LESSON PLAN

SCHOOL: Şcoala Gimnazială „Sfântul Andrei”

TEACHER: RĂDULESCU SIMONA

DATE: 9th of March 2017

CLASS: VI A ( L 1)

NUMBER OF STUDENTS: 21

LESSON TOPIC: UNIT 3- Health – An apple a day

VOCABULARY:

- vocabulary related to: fruit, vegetables, meat, fish, milk products, vitamins;

STRUCTURE:

- Expressing prediction: will, Future Tense Simple

TYPE OF LESSON: Vocabulary and Grammar

SKILLS INVOLVED: listening, speaking, reading, writing.

AIMS:
 A) SPECIFIC AIMS: by the end of the lesson the Ss will be able
to:
speak and have a discussion about food;
develop the skill of listening for specific information;
speak about predictions.

B) AFFECTIVE AIMS:
to create a warm atmosphere in order to offer the
background for smooth, easy conversations between teacher
and students;
to make students confident in themselves when speaking a
foreign language

Objectives: to enrich the students’ vocabulary by learning new words.

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

TEACHING AIDS: board, markers, textbooks, notebooks, CD, DVD.

A). BIBLIOGRAPHICAL:

1. Official: The Curriculum for Secondary Education

2. Methodical: Jeremy Harmer: “The Practical of English Language

Teaching”, Longman, UK, 1991

4. Textbook: Pathway to English, English Factfile, Oxford University

Press

B). HUMAN: the students of the class, the teacher

TIME: 50`

PROCEDURE

ACTIVITY 1: ORGANIZATIONAL MOMENT: (1`)

Procedure: T enters the class, greets the Ss and then asks if there are any
absentees. The S on duty tells the absentees if there are any.

Aim: to assure the introductive part of the lesson.

Skills: speaking

Techniques: questioning

Interaction: T->S

ACTIVITY 2: CHECKING THE PREVIOUS KNOWLEDGE (2`)

Procedure: T asks the Ss about their homework and the Ss answer the
question. T checks the homework.

Aims: - to assure the feedback for the Ss` work at home;

- to put the Ss in the situation to read their written work;

- to capture the Ss` interest and attention.

Skills: speaking, reading

Techniques: conversation, explanations if necessary

Interaction: T->S; S->T

ACTIVITY 3: WARM-UP (3`)

Procedure: T asks Ss to look at the chart (page 28) and answer the
questions. T checks if the students understand the meaning of any unknown
words. Ss answer. T explains the title and the topic of the unit – healthy
food.

Aim: - to assure a proper transition between the moments of the lesson;

- to raise students’ attention and curiosity upon the topic;

- to lead the Ss into the topic of the lesson.

Skills: speaking

Techniques: discussion

Interaction: T->S; S->T

ACTIVITY 4: LISTENING ACTIVITY (5`)

Procedure: T tells Ss that they are going to listen to some people talking
about healthy food. T asks them to fill in the grid in ex. 2a page 28 and try
to predict what they will hear. T plays the audio file and checks if their
guesses are correct. T checks their answers.

Aims: - to create expectations and enthusiasm about the text that is to be

heard;

- to encourage communication;
 - to practise listening for specific information.

Skills: listening, reading, speaking

Techniques: discussion

Interaction: T->S; S->T.

ACTIVITY 5: READING ACTIVITY( 10’)

Procedure: T asks Ss to read silently the text from page 29 and answer
questions (ex. 3a page 29). The T moves through the classroom offering
support and advice to the Ss. T gives class feedback. T asks comprehension
questions.

Aims: - to identify certain words;

- to practice pairwork;

- to use correctly the new vocabulary;

Skills: speaking, reading

Techniques: IW, PW

Interaction: T->Ss; S->S; S->T

ACTIVITY 6: GRAMMAR ACTIVITY (8’)

Procedure: T writes on the board a prediction. ”Julie will get fatter”. T

explains the theory about Future will and asks students to predict what Julie
will/won’t eat tomorrow ( ex. 3b page 29). T checks Ss’ answers.

Aims: - to check their understanding of expressing future;

-to develop the skill of speaking;

 - to use correctly the new vocabulary and the structure presented.

Skills: reading, speaking, writing

Techniques:, conversation

Interaction: S > S, S>T.

ACTIVITY 7: WATCHING A VIDEO (5’)

Procedure:. T tells the Ss that they are going to watch a video about the
topic of the lesson. After the video, Ss are asked to answer several
questions.

Aims:- to check their understanding from the video;

- to assess feedback and comprehension ;

Skills: listening, speaking

Techniques: conversation

Interaction: T->Ss; S->T.

ACTIVITY 8: SPEAKING ACTIVITY( 12’)

Procedure: T presents students a list of food and asks them to work in pairs
to decide whether it is healthy or unhealthy food. Ss then work in groups of
4/5 and write a leaflet about what happens to people who eat unhealthy
food. Ss present their leaflets and teacher checks their answers.

Aims: - to encourage communication

- to practise the skill of speaking.

- to use the new vocabulary and structure in speaking.

Skills: writing, speaking

Techniques: discussion

Interaction: T->S; S->S; S->T.

ACTIVITY 10 : FOLLOW-UP - SETTING THE HOMEWORK ( 3’)

Procedure: T gives students some handouts presenting some prompts

about Healthy Food. T reads the promps and asigns ”Healthy Food” as
written homework.

Aims: -to consolidate and use the new acquired vocabulary ans structure;

- to develop reading and writing skills;

Skills: reading, writing

Interaction: T->Ss.

Type: Written assignment.

ACTIVITY 11: EVALUATION (1`)

Procedure: T appreciates Ss` activity both verbally -praising the activity of

the Ss- and also by giving marks.

Aims: - to increase Ss` self confidence and encourage them in their study of
English;

- to give feedback to the class;

- to say how well the Ss performed the tasks.

Interaction: T->Ss.
The roles of the teacher:

With such activities, the T’s role is that of ORGANIZER, MANAGER and
ADVISOR OF ACTIVITY.

T acts as a FACILITATOR throughout the lesson, he explains activities and

ensures students are on task.

The T moves from one student to another, offering support and advice.