Lesson Plan

TWINKLE STAR
TEACHER: Lucas Ionut Serban
LEVEL: A1
TIME OF LESSON: 15:00 – 16:50
LESSON TOPIC: “Robots”
APPROACH: Communicative
LESSON AIMS:
 To create a pleasant atmosphere;
 To create interest in the topic;
 To revise/ introduce vocabulary related to the topic;
 To raise expectations and create involvement in the reading task;
 To practice extensive and intensive reading (skimming and scanning);
 To motivate students to use the new vocabulary/ to encourage Ss to give a personal response to the text.
SKILLS: Integrated, mainly reading, listening and speaking
DIDACTIC STRATEGIES:
a) Procedural resources:
 Elicitation
 Conversation;
 Explanation;
 Listening and reading comprehension.
b) Material resources:
 Students’ notebooks;
 The blackboard;
 CD + laptop;
 Handouts.

PROCEDURE:

Lesson Stage Aim Procedure Skills Type of Timing/

interaction Duration
1. Warm up - to create a pleasant T checks homework: Ss were asked to make a list of Speaking T – Ss 20 minutes
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 atmosphere; activities they perform at home and compare them with Ss - Ss
- to come closer to the their partner. T assigns the pairs and listens to each of
topic; them, correcting their use of language if needed. Ss were
also required to write five questions they would ask a
teacher or a friend in which they had to use “is” and
“are”. T names Ss who have to ask another person in
class one or two of the questions they wrote.
T introduces the new topic to the class by presenting
printed pictures of famous robots from pop culture and
asking Ss to talk about whether they recognize them,
where they recognize them from, if they know about
other examples, etc.
2. Pre – - to introduce T asks Ss to predict “why we have robots” before they Speaking T – Ss 15 minutes
listening/ vocabulary related to read the text. T writes the answers on the blackboard and Ss – Ss
reading the topic; then discusses them with the Ss. Ss then read the text to
- to motivate students check whether their predictions were right. T uses printed
to talk about the topic; pictures with examples in order to clarify what is the
- to raise expectations meaning of the following words: boring, dangerous and
and create involvement fun.
in the reading task;

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3. While – - to listen and read to T asks Ss to work exercise 2 from page 54 in pairs. Speaking T – Ss 45 minutes
listening/ confirm expectations; Before starting, T nominates Ss to explain what each Reading Ss – Ss
reading - to listen and read for activity means or involves, providing further explanation Listening
general understanding; whenever needed. T checks the answers and writes them Writing
(skimming/ extensive on the board.
listening) T draws a table with four columns on the board and asks
- to read for specific Ss to do the same on their notebooks in order to solve
information; exercise 3. T asks the question “where does ‘make cars’
(scanning/ intensive go” and writes the Ss’ answers in the appropriate column.
listening) Then T creates pairs of students to work on the exercise
and, finally, checks the answers by writing them on the
blackboard.
T asks Ss to find the objects from exercise 4 in the
provided pictures as quickly as possible and raise their
hands when they are finished. T checks the answers and
corrects any mistakes, providing further explanation if
necessary.
Before listening to the conversations in exercise 5, T
gives an example of what type of language might come
up in the exercise. Ss listen to the tape and write the
answers in their notebooks along with any keywords they
might have heard. T checks the answers and asks other Ss
whether they agree or not, moderating the discussion as
needed.
Ss are asked to read the sentences in exercise 6 and
decide, based on what they remember, which ones are
wrong. The tape is played again and the answers are
checked with the participation of the whole class.
4. Post – - to motivate Ss to use T asks the Ss to work in groups of three in order to Speaking T – Ss 15 minutes
listening/ the new vocabulary; complete the project on page 55. Before they start Writing Ss - Ss
reading - to encourage Ss to drawing, Ss are asked to write the answer to each of the
give a personal three questions on their notebooks. After they finish,
response to the text; groups are encouraged to talk between themselves and
present their design.

5. Evaluation - to practice the new T gives Ss feedback as to their performance during the Writing T – Ss 15 minutes
and vocabulary. class and gives homework. Ss are separated into groups Speaking Ss - Ss
homework of three or four and are asked to choose one of the robots

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from the warm-up activity. Using the frame from page
55, they are asked to write a description of the robot they
chose and then read it in class. Other groups attempt to
guess which robot is being described.