LESSON PLAN

SCHOOL: Liceul Tehnologic Independenta

TEACHER: Penciuc Crina Laura
DATE: 12th April 2018
FORM: 6th A
LEVEL: elementary/L1
NO. OF STUDENTS: 18
TEXBOOK: Snapshot Elementary
UNIT OF LEARNING: Fast Rewind.
TOPIC: Vocabulary & Grammar
TYPE OF THE LESSON: revision
SKILLS: writing, listening, speaking, reading
TIME OF LESSON: 50 minutes
MATERIALS: blackboard, notebooks, pencils, worksheets
TEACHING TECHNIQUES: conversation, explanation, exercises
INTERACTIONS/ORGANIZING TYPES:
TSs; SsT; Ss Ss/ whole class, pair work

CLASS DESCRIPTION
The students in this elementary class are between 12-13 years old. They are in the fourth year
of learning the English language, so they are still learning English grammar and vocabulary.
They have shown enthusiasm and they seem keen on learning new things and words. They still
have problems of pronunciation, but they try to express themselves as well as they can.

Resources:

1. The National Curriculum for the Secondary School

2. Jeremy Harmer- The Practice of English Language Teaching, Longman, 2007
3. Snapshot Elementary, Longman, 2008

1
Anticipated Problems:
The students may not read very well in English, they still have problems with the pronunciation
and they might not fully understand the requested tasks stated by the teacher due to their little
knowledge of the English language.

AIMS:
 to revise their knowledge of will/won’t, should/shouldn’t and have to
 to complete tasks of vocabulary practice (parts of the body)

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

 use the vocabulary acquired in the previous class
 use the modal verbs (will/won’t, should/shouldn’t and have to)
 use their knowledge of the English language to solve different exercises

PROCEDURE

Warm-up Interaction: T – Ss; Ss – T/IW

Timing: 2’
Speaking
The teacher greets the students, checks attendance and makes sure that the conditions are proper
for the lesson to begin.

Lead-in/Brainstorming Interaction: T – Ss; Ss – T/IW

Timing: 2’
Speaking
The teacher tells students that they will revise parts of the human body and the use of the
modal verbs will/won’t, should/shouldn’t and have/had to.

Activity 1: Practice of Vocabulary Interaction: T – Ss; Ss – T/PW

Timing: 6’
Writing

2
The teacher gives the students Worksheet no 1, with a crossword with parts of the human body
and tells them that after they complete it, they will discover a secret message.

Feedback on Activity 1 Interaction: T – Ss; Ss – T

Speaking
The teacher assists students and corrects them if necessary.

Activity 2: Grammar Practice Interaction: T – Ss; Ss – T/IW

Timing: 15’
Reading Writing
Before beginning the revision of modal verbs, the teacher asks students to say if the sentences
written on the board are correct and to put them in the negative form. Students comply.
Ex:
They will be on time. / They won’t be on time.
She should eat during the test. /she shouldn’t eat during the test.
I have to clean my room. / I don’t have to clean my room.

The teacher gives the students Worksheet no 2 in which they must complete the sentences with
the correct form of will/won’t. Students begin to work and, at the end of the exercise, they say
the right answer.
Feedback on Activity 2 Interaction: T – Ss; Ss – T
Speaking
The teacher supports students and corrects them if necessary when they give their answers:

Activity 3: Grammar Practice Interaction: T – Ss; Ss – T/IW

Timing: 10’
Reading Writing
The teacher gives the students Worksheet no 3 in which they must complete the sentences from
exercise 1 with the correct form of should/shouldn’t. Exercise 2 is part of their homework.
Students begin to work and, at the end of the exercise, they say the right answer.

Feedback on Activity 3 Interaction: T – Ss; Ss – T

Speaking

3
The teacher supports students and corrects them if necessary when they give their answers:

Activity 4: Grammar Practice Interaction: T – Ss; Ss – T/IW

Timing: 13’
Reading Writing
The teacher gives the students Worksheet no 4 with sentences in which they must use the correct
form of have to. Students begin to work, and, at the end of the exercise, they say the right
answer.

Feedback on Activity 2 Interaction: T – Ss; Ss – T

Speaking
The teacher supports students and corrects them if necessary when they give their answers.

Structured Feedback Interaction: T – Ss; Ss – T

Timing: 2’
Speaking
At the end of the class, the teacher gives marks to the students who gave the correct answers
during the entire class. If the exercises are not finished, the students must do them at home as
homework.

4
 Match the words to the correct pictures and
complete the crossword. Then find a secret
message.

arm
1 ears
1 elbow
8
7 2 eyebrows
eyelashes
eyes
3
2 finger
2 foot
4
forehead
hair
5
hand
knee
6 1
legs
1 lips
1
7 mouth
neck
8 nose
shoulder
9 teeth
5 1 toes
10 tongue
wrist
1
11

12 6
2
13
1
14

15

16
1
2
1 17

18

19
1 1
20
3
21
9

22 4

The secret message is _________ _________ ________ ________ ________ _________.

 WORKSHEET NO. 2

He ______ I’m sure Mum

will
fall
__________ ______________
asleep in a angry.
second.

Complete with the right option:

fall / not fall get / not get WILL or WON’T. Then add the
verb given. Follow the example.

Don’t worry, _________ Billy My family ______

Mum ________ _________ all _________ proud
in a minute. his money on a of me!
new game?

come / not come spend / not spend feel / not feel

Someone I’m sure our

This sausage
_________ tomatoes _______
____________
in trouble. ________ up fine.
well!

be / not be taste / not taste grow / not grow

John ________ _______ Tom If Beth isn’t

a brother in a ________ his careful, she
short time. exam on time? ____________.

have / not have finish / not finish fall / not fall

Dad __________ OMG! I ______ We ______________

me for my bad never_______ it! well tonight, Teddy.
score.

punish / not punish get / not get sleep / not sleep

Someday,
My teeth _____ we will land
What _______ I
________ fine in here...
__________ this
a few months.
afternoon?

6
do / not do look / not look
 WORKSHEET NO. 3

1. Complete the sentences with should or shouldn’t.

1 If someone doesn’t speak your language very well, you ____________ speak fast; you ___________ speak
slowly and carefully.
2 If you need a pen, you ____________ say ‘Give me that pen’; you ___________ say ‘Could I borrow your
pen, please?’
3 If people want to live until they’re very old, they ___________ eat a lot of fruit and vegetables; they
___________ eat a lot of cakes and chocolate.
4 In a big city you __________ be careful with your money; you ___________ leave your bag on a chair in
a restaurant.
5 When you’re driving, you ____________ drive for hours and hours without stopping; you __________
stop and walk round every two hours.
6 When people are travelling by plane, they __________ drink lots of water; they __________ wear
uncomfortable clothes.

7
 WORKSHEET NO. 4
Have to……...

Match the picture with the words bank below

1. Sweep the floor 2 .do the dishes 3. make my bed 4. do the laundry

5 take out the garbage

A. Please make two sentences with “have to” for each picture above.

Eq: I have to clean my romm

1 _______________ sweep the floor

2.______________ sweep the floor

3._______________do the dishes

4._______________ do the dishes

5_______________ make my bed

6.______________ make my bed

7.______________ do the laundry

8.______________ do the laundry

9. ____________take out the garbage

10.___________ take out the garbage

8
9
10