LESSON PLAN

NAME: Cristea Cristina

DATE: 13th of June, 2017

FORM: 5th grade

TEXTBOOK: Snapshot Starter, ed. Longman

LESSON: Present Simple and Present Continuous

TIME: 50 min.

AIM: to revise the forms and uses of the Present Tense Simple and Present
Tense Continuous;

OBJECTIVES:
Cognitive objectives:
to develop the students ability to use the Present Tense simple and
Continuous for describing and inquiring about daily activities / activities
happening at the moment of speaking;
to exchange information using the grammar structures under discussion;
to provide further practice with regard to the use of Present Simple and
Present Continuous;
to encourage students to interact and work in pairs/ groups.

Affective objectives:
to create a pleasant learning atmosphere;
to help students enjoy speaking English.

SKILLS: reading, listening, speaking, writing

MATERIALS: computer, OHP, flashcards, cards, worksheets, board.

CLASSROOM INTERACTIONS: Whole class, Individual work, Pair

work, Group Work

ANTICIPATED PROBLEMS: Some students may not understand some

oral commands or tasks; if this happens, they will be translated into Romanian;
 STAGES:

Activity 1: Warm-up (10 min)

The teacher checks up homework and makes error corrections, if necessary. She
gets the students into the topic by placing two flashcards on the blackboard with two
words on them, namely usually and now. (appendix no.1) Then the teacher shows
students some sentences (appendix no.1) containing verbs in the Present Simple or
Present Continuous. Students must go to the blackboard and place the right sentence
next to the correct time expression.

Activity 2: Presentation (10 min)

The teacher will show students a video clip which explains the difference between
Present Simple and Present Continuous.
For the following activity, students are divided into groups. Each group is given a
picture (appendix no.2). The students from each group must make up a sentence that
will describe the picture, using the two tenses, present simple and present continuous.
Teacher offers them an example My cat usually sleeps under a chair, but now it is
sleeping on a pillow. Then, the students must conceive a sentence of their own, similar
to the previous one. The teacher elicits the answers and makes error corrections, if
necessary.

Activity 3: Practice (15 min)

Students are invited to play a game. They are divided into groups. The teacher
shuffles the cards containing broken sentences (appendix no.3) and gives each group a
set of cards, telling them that they have to arrange the cards into seven distinct
sentences.
The teacher sets a definite time limit and stops the students at the end of it, whether
they have finished or not. She then checks by going round the class from group to
group. Each group reads out one sentence. The teacher says whether it is right or wrong.
If right, it can be removed from the table (or turned over).The group gets one point for
each correct answer. If wrong, the group gets no points. This continues until all the
sentences have been correctly read out.

Activity 4: Production (5 min)

Students are given present simple cards, (appendix no.4) containing questions. In
pairs, they will ask each other about daily activities, using the Present Simple tense. In
case there are less able students, they will be given different worksheets (appendix no.5)
They take turns in asking and answering the questions. The teacher acts as a
monitor and corrects the possible mistakes.
 Activity 5: Follow-up (9 min)
The teacher gives worksheets (appendix no. 6) to the students. They are asked to
solve the exercises on the worksheet.
The teacher elicits the answers and she draws up the conclusions on the topic
under discussion. After that, she assigns homework.

HOMEWORK ASSIGNMENT (1min): Imagine that is 9 p.m. and you are at

home. Write about what your father, mother, brother, etc are doing at the moment and
what they usually do at this time every day. (10-15 lines)