Aim: 1. To introduce the topic of the lesson
Aids: board, power point;
Procedures:
The teacher tells the students that they are going to see two pictures. Under each picture there
is a sentence describing it, but the words are not in the right order. They have to rearrange the
letters in order to obtain the right sentence.
Students unjumble the sentence.
The teacher asks them if they have noticed the words in red. What type of words are they?
Are they nouns, verbs or adverbs?
The teacher tells the students they are going to learn about different types of adverbs and
write the title on the board- ADVERBS OF PLACE, MANNER AND TIME.
Interaction
1. Teacher-Students
2. Student-student
3. Student(s)-Teacher
Organization: the whole class (chorally and in groups)
Timing: 6 MIN
Expected problems

ACTIVITY 3- TEACHING THE NEW INFORMATION

Aims- to differentiate an adverb from an adjective.
Aids: board, video, worksheet
Procedures:
The teacher shows the students two pictures and they have to create two sentences about them
using the words- beautiful and beautifully.
The teacher hopes to elicit from the students the following sentences.
The girl is beautiful.
The girl sings beautifully.
The teacher addresses the students the following concept questions.
1. Which word modifies a noun?
2. Which word modifies a verb?
3. Which word is an adjective/ an adverb?
Students answer the questions and the teacher writes the theory on the board.
An adjective modifies a noun.
An adverb modifies a verb.

The teacher tells the students they are going to do an exercise that will help them
understand the difference between an adjective and an adverb. The students have to
choose the right option. They will work in groups.

1. I think Mark is a bad/badly guy. He always speaks bad/ badly about other people.
2. Rebecca likes to wear colourful/ colourfully clothes to work.
3. That is a beautiful/ beautifully suit.
4. Well done. You answered all the questions correct/correctly.
5. Please walk careful/ carefully because the pavement is icy.
6. Natalie opened the door slow/slowly.
7. You don't need to shout. I understand you perfect/ perfectly.
Interaction
1. Teacher-Students
2. Student-student
3. Student(s)-Teacher
Organization: the whole class and pair work
Timing: 9 min
Expected problems:.

ACTIVITY 4- ADVERBS OF PLACE, MANNER AND TIME

Aims- to differentiate between adverbs of place, manner and time
- To use adverbs of place, time and manner in the right order
Aids:
Procedures:
The teacher tells the students they are going to learn about the different types of adverbs and
asks them to write the following sentences on the board.
The students are here, in the classroom.
They have English today.
They listen carefully to their teacher.
The teacher asks the followingconcept questions.
Where are the students?- Here- adverb of place
When do they have English?- today- adverb of time
How do they listen to their teacher?- carefully- adverb of manner
The teacher writes the theory on the board.
Adverbs of time- they show when the action happened
Adverbs of place- they show where the action happened.
Adverbs of manner- they show how the action happened.

The teacher ask the students to look at ex. ...............on the worksheet.

They have to read the sentences and decide if the adverbs in bold are time, manner or place.

1. Tony went to the bank on foot.

2. They went to Bucharest last month.

3. He never arrives at work late.

4. My sister goes to school by bus.

5. David ran downstairs to open the door.

6. She’s happy. She did well in the test.

7. The boys are slowly entering the building.

8. There’s a nice café near here.

9. I met Sue yesterday.

The teacher asks the students to look at the adverbs' position in the previous exercise.

Where do adverbs of manner go?

Adverbs of manner go before the main verb, after the auxiliary verb or at the end of the sentence

Timing: 10 minutes
Expected problems:

ACTIVITY 4- order of adverbs

Aims-
Aids:
Procedure-
Timing: 7 minutes
Expected problems
ACTIVITY 5-
Aims-
Aids:
Procedure-
Timing: 6 minutes
Expected problems:

Activity 6: CLOSING-UP: Homework, assessment and feedback

Aim: to end the lesson and assign homework
Aids: board, notebooks;
Procedures:
1. The teacher comments upon the solving of all the activities and praises the students
for their answers;
2.The teacher marks the best answers in the register;
3. The teacher assigns homework.
4. The teacher says ‘Goodbye’ to the students and they respond back politely.
Interaction:
1.Teacher-Students
2.Student/s-Teacher
Homework assignment:
Timing: 4 minutes
No potential problems

Appendix 1

The / tortoise/ walking/ old/ towards / is /the pond/ slowly.

 Această fotografie de Autor necunoscut este licențiată în condițiile CC BY-NC-ND

Ronaldinho /is / well/ football/ player/ he/ plays/ good/ football / and/

Apendix 2

Choose the right option

1. I think Mark is a bad/badly guy. He always speaks bad/ badly about other people.
2. Rebecca likes to wear colourful/ colourfully clothes to work.
3. That is a beautiful/ beautifully suit.
4. Well done. You answered all the questions correct/correctly.
5. Please walk careful/ carefully because the pavement is icy.
6. Natalie opened the door slow/slowly.
7. You don't need to shout. I understand you perfect/ perfectly.