Topic: А conversation between two friends who are also colleagues
Duration: 40 min.
Teacher: Mihaela Hristova Lefterova
Lesson type: Reading skills ,Listening,Grammar Date: 16 th November 2023
Stage/Time Procedure Aims Interaction patterns
Stage 1 –Warm-up 1.At the beginning 1.‘’ How do they T-whole class
of the lesson, the know each other?,,
Teacher shows 2.‘’ What has just
3 min Photo on the board happened?’’
of two men who are 3.’’What are they
talking and ask the talking or thinking
questions: about?’’.
To set a positive
2.She explains that working
they are friends atmosphere;
who are also
colleagues.
The T asks Ss what
they think the two
men are talking
about;
Stage 2 – 1.The Teacher The Teacher T-Ss
Preparation for seeks to make the divided them into
speaking and listening Students think pairs to make them
about the work as a team.
questions,to listen
3 min to what she
They discuss
explains about the
together the
subject.
answers of the
2.She tries to questions. The
understand their Teacher approaches
vocabulary them and listens to
them carefully,
knowledge, even
with what
keeps notes of who intonation and in
is doing how. what way they
reflect on the task.
To encourage Ss to
make guesses using
vocabulary; to develop
their speaking and
listening skills;
To activate
vocabulary on the topic ;
The T used vocabulary
that was understandable
to the students.
Stage/Time Procedure Aims Interaction patterns
Stage 3 1.Тhe Тeacher She write the T-whole class
explains that they are sentence on the
Speaking talking about a board and help
specific situation.
4 min Аsks the Students students understand
what the man is how the
holding in his hand transcription of a
and explains that it is wallet is. They start
a wallet. She asks a discussion about
them how to
pronounce ,,wallet 2nd conditional,
‘’syllable by syllable. she asks them to
Then have them reapeat after her
repeat a sentence and explains when
with a wallet such and how we form
as ,,It’s a very old the 2nd conditional.
wallet’’.
2.Students
participate and
engage by speaking
to each other
reflecting on the
topic from the
board;
3.Тhe Тeacher
includes grammar
Stage 4 – 1.The next word The Teacher and Group work
they discuss is the Students
Pre- listening (T-Ss)
discuss each word
,,charity’’.They
and in this way the
give more students understand
4 min examples with the accent and are
it,using the able to use them in
pictures on the sentences.
board. The
Teacher and the
Students discuss
each word and in
this way the
students
understand the
accent and are
able to use them
in sentences.
Stage 5 1.She plays the To develop T-Ss
recording and listening for
While-Listening 1
details;
they have a
8 min
conversation She also checks
about the pronunciation and
recording, but parts of speech,
they include and which helps them
the questions on to understand the
the board and language better.
different pictures
while answering
them.
Stage/Time Procedure Aims Interaction patterns
Stage 6 1.Through Ss give more T-whole class
listening, the examples with
While-listening 2
teacher finds a it,using the pictures
6 min
way to explain on the board.She
uses an interesting
the lesson;
method to
practise.They have
2.Тhe Тeacher a task to change
asks everyone the end of the
about the sentence with some
grammar and other words..
what they
understood from
the topic; The teacher
explains how to
form and questions
with the 2nd
conditional;
To develop
listening
and locating
specific
information in a
text;
Stage 7 – 1. T asks the Тhe Тeacher Group work
class if they provides a calm
Follow-up (T-Ss)
atmosphere in the
understood the
15 min room and helps the
lesson and if students to work as
they understood a team;
the grammar;
Тo improve
listening and
2. T thanks Ss speaking skills
and the lesson
finishes on a
positive note –
he is clearly
satisfied with the
Ss’ work;
Comments on the lesson plan:
The aims of the lesson are realistic and achievable because Ss show active
participation, they practise the language structures and easily take part in
communicative activities. The motivated work of the Ss supports the fact that
the aims of the lesson are clear to them.The atmosphere in the room and the
teacher herself predispose them to work calmly and to cope with the assigned
tasks. T demonstrates accurate and fluent use of the language – correct grammar
structures and pronunciation. She is able to communicate successfully with Ss in
class because she uses different methods of explanations through gestures and
facial expressions.
The teacher has made a detailed lesson plan, with clearly formulated and
achievable aims that are also clear to the students. The planned activities comply
with the set aims and create a good balance of learners’ speaking and listening
skills. The lesson she choose is comprehensible to the students and has a
reasoning motive that makes them think and work in a team.
