Daily Lesson Plan

SCHOOL: Theoretical High School “Dimitrie Cantemir”

THEACHER – Mandatari Ludmila
CLASS – 7 form
DATE – 7 April 2014
Number of student’s - 10
TOPIC: revision Past Simple and Present Perfect tenses/ Conjunctive Mood
Type of lesson: communicative
Time: 45 min
Methods: conversation, Venn diagram, think discussion in pairs, writing, brainstorming, graph T, line
values, query trial, reading
Techniques: conversation, observation, discover and discussion, dialogue, explanation, exercise, game
Materials: text book, worksheet, copybook, visual aids (posters, dictionary, cards), blackboard

Competences and sub competences:

1. Spoken Interaction
- Participating in simple oral communication (with the teacher or colleagues) on past simple
and present perfect tenses
- Selecting from a text the information necessary to solve different tasks.
2. Written Interaction
- Writing down the information, received orally or through reading.
- Writing short logically structured and coherent texts about activities, people, events
3. Grammar
- Expressing wishes referring to present or future
- Choosing the right form of the verbs

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

To write the simple past and past participle of the verbs.

To recognize the mistakes of sentences.
To describe what Tina has/hasn’t done?
To listen theme carefully
To establish connection between the Indicative and Subjunctive mood
To argue the difference between the Indicative and Subjunctive mood through an example
To apply a new theme in practice
 Stages of the lesson:

I. EVOCATION
Activity 1. – Warm up
Aims: to warm up student; to create a pleasant atmosphere for learning
Materials: general questions
Methods: conversation
Procedure:
T. greets Ss and has the usual conversation with them.
T. asks questions: Who is absent today? How are you? Are you ready for the lesson?
Timing: 4 minutes

Activity 2. – Check-up homework

Aims: to checking the past and present perfect tenses; recognize some mistakes of sentences;
describe what Tina has or hasn’t done?
Materials: worksheet
Methods: venn diagram, think discussion in pairs, conversation, writing
Procedure:
T. gives them worksheets with tasks. They have to solve it.
First task: Ss have to write the correct form of the verbs
Second task: Ss have to correct the mistakes from a dialogue between mother and the boy.
Third task: Ss have to write sentences about what has or hasn’t Tina done.
Timing: 10 minutes

II. Realization of meaning

Activity 3 – Presentation/ study
Aims:
- To lead the Ss to the topic of the lesson;
- To introduce new structures;
- To establish connection between the Indicative and Subjunctive mood
- To argue the difference between the Indicative and Subjunctive mood through an
example. (Grammar theme from English book, page 94)
- To apply a new theme in practice (ex. 1 page 95, from English book)

Materials: textbook, worksheet, BB

Methods: conversation, explanation, example
Procedure:
T. will present Ss what is the Subjunctive and Indicative mood and give them some examples
(worksheet with Subjunctive mood)

English verbs have three moods

Indicative. imperative subjunctive

- is used to state a fact The imperative mood - expresses wishes,

or an opinion or to ask expresses a command, gives a suggestions, and other
a question direction, or makes a request attitudes, using I
(Got to sleep now! were
(I will go to sleep now. Please, go to sleep now);
Do you want to go to sleep it omits the subject of the I wish I were wise, rich, and
now?) sentence – the implied you. beautiful, but I am stupid, poor,
and ugly.
- used with modal verbs
: can, may
I can play tennis

I wish you were here

I wish I studied in this school
PAST SIMPLE
I wish he could do this job
I wish my mother were a teacher of English
I wish we went (go) on a trip

Ss will write in their notebooks.

Interaction: T-Ss; Ss-T
Timing : 10 minutes

Activity 4 – Practice
Aim: to provide further practice on the use of subjunctive mood;
Materials: workbook; worksheet; BB
T. asks the Ss to complete the gaps in the text with the correct tense.
Interaction: T-Ss; Ss-T; Ss-s;
Timing : 8 minutes
III. Reflection:
Activity 5 – feed –back
Aim: to paraphrase the sentences using the subjunctive mood
Materials: worksheet;
T. gives the Ss worksheet and s=ask them to read and do the exercises
Interaction: T-Ss; Ss-T; Ss-s;
Timing : 8 minutes
IV. Extension:
Activity 6 - Homework
T. write on the BB the homework (ex 1,3,4 page 95); T. gives marks. Says Good-bye.
Timing : 5 minutes
 Worksheet

1. Write the simple past and past participle of the verbs below.
Infinitive Simple Past Past participle
give gave given
eat
make
do did
ring
see seen
fly
write
read read
swim
2. Correct the sentences.
Mother: Has you done your homework?

Boy: Well, I have did my English, but I haven’t done my mathematics.

Mother: Have you tidy your room?

Boy: Yes, and I has made the bed.

Mother: Good. Has your rather phone?

Boy: No, she haven’t.

Mother: Never mind. Shall we have some dinner?

3. Look at Tina’s room. She went to school five minutes ago. Write
sentences about what she has/hasn’t done?
ex. She has made the bed
She hasn’t the window
tidied the room
hasn’t off the light
disconnected the cassette
She the umbrella down
put the books into the closet

4. Express a wish transforming the sentences below

It’s a pity I can’t pronounce all English I wish I could pronounce all English sound
sounds well. well.

It’s a pity I’m not a students of your school. I wish…

We don’t have portraits of American writers in I wish…
our English Classroom

I’m sorry I can’t understand the task I wish …

It’s a pity he is not attentive at the lesson. The teacher wishes he….

5 Paraphrase the sentences using the Subjunctive Mood.

1) My parents are happy and healthy

2) My school has many students
3) I understand this theme
4) I study well
5) I pass the exams
6) Moldovans travel without visas.

I wish my parents were happy and healthy.

I wish __________
I wish __________
I wish __________
I wish __________