LESSON PLAN

SCHOOL: Grigore Hagiu Secondary School, Târgu Bujor.

SUBJECT: English Language
LEVEL OF STUDENTS: Upper- Intermediate
CLASS: 6 th
TOPIC OF LESSON: Present Simple vs. Present Continuous.
DATE: 02.03.2015
NUMBER OF STUDENTS: 21
TIME: 50 min.
TYPE OF LESSON: Mixed.
TEACHER: Boboc Irina

TIMETABLE FIT

The students have previously discussed about Present Simple and Continuous , uses and
adverbs of frequency.

AIMS :

A1→ To develop Ss’ reading and speaking skills;

A2→ To give further practice in Present Continuous through various exercises;
A3→ To develop Ss’ writing skills by writing short compositions;
A4→ To practice word order;
A5→ To practice prepositions of time;

ASSUMPTIONS :

The students already discussed about Present Simple and Continuous. They discussed about
uses of both Present Simple and Continuous, adverbs of frequency used with both tenses and
also they are able to write short and medium compostions based upon familair topics.

ANTICIPATED PROBLEMS :

Some of the students might find it difficult to answer the questions according to the
information from the text using at the same time their own words in order to give a complete
and grammatically correct sentence. Also, rewriting senteces and jumbled words might be a
serious problem for some students, because they have to use their writing abilities but also a
great part of their grammar knowledge.

AIDS :

Textbook, handouts.

STRATEGIES :
Discussion, information-transfer, writing a composition, rewriting sentences, fill in the gaps,
jumbled words, joining elements, guiding questions, guided role-play.

TYPE OF INTERACTION :

Individual, frontal, in pairs.

SKILLS:

Speaking, writing, reading.

NR. PROCEDURE| TIMING CLASS ACTIVITY CLASS MATERIALS CLASS
CRT OBSERVATION
ORGANISATION
AIMS TYPE OF SKILL
INTERACTION PRACTICE
1. PERSONALIZATION: The T. asks the Ss. a few questions about their daily routines.
5’ The teacher asks the Ss. the questions from appendix 1. A Whole class Appendix 1 Whole class
A1 whole discussion would be extremely useful for developing Individual observation
Ss’ speaking skills. Frontal

2. GUIDE TO MEANING: The Ss. are asked to read the text from the handout. Then,
10’ they have to translate it. Then, the Ss. are asked to build up Individual Appendix 2 Whole class
A1 sentences with the words marked with asterisks. Frontal Reading observation
After that, the Ss. are asked to solve the second exercise from
handout. They have to mark the sentences with true (T) or
false (F).
3. HIGHLIGHT THE The Ss. are asked to extract the time expressions from the
FORM: text, those especially used with present simple. Individual Writing Whole class
5’ The Ss. are asked to answer the questions about the text. Frontal Speaking observation
A2 They are asked to write the answers at the board.
Then, they are asked to solve the third exercise from the
handout. They have to rewrite the sentences beginning with
he and she.
4. INITIAL PRACTICE: The Ss. are asked to solve the forth exercise from the Oral
5’ handout. They have to fill in the gaps with the appropriate Individual Writing feedback by
A4 prepositions of time (in, on, at). Frontal subjective
comments
5. SECONDARY The T. asks the Ss. to solve the fifth exercise from the In pairs Writing Whole class
PRACTICE: handout. They have to build up sentences with the given Frontal Speaking observation
5’ words. The Ss. are asked to check their answers with their T-S Oral
A2 partners. S-S feedback
A4 The Ss. are asked to solve the fifth exercise. They have to S-T
rewrite the given sentences again and use the adverbs in
brackets.
The T. are asked by the T. to complete the dialogue. Every
answer should be completed with a suitable question. After
completing it, the Ss. are asked to read the dialogue in pairs.
6. GUIDED The Ss. are asked to solve the exercise from part II. They In pairs Writing Oral
CREATIVITY: have to write a short text about their daily routine. They have Frontal Speaking feedback
14’ to introduce in their compositions as many as possible time T-S Reading
A5 expression (adverbs of frequency). After finishing it, they are S-S
asked to change their compositions with their partners in S-T
order to know each other.

7. HOME ASSIGNMENT: The Ss. are asked to solve the exercise no 8 from handout Individual Frontal
1’ and exercise A and B from textbook, page 52.
Appendix 1

What is your habitual schedule during the week? But in weekends?

Who is your best friend? Describe him/her in a few sentences mentioning him/ her most
important personality’s features and your ways of spending time together. What is the the
most important personality’s feature that you dislike at your best friend?
Do you like reading books? What is the book that you are reading now?
What are your hobbies?