Lesson plan

School:
Teacher:
Date: 28th February 2019
Class: 5
Number of students:
Level: beginner
Textbook: Limba moderna 1 – Limba engleza, Editura Art
Title of the lesson: I usually play computer games
Topic: daily routines
Grammar: adverbs of frequency
Time: 50 minutes
Approach: speaking, reading, listening
Interaction: class work, group work, pair work, individual work
Materials: blackboard, flashcards, worksheets, CD player, notebooks
Objectives: By the end of the lesson, the students will be able to:
- talk about their daily routine;
- say how often they do certain things.

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 Stages of the lesson

Activity 1 – Warm up
The teacher divides the class into pairs and asks them to make a list of all the
things they do every day. Then she gives them a set of pictures/activities and asks
them which activities on their lists are represented by the pictures from the set.
They put the activities in a logical order, then they report to the class.
Next, one of the students says: I wake up, another student says I wake up, I get up;
student 3 says I wake up, I get up, I have a shower … etc. Each student should repeat
the one before and add an action until someone makes a mistake. To make it even
more interesting, the teacher tosses a ball to one of the students, who will then
toss it to another and so on. If one of them drops the ball, they start from the
beginning.
Aim: to create a relaxing atmosphere for the English class and to revise the taught
vocabulary.
Materials: worksheet
Interaction: T-SS, S-T, S-S
Teacher`s role: set the task, monitor the activity
Time: 5 min

Activity 2 – I usually play computer games (reading)

The teacher shows students a picture of four children; she elicits their names
(students are already familiar with them from previous lessons).
She tells them that they are going to find out what the four of them usually do on a
school day. She also asks the students where they think the children are going;
they watch the video and find out.

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After listening: students read the dialogue again and complete the sentences with
the names of the children (Adam, Chloe, Ricky and Sarah). They do the task
individually, but if they finish earlier they are allowed to compare their answers
with their partner. When they are all ready, the teacher checks their answers.
Aim: to fill in the gaps with the correct names.
Materials: blackboard, flashcards
Interaction: T-SS, S-T
Teacher`s role: to set the task, monitor the activity and offer help
Time: 15 min

Activity 3 – The best day of the week

The teacher writes the following sentence on the board: The best day of the week is
__________, and asks the class for answers. Most probably it will be Saturday or
Sunday. She takes a vote for the most popular answer and writes it on the board to
complete the sentence. Next, she asks why it is the best day of the week and
encourages students to shout out answers. She writes the things they do on the
board as they are shouted, for example: The best day of the week is Saturday
because… I go shopping / I play video games / I stay up late / I watch TV, etc.
The teacher chooses one of the activities on the board, such as I go shopping with
my friends. She writes: On Saturdays, I ______________ go shopping with my
friends. Then, she draws a vertical line with 0% at the bottom and 100% at the top
to make a frequency chart. She points to herself and shakes her head to indicate
that she never goes shopping on Saturdays. Next, she gets a few volunteers to
come to the board and point on the vertical line where their answer would be (e.g.
around 50% for sometimes, 70% for often, etc.). At this point, the teacher adds the
frequency adverbs to the chart. She uses flashcards, prepared before class, with the
adverbs of frequency written on them. She gives the rest of the flashcards to

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different students and asks them, one-by-one, to come to the board and place
them where they think they would go on the chart. As each student guesses,
everyone helps him/her by saying higher or lower. She keeps having students come
up to the board until they have a completed chart.
After that, she goes around the class asking everyone to say how often they go
shopping using the full structure.
Aim: to introduce adverbs of frequency
Materials: board, pictures
Interaction: T-Ss, S-T
Teacher`s role: explainer
Time: 15 min

Activity 4 – Position of adverbs

The teacher writes two sentences on the board (She always walks to school. / She is
often late). She underlines the adverbs, asks where they usually go and elicits the
rule – adverbs of frequency are used before the main verb, but after the verb `to
be`.
To check if students understood the rule, the teacher asks them to insert the
adverbs in the correct place. Students do the exercise individually; if they finish
earlier, they can compare their answers in pairs. When they all finish, the teacher
goes through their answers and corrects the mistakes.
Aim: to practice using the adverbs of frequency
Materials: worksheets
Interaction: T-SS, S-S, S-T
Teacher`s role: to set the task and offer help, if necessary
Time: 13 min
Evaluation and homework assignment – 2 min