Lesson plan

Teachers name: Srghie Mihaela;

Highschool:Colegiu National Emil Racovita ,Iai;
Date: 11th of November 2014;
Book: English Factfile;
Grade: 6th grade; (L1)
Level: Pre-intermediate;
Number of students: 28
Topic: Health;
Time allowed: 50 minutes;
Type of lesson: grammar practice (giving advice- should, ought to, had better);
Grammar focus: Should/had better
Approach: communicative;
Aims:

To give students practice in the use of should/ought to and had better;

To provide opportunities for the practice of should, ought to and had better (in speaking, reading,
writing);
To create the appropriate atmosphere for lowering anxiety;

Objectives: By the end of the lesson, the students will be able to:

Use should/ought to and had better appropriately;

Solve activities related to the grammar topic(should/ought to or had better);

Construct sentences of their own, using should/ought to or had better;

Create a book of their own using the grammar issue taught.

Materials used: handouts, colored pieces of chalk, colored pieces of paper;

Skills: integrated skills;
Assumptions :

The students are familiar with most of the grammar issues involved;
They have prior practice in giving advice;
They have little knowledge of the difference between should and had better;

Evaluation:

Students will be evaluated based on the participation in classrooms discussions;

Types of interaction:

Teacher-whole class
Teacher- Student
Student- Student
Student-Teacher

Class management:

whole class
individually
group work activity

PROCEDURE

Nr.cr
t.

Stages

Teacher`s
activity and
language

Students`
activity and
language

Warm up
Speaking
activity
Preteaching
grammar
issue

T. greets
students and
begins the new
lesson. T. starts
with some
introductory
conversation.
Teacher
introduces to the
students the
objectives of the
new lesson.
Teacher
converses with
students, giving
them some basic
problems and
asking them for
advice.
After a short
speaking activity,
teacher elicits
the grammar
forms from the
students. T

Students will
answer the
teachers
questions.

Semi
controlled
grammar
teaching( in
ductive
teaching

Students will
participate in
the
development of
the lesson by
answering

Skills

Intera
ction

T-S
S-T

Speaki
ng
Writing

T-S

Ti
me

5`

Rationale

Warm up activity is an effective

practice since it builds an
affective relationship between
teacher and students. It is also
better to be used in order to
create a bridge to the new
lesson.

Inductive strategy has a more

student-centered approach.
Grammar teaching is introduced
with students support. The
students role changes and they
become active in the teaching

strategy)

Role play
(semicontrolled
practice)final
product- a
mini-book)

writes on the
board the forms
of should/ought
to and had better
and the rules of
usage.
Teacher also
explains to the
students the
difference
between
should/ought to
and had better.
Teacher presents
some role cards.
Each role card
has a problem
presented and
students are
invited to find
solutions for
those problems
mentioned. All
the answers,
grammatically
speaking, are
accepted.
Teacher glues the
problems and the
students
answers on a
colored piece of
paper. In the

questions, by
supplying
correct answers.

process.

Students will
read the role
cards, one by
one, and will
find possible
solutions, using
should/ought to
or had better.

Introducing the new grammar

issue by means of role play has
to purpose to stimulate students
creativity and to ensure the
understanding of the message
through games.

Readin
g
Speaki
ng
Writing

T-S
S-T

4.

Grammar
practicesemicontrolled
practice
activityreading for
scanning

end, everything
will appear like a
mini book,
containing
problems and
solutions
(recommendatio
ns)
Teacher asks
students to read
the rubrics from
exercise 6/25
and asks them to
find the answers
for those
questions.

Students will
read the
presentation of
the medicine
and also they
will solve the
exercise.

Readin
g
(scanni
ng)

T-S
S-T

Reading for scanning has the

role to identify the exact
information it is required.

T-S
S-T

Writing
Speaki
ng

5.

Grammar
focus
(Dual/
multiple
choice)controlled
grammar
practice

Teacher gives to
the students
some worksheets
with should/had
better/ought to.

Students will
work in pairs to
solve those
exercises.

Writing
Speaki
ng

T-S
S-S
(pair
work
activit
y)

Grammar practice- controlled

grammar practice has the role of
focusing on form.

Freegrammar
practice
(miming)

Teacher prepares
some situations
to be mimed and
invites students

The students
coming in front
of the classroom
will mime the

Speaki
ng

T-S
S-S

Presenting the grammar point in

different structures, either
controlled or free, helps students
internalize the grammar issue

to mime.

7.

8.

Freepractice
creating a
song

Teacher gives to
the students
some words/lines
and asks
students to
invent/ add the
melody.

Extra
materials

Teacher prepares
extra activities in
case there is
time left.
(handouts)

Grammar
focus

9.

10

Evaluation

Assignment

Teacher will
evaluate their
activity based on
the participation
in the classroom.
Grammar
exercisesshould/ought toworksheets

situations and
the rest of the
classroom will
identify the
problem.
Students will
work in groups
and they have
to come up with
a melody for the
lines.
Students will
work in pairs.

more thoroughly.

Speaki
ng(sing
ing)

S-S

10

T-S

Writing

Speaki
ng

T-S

5-7

Writing

Students will
evaluate
themselves and
will also
evaluate their
colleagues.

Creativity has an important role,

it stands for practicing what was
already taught.