Teacher: Ioana Serban

Subject; English
School: The School of Arts and Tradings, Firtanesti
Lesson Plan
Date: April 29
th
, 2009
Grade/Level:
th
! grade, I"
th
#ear of stud#
Textbook: $eneration 2000, %ac%illan
Estimated Time: &0 'inutes
No. of students: ( students
Unit/ Lesson: )2 *+o, and then-
Topic: .resent /ersus .ast habits 0.resent Tense Si'ple, ha/e to,
used to1
Type of lesson: Ac2uisition of ne, 3no,ledge
Skills involved:
4istening
Spea3ing
5riting
6eading
Scanning a te7t
esources:
Frontal Acti/it#
$roup8,or3
.air8,or3
Indi/idual ,or3
Teac!in" materials:
te7tboo3
blac3board
noteboo3s
,or3sheets
dictionar#
coloured pieces of chal3
(
#ssessment: For'ati/e, oral, ho'e,or3
$b%ectives/ Lesson #ims:
At the end of the lesson, the students ,ill be able to:
A9 :ogniti/e ;bjecti/es:
a9 to tal3 about their past habits as opposed to their
present ones;
b9 to tal3 about the ,a# the# used to loo3 and the ,a#
the# loo3 no,;
c9 to find as 'an# differences as the# can in the people
fro' the te7t;
d9 to i'pro/e their gra''ar 3no,ledge on structures as
to ha/e to for necessit# and used to for past habits9
!9 Affecti/e ;bjecti/es:
a9 to create a ,ar' at'osphere for stud#;
b9 to gi/e students an acti/e role in the process of
teaching< learning;
c9 to help students enjo# spea3ing English9
#ssumptions: I assu'e that students are eager to find out 'ore things
about the difference bet,een the ,a# the# ,ere and the
,a# the# are no,, being able as ,ell to e7press this
difference in English9
#nticipated problems: Ta3ing into consideration that so'e of the
students ha/e a poor le/el of 3no,ledge and
their 'oti/ation is rather li'ited, the Teacher
e7pects her teaching s3ills 'ight not be as
/alued as e7pected9
&rocedures: brainstor'ing, descriptions, spelling e7ercises, as3ing<
2
ans,ering to 2uestions based on pictures, scanning a te7t,
te7t ,or3, dialogues9
Stages of lesson activities'
(. Startin" t!e lesson )*+,
The teacher greets the students and 'a3es sure the
conditions are proper to start the lesson 0the students on
dut# na'e the absentees if necessar#19
Interaction: Teacher8 Students
Ti'ing: ( 'inute
((. -ome.ork /!eck )0+,
The teacher as3s for ho'e,or39 The students ans,er and
sa# that the# had so'e sentences to translate, using
should 0for gi/ing ad/ice1, ,ant to, can< could 0'a3ing
re2uests1, conditional sentences and relati/e pronouns
0,hich, ,ho1 9 The teacher as3s so'e students to ,rite
the sentences on the blac3board and corrects< e7plains
,hen necessar#9
Interaction: T8S; S8Ss
Ti'ing: = 'inutes
III9 #ctivity * ' 1armin" Up 0)>1: brainstor'ing
Ai's: to create a pleasant at'osphere for learning
to in/ol/e Ss b# 'eans of personali?ation
to detect the 3no,ledge le/el the# ha/e on .resent Tense
Si'ple
.rocedure: T as3s Ss ,hat the# 0can1 re'e'ber about the
.resent Si'ple Tense and .ast Si'ple Tense, as3ing
the' to 'a3e up sentences of their o,n, using the t,o
tenses9
@
*5hat does .resent Si'ple e7pressA :an #ou gi/e #our
o,n e7a'pleA-
*5hat does .ast Si'ple e7pressA $i/e an e7a'pleB-
Ss ans,er these 2uestions in turns 0) Ss1, gi/ing their
o,n e7a'ples9
Interaction: T8Ss; T8S;
Ti'ing: ) 'inutes
#ctivity 2' 1ritin" #ctivity' 0introducing the ne, gra''ar
issues to the students1: (0>
Ai': to re/ise and i'pro/e 3no,ledge on to ha/e to 0'oral
obligation and necessit#1
to introduce used to students 0tal3ing about post habits,
repetiti/e patterns in the past1
to allo, students pro/ide their o,n e7a'ples using these
gra''atical structures
.rocedure: T e7plains the ne, gra''atical structures ha/e to
and used to, gi/ing e7a'ples and as3ing the Ss to
pro/ide their o,n illustrations of gra''ar issues9
28) Ss illustrate the ne,l# ac2uired gra''ar
3no,ledge, creating their o,n e7a'ples9
88888 )to, !ave to' e7presses : a1 'oral obligation;
b1 necessit#9
e9g9 a1 I ha/e to 0C-'ust-1 help '# best friend9
b1 I a' too fat8 I ha/e to be careful about ,hat I eat9
88888 used to' e7presses: past habits< repetiti/e patterns in the
past 0*a obisnui saDDDD1
e9g9 I used to be reall# sh#9
Ee used to eat jun3 food ,hen he ,as nine9
)
Interaction: T8S;S FSs; Ss8S
Ti'ing: (0 'inutes
#ctivity 3' eadin"/ Speakin" #ctivity' te7t ,or3
0(&>1
Ai's: to gi/e students practice into reading a te7t and
translating it;
to gi/e students the ne, ,ords< /ocabular#
.rocedure: Each student ,ill ha/e to read t,o sentences and
translate the'9 The teacher ,rites on the
blac3board the ne, /ocabular#9 Ss put into their
noteboo3s9 5hen the# translate the first t,o
paragraphs, T as3s the' the follo,ing 2uestions:
*Is appearance i'portant to #ouA $i/e
argu'ents9-
*5hat did #ou used to do ,hen #ou ,ere littleA-
*5hat do #ou ,ant to do ,hen #ou are a gro,n8
up< an adultA-
Interaction: S8Ss; T8Ss; T8S
Ti'ing: (& 'inutes9
#ctivity 4' 1ritin"/ Speakin" #ctivity' 0(0>1
Ai': to gi/e Ss practice in spea3ing English, getting the 'ain
idea out of a te7t
to find the differences bet,een *toda#- and *#esterda#-
.rocedure: T as3s Ss to find as 'an# differences as the# can
bet,een the ,a# :arolina Ga# loo3s at present and
the ,a# she loo3ed li3e ,hen she ,as a child9 Ss
,ill ha/e to sol/e this tas3 using their ,ords9
&
e9g9 She used to eat a lot ,hen she ,as nine #ears old, but no,
she is careful about ,hat she eats9
She lo/ed eating jun3 food ,hen she ,as little, but she
doesn>t eat chips an#'ore9
She didn>t li3e ,ashing her hair, but no, she has to ,ash it
e/er# da# because she is a fashion 'odel9
5hen she ,as nine, she didn>t used to bite her nails; no,,
she does9
Interaction: Ss8T; T8Ss;T8S
Ti'ing: (0 'inutes9
#ctivity 5' T!e feed6 back of t!e lesson' 0@>1
Ai': to chec3 Ss> le/el of understanding the ne, /ocabular#
and their abilit# of using it in a certain conte7t9
.rocedure: T as3s Ss to translate the follo,ing state'ents,
using the ne,l# ac2uired /ocabular#9
(1 ;bisnuia' sa 'a joc toata ?iua cand a/ea' & ani9
I used to pla# all da# long ,hen I ,as fi/e9
21 Acu', trebuie sa8'i fac te'ele ?ilnicsi sa iau nu'ai note bune9
+o,, I ha/e to do '# ho'e,or3 e/er# da# and to ta3e< get onl# good
'ar3s9
Interaction: T8S; S8Ss

Ti'ing: @'inutes9

#si"nin" !ome.ork 0(>1
=