LESSON PLAN

SCHOOL: Scoala Gimnaziala “Dimitrie Negrutiu” Pogonesti

TEACHER: Secareanu Luciana
DATE: the 5th of November 2018
GRADE: 7th
LEVEL: Intermediate
TIME: 50 minutes
TEXTBOOK: PATHWAY TO ENGLISH, English Scrapbook
UNIT: 3 - Museums
TOPIC: The sapphire ring and the diamond necklace
TYPE OF LESSON: Introducing grammar structure (Past Perfect)
SKILLS: speaking, reading, writing, listening
MATERIALS: textbooks, chalk, blackboard
METHODS: conversation, dialogue, reading approach, explanation
ANTICIPATED PROBLEMS:
-Ss may not know the pronunciation of some verbs
- They may not understand the rules of forming the past tense simple and past perfect simple
-Ss may have difficulties in speaking English
ASSUMPTIONS:
-Ss are expected to know past tense forms of regular/irregular verbs
-Ss are familiar with the uses of Past Tense Simple
- Some students might need further help and extra indications in solving the tasks and they may
also need some of these indications to be given in Romanian.

SPECIFIC COMPETENCES:
A. COGNITIVE:
- to operate with the given verbs
- to create sentences using past tense simple
- to create sentences using past perfect simple
B. AFFECTIVE:
-To create a warm atmosphere in order to offer a smooth, easy conversation between teacher and
students
- to make students confident in themselves when speaking a foreign language

LESSON AIMS:
Main aim: By the end of the lesson the students will be able to speak and do exercises using past
perfect tense
Secondary aims:
-to revise Past Tense
- to introduce Past Perfect
-to differentiate between Past Simple and Past Perfect
-to give controlled practice in using Past Perfect forms
- to practise words related to museums ( museum shops, cloakroom, exhibition, etc.)
- to develop the ss’ skill of reading for specific information.
COMPETENCES:
By the end of the lesson students will be able to:
 use correctly the newly acquired vocabulary into sentences
 use correctly the grammar structures (Past Simple and Past Perfect)
 differentiate between Past Simple and Past Perfect
 develop their skill of reading for specific information.
 improve their abilities of reading and writing

INTERACTION: T. -> Ss.; Ss. -> T. ; IW; PW; GW;

BIBLIOGRAPHICAL RESOURCES:
1. Official: The Curriculum for Secondary Education
2. Methodical: Jeremy Harmer: “The Practical of English Language Teaching”, Longman,
UK, 1991
3. Ecaterina Comişel şi Georgiana Gălăţeanu: “Gramatica Limbii Engleze pt uz şcola”
4. Vizental Adriana- Metodica predarii limbii engleze, Polirom, Iasi. 2007
5. Michael McCarthy, Felicity O`Dell: “English Vocabulary in Use”, Cambridge
University Press, 1994.
6. Textbook: PATHWAY TO ENGLISH, English Scrapbook, Oxford University Press
7. The internet: http://www.englishpage.com, http://www.englishexercises.org
ACTIVITY 1: ORGANIZATIONAL MOMENT: (1`)
Procedure: The T. enters the classroom, greets the Ss., and then asks if there are any absentees.
The S. on duty tells if there are any.
Aims: -to assure the introductive part of the lesson.
Skills: speaking
Techniques: Informal conversation, questioning.
Interaction: T-->S; S-->T;

ACTIVITY 2: CHECKING PREVIOUS KNOWLEDGE AND HOMEWORK (5`)

Procedure:
 The T. asks the Ss. about their homework, first a frontal check -“Has everybody done the
homework? Tell me, what was your homework for today?”, then individually by making a
selection of the Ss. that are about to read, check and correct their homework while the T. offers
Ss. the feedback, making corrections where necessary.
Aims: - to check previous knowledge
- to assure the feedback for the Ss` work at home.
- to put the Ss. in the situation reading, checking and correcting their written production.
Skills: speaking, reading.
Techniques: conversation, explanations if necessary.
Interaction: T-->S; S-->T;

ACTIVITY 3: WARM UP- INTRODUCTION OF THE TOPIC (2`)

Procedure:
 The T. asks a S. “What did you do yesterday? Did you eat something?” The S. answers
the question using a Past tense sentence (e.g.: “I ate a cake yesterday.”) and then the T. asks
him/her to put it on the bb. in a certain place and underline the tense in the sentence, naming it.
Aim: - to assure a proper transition and continuity between the stages of the lesson.
- to guide the Ss. to the discovery of the lesson topic in order to capture their interest.
- to revise past simple

Skills: speaking, writing.

Techniques: discussion, questioning.
Interaction: T-->S; S-->T;

ACTIVITY 4: INTRODUCING PAST PERFECT(10’)

Procedure:
 The T. asks students to read sentences 1and 2 in the box in exercise 2a on page 22 and
say what difference they can see. The ss will probably refer to form. If someone explains the
difference in meaning correctly, the T asks him/her to tell the class. If not, the T refers the
students to sentences a) and b) in the book and asks them if they can match them with sentences
1 and 2. The T checks the ss’ answers and correct them if necessary.

Aim: - to introduce Past Perfect

Skills: speaking, writing.

Techniques: discussion, questioning.
Interaction: T-->S; S-->T;

ACTIVITY 5: INTRODUCING THE MEANING AND USES OF PAST PERFECT(10’)

Procedure:
 The T refers students to the Language Focus box and the asks students questions about
the time line like this: Which action happened first in the past?, Which action happened second
in the past? Ss give the answers (My friend bought the tickets- first action, I got to the museum-
second action) Then the T asks ss to complete the sentence: When I got to the museum..T tells ss
the structure of the Past Perfect (had=3rd form of the verb) and stress the idea that it expresses a
past action which happened before another past action. The ss write in their notebooks the rules
of forming past perfect tense nad the examples. T draws ss’ attention to the form,, especially
when is contracted. The t discusses the first sentence in Exercise 2b as an example. Ss find the
logical ending for the other four sentences in this exercise. The T checks their answers.
Aim: - to differentiate between Past Simple and Past Perfect forms.
Skills: speaking, writing.
Techniques: discussion, questioning.
Interaction: T-->S; S-->T;

ACTIVITY 6: PRACTICING PAST PERFECT(10’)

Procedure:
 The T sets the scene by reading or asking a student to read the instructions on exercise 2c.
The T checks the ss understand the situation given and stress the time Steve went to the museum.
The T tell ss to look at the clock and judge each situation according to the time. The T asks a
student to read the example. The ss write the sentences in their notebooks. The T checks the
exercise by naming a different student to respond for each picture.
Aim: - to give controlled practice in using Past Perfect forms.
Skills: speaking, writing.
Techniques: discussion, questioning.
Interaction: T-->S; S-->T;

ACTIVITY 6: PRACTICING PAST PERFECT (10’)

Procedure:
 The T tells ss to read the names of the places they can find in a museum. Then Ss look at
the map of the museum and math the names of the places to the symbols on the map. The T
asks individual ss to report to the class. Ss work in pairs to test each other.
Aim: - to practise the words museum shops, cloakroom, first aid, etc.
Skills: speaking, writing.
Techniques: discussion, questioning.
Interaction: T-->S; S-->T; Ss-->Ss;

ACTIVITY 7: PRACTICING PAST PERFECT (9’)

Procedure:
 The T explains the ss that they do not need to understand every word in the text (ex 4a)
because the vocabulary is not for active use. If ss ask for explanation of a particular word, the T
gives s quick translation and move on. Before the ss start reading, the T makes sure the ss have
understood the task and the pre-set question. The ss read the article and name the detective’s
evidence for accusing the suspect of the robbery.
Aim: - to develop the ss’ skill of reading for specific information.
Skills: speaking, writing.
Techniques: discussion, questioning.
Interaction: T-->S; S-->T;

ACTIVITY 8: ASSIGNING HOMEWORK (2`)

Procedures:
 T. asks Ss. to look at exercise number 4d on page 23 and tells Ss. that it is their
homework for the next class. If the t has time, sets the activity in class. The T tells ss to make up
sentences following the example given in the book and using the information in Exercise 4a. The
T asks them to use the Past Perfect form in each sentence
Aim: - to consolidate and use the acquired grammar structure by working at home.
- develop their writing skill in English
Interaction: T-->Ss.

ACTIVITY 9: EVALUATION (1`)

Procedures: T. appreciates Ss.` activity both verbally -praising their activity- and by giving
marks.
Aim: -to increase Ss.` self-confidence and encourage them in their study of English.
Interaction: T-->Ss.