Nr.

Stage Time Competences Teacher’s actions Pupil’s actions Methods Patterns of

and classroom
techniques interactions
1 Organization 1-2 min - to get organized Greeting the pupils. Greeting the teacher. Dialogue Teacher –
and ready for the - - Good morning, - Good morning! Choral student
lesson dear pupils! I am very And repeating after response
glad to see you! him: ‘Good
- How are you? I am morning! We are
fine, thank you! fine. How are you?”

Please, take your seats! Pupils take their

seats.
Marking the absences.
- Is anyone absent today?
Is anyone sick among Pupils name their
those who are not present colleagues who are
at the English class absent and mention
today? those who are sick.

2 Warm-up 2-3 min - to get tuned -Now, look, at the The pupils listen to Explanation Teacher-
emotionally as a blackboard, please. There the instructions of student
result of getting are some pictures on the the teacher. They
interested in what blackboard. I will give match the letters to
is coming on you a set of letters. You the pictures and
should match these letters guess the topic of
to the pictures. After this, the lesson “My
you should guess what Family”.
topic we have today.
(App. 1)

1
 Please, count yourself
from 1 to 3 and come
nearer to those having The students move Group work
called the same number. actively, building the
Make four groups. groups.
Know that there are only
two minutes you have on
your disposal to work on
it.
- to be able to - I will share to each The students read Discussion
express ideas on group one statement, attentively the Brainstorming
the topic: ‘My which is connected to our statements and Conversation
Family’ topic. You should discuss discuss about it.
about this aphorism and Each student offers
choose a person to ideas and they
represent the group, decided who will
whose task is to explain represent the groups.
this statement. A member of each
(App.2) group raises the
hand and explains
- Very nice! All your how they understand
ideas are very interesting the aphorism.
and possible. I am very
glad that you have such
beautiful ideas.

-Dear pupils, look at the Pupils listen to their Teacher-

blackboard. There is a teacher attentively student
spider on the blackboard, and do the exercise.
with the main word The pupils wrote on
“Family”. Each pupil the blackboard
should come to the words, phrases,

2
 blackboard and write one adjectives, that link
association, which is with this topic.
connected to this word. The students think of
And explain us why did a definition and
you use this word. You some of them
can use nouns, verbs, communicate it to
adjectives. (App.3) the class.

- You are very bright

students, my dear! You
have really come up with
many ideas about this
notion. This gladdens me
a lot!

3 Teaching 5-7 min -to understand the - I hope you have warmed The students listen Repetition in Teacher-
pronunciation correct up a little. Now we are to the teacher and try chorus student
pronunciation of going to work on to imitate the correct
 Presentation 1 min the verbs, paying pronunciation. pronunciation of the
attention to the word.
sounds in different
verbs, which end
in Past Simple - Our topic is Past Simple The pupils listen to Graphical
Tense with –ed, Tense. I will give you the the teacher very representation
and these verbs cards (App.4) with the attentively and look
have 3 ways of pronunciation rules of the at their cards.
pronunciation (-ed regular verbs in the Past
= T;or D; or ID) Simple Tense. We have 3
ways how to pronounce
these regular verbs.

3
Group A - Voiceless Explanation
sound Last sound of the
verb in infinitive

Group B - Voiced sound

Last sound of the verb in
infinitive

Group C - T or D Last
sound of the verb in
infinitive

GROUP A

Voiceless sound: – p – k
– s – ch – sh – f – x – h -
pronounce ED as “T”

Example: Ask, asked =

ask(T)

GROUP B

Voiced sound: – l – v – n
–m–r–b–v–g–w– The students put
y – z – and vowel sounds down notes on the
(diphthongs) pronounce graphical
ED as “D” representation of the
word.
Example: Allow, allowed
= allow(D)

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 GROUP C: The students watch
attentively and listen
T or D pronounce ED as to the teacher’s
“ID” explanation of the
rules.
Example: Need, needed
= need(id)

-to practice the - The students match Discussion Individual

sounds /t/,/d/,/id/ - Dear pupils, now I’ll the verbs in the work
Practice 3 min in different verbs, give you the worksheets, table, according to
 which end in Past you should drop the verbs their pronunciation.
Simple Tense with according to their
–ed, and these pronunciation in the past
verbs have 3 ways tense”.
of pronunciation (App.4)
(-ed = T;or D; or
ID);
- The pupils listen to Conversation Teacher-
The teacher checks the the teacher. student
exercise and gives The pupils receive
another exercise to the the workcards and
pupils. (App.5) look carefully
through it.
- I saw that you The pupils read the
understand this rule, but exercise and do this.
we will do another

5
 exercise to know better.
We will do these
exercises orally. (App.5)

The pupils make 4 Conversation Teacher-

The teacher checks the groups, work Debate student
exercise. together, and
- You did this task very pronounce the verbs,
well! Now we are going choosing the correct
to perform another column. When the
activity. Make please 4 pupils don’t agree,
teams. I’ll give you one they discuss with
exercise. The first group teacher all the
will work with column questions.
№1, the second team with Group work
column№ 2, the third
with column№ 3 and the
fourth with column №4.
You see some verbs
under the exercise; you
should decide and match
which verb you must put
5 min in your column. You have
5 minutes to do this
exercise.(App. 6)
Teacher-
-Please, read the verbs student
from column № 1, 2,3,4.

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 5-7 min
- If you have questions, The pupils ask the
please, feel free to teacher about the
address them to me. correct
pronunciation.

Test paper Individual

- Further on you are going The students receive work
- To check if the to work individually on the work paper, read
task of work sheets and you will carefully the words,
pronouncing the have to do 1 exercise. and ask questions if
sounds You must put the verbs in they do not
/T/,/D/,/ID/ is the correct column, understand exactly
fully achieved depending on the sound the task.
of their endings in the The students think
 Testing past tense. (App.7). and decide upon the
You have 5 minutes to do stress of the words
this exercise. given.

-Please, share the papers,

by taking one and passing
the rest to the others.

-I shall gather your work-

sheets and check them. If
you have some questions,
ask me, I will explain
you.

I will check your test-

papers and tomorrow we
will discuss about them.

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4 Teaching vocabulary 8 min - to present the As we made it quite clear The students offer a Brainstorming Teacher-
new vocabulary earlier, we are now to short definition, or Definition student
 Presentation 2 min on the topic ‘My discuss about the topic explanation to each Explanation
Family’, using the ‘My Family’. Look at the word, providing Examples
direct method blackboard please, and let with an example
(explanation, us define each notion we when needed, in
definition, see: help, family, love, order they illustrate
exemplification) grandparents, tolerance, the notion.
… and we shall add some
more terms to the list
(family-tree, first born, They write down in
identical twin, sibling, their copy-books
single, sisterly, spouse, (vocabularies) the
surrogate mother, twin new words, trying to
brother, twin sister, understand their
orphan,…) in order that meanings and listen
you can enrich your to the explanation of
knowledge of words and the teacher of the
be able to convey more words which are not
information, when known.
expressing your opinions
about this topic later
during this lesson. In
order that you are also
active, you will receive
work cards with a term
written on it and you
should give yourself a
definition to it or retell a The students receive
short story connected to the work cards and
this word. try to offer their own
(App. 8) explanation to this

8
 word or retell a short
story connected to
the term they extract
from the pile.

 Practice 4 min -to use the The teacher gives the The pupils listen to Exercise Group work
vocabulary to pupils the exercise. the teacher very practice
perform a task -Dear pupil, now you attentively. The
regarding word- have the practical pupils make two
building to the exercise with new words. teams.
topic ‘My Family’ We will play a game. You
should make 2 teams. I
will give you cards with
pictures, which are The pupils play with
connected to our new pleasure.
vocabulary. You should
explain what you see on
this picture without
saying the name of the
picture and without
showing this picture to
another team. (App.9)

- Dear pupils, I am glad

that you can work Teacher-
together and you can The pupils listen to Explanation student
explain and guess the new the teacher very Group work
words, but I have another attentively and write Individual
interesting exercise for the sentences. work
you.
We will write a story
together. I will give you a
sheet of paper, and I will

9
 write there the first
sentence, and you should
continue with your word, When the pupils Exercise
but you shouldn’t see finished the story, practice
what your colleges write. they laughed very
In the end we will read much, because the
this funny story. (App.10) story had no since,
-Thank you for good job, but it was very
dear pupils. I have a funny and they could
pleasure to work with practice new
you. vocabulary.

-Thank you, teacher.

 Testing 2 min
- to be able to -Dear pupils, now we will The pupils get test- Test paper on Individual
match the new make a short test, paper and do the new work
words with according to the new test. vocabulary.
definition words. You should match
according to the the definitions with the
topic ‘My Family’ new words.
If you have questions, ask
me.
(The teacher gives the
test-papers). (App.11)

The teacher says that she

will check it after the
lesson and tomorrow they
will discuss about the
mistakes.

10
5 Teaching grammar 7 min - to be able to -Dear pupils, we have The pupils listen to Explanation Teacher-
perceive the new today a very interesting the teacher student
 Presentation 3 min grammar unit Grammar topic – The attentively.
concerning the Past Simple Tense.
Past Simple We use this tense, when
Tense. we talk about some
things, which we did in
the past.
At first, I’ll explain you
the auxiliary verbs “to
be” and “to do” in the
past. (App.12)

The teacher explains to The pupils orally Choral

the pupils how to form conjugate the verb response
the Past Simple Tense; “to play”.
she explains about the I played with my
regular verbs (App.13) sister
and shows the list of You played with
irregular verbs. (App.14) your sister
The teacher asked pupil He,she,it played his
to conjugate the verb “to my sister
play” in the Past Simple We played with our
Tense. sister
You played with
your sister
They played with
their sister

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 Practice 2 min -to form the habit The teacher gives the The pupils listen to Explanation Individual
using the Past pupils exercises. the teacher very Exercise work.
Simple Tense in -Dear pupils, I give you attentively and do practice
the appropriate exercises to practice the the exercises.
context. Past Simple Tense.
(App.15) You should fill
in the sentences with the
verbs in Past Simple
Tense. Be very attentive
with interrogative and
with the negative form.

The teacher checks the

exercises.
The pupils read the
sentences with the
-I’m very glad, that you correct verbs in Past
understand this rule. Simple Tense.
Now, you will write the
small test according to
this rule.
 Testing 5 min
- to test the -Next I would like to
The students Test paper on Individual
students’ offer you some more
complete the test. the Past Simple work
knowledge tasks and you will have to
Tense
according to the work individually and we
grammar topic will check your
The Past Simple; knowledge. Please, take
they should be the papers and distribute
able to recognize them to the rest of the
the need of the class. (App. 16)
The teacher says that she

12
 usage of the Past
will check it after the
Simple Tense
lesson and they will
discuss about this test
tomorrow.
6 Teaching listening 5 min -To prepare pupils The pupils listen Listening Teacher-
We shall continue our
 Pre-listening for listening to a attentively and Discussing students
lesson now with some
dialog “About My answer the
interesting exercises, but
Family” questions.
at first we will discuss
some questions.
Answer me please:
 Why do people
get married?
 Are friends more
important than
family?
 Are you the oldest
among your
brothers and
sisters?
 Do you live with
your parents?
 Do you often visit
your
grandparents?
(App.17)
 While 5-7 min
-Now you are going to
listening -To keep the The pupils listen to Listening Individual
listen to the conversation
students active the conversation Making notes work
(dialog) between 2 friends
during listening to very attentively and Group work
“About My Family”.
the dialog make some notes.
You must listen
(conversation)“Ab

13
 out My Family”
attentively and try to
notice some things from
the conversation.
(App.18)
The teacher asked the The pupils discuss Discussing
pupils what they about the dialog.
understand.
-Now, dear pupils, we The pupils listen to Listening Individual
will listen the the dialog and write Writing work
conversation again. I will the words.
give you papers with
Gap-fill exercise, you
have to listen to the
dialog and write the
correct words.(App.19)

The teacher checks the

exercise.
 Post-listening 5-10 min
-to apply the -Now, will be the next
The pupils as they True/False Individual
information that activity. Each person will
think – write if the sentences. work.
had been offered receive a work sheet. You
sentences are true or
for listening in the must read the sentence
false.
dialog “About My and put “T” if it’s True
Family” and “F” if it’s False.
(App.20)
7  Teaching 5-7 min
-Dear students, I have
reading -to prepare the The students come Completing a Group work
prepared for you a very
students for to the blackboard spidergram.
unusual exercise. You
 Pre-reading reading the text and complete the

14
 “My lovely spidergram, they
should come to the
Family” prove their opinions.
blackboard; there is a
spidergram with the topic
“An ideal Family”. You
should complete it with
your thoughts. What does
it mean for you “An ideal
Family”.(App.21)
-Your opinions are very The students read Matching Individual
interesting.. Thank you. the words and match work
Now, we have another the table.
exercise. You should
match the male and
female words in the right
column. (App.22)
 While-reading 5-7 min -to keep the The students read Reading/ Full-class
-Now, we are going to
students active the text, they stop Questions interaction
read the story “My lovely
during reading after each paragraph answering
Family”.
activity on the and they answer the
After each paragraph you
topic “My lovely questions.
will stop and you will
Family”
answer the questions.
(App.23)
 Post-reading 10 min
-to check how - Dear students, now, you
The students make a Interview Work in pairs
well students have should work in pairs.
short interview.
understood the Your exercise is, to make
They present their
text “My lovely a short interview with
interviews.
Family” Ann. I gave you papers
with the beginning of the
interview. You should

15
 complete it. (App.24)
The teacher checked the
interviews.

The students retell Retelling Individual

their stories. work.
-Dear students, thank you
for interesting interviews.
Before another activity, I
want you to retell me
about your families in the
same way.

8  Teaching 5 min
-Now we are going to
speaking -To prepare The students Discussion Full class
continue our lesson. Look
students for the describe what they interaction
at the pictures pinned in
 Pre-speaking speaking activity see in the picture.
front of you. Your task is
on the topic
to describe the pictures
“Families from
orally. (App.25)
Moldova, Japan
and USA”

 Speaking 10-15
-Our next activity is: I
min -To speak about The students listen Question/ Teacher/
will read short
different families carefully the teacher; answer student
information about the
from the different they express their
difference between
part of the world, opinion and answer
“Family structures in
expressing the the questions.
Moldova, in Japan and in
opinion about the
the USA” and after that
family structure
you will express your

16
 from in Moldova,
opinion about the
in the USA, and in
information and you must
Japan.
answer to some questions.
(App.26)

-To make students The students choose Dialog Work in pairs

-Now, dear students, you
speak the target their partner and Brainstorming
are going to work in
language; to use begin to make the Creative
pairs. Please, make up the
as much specific dialog, using the thinking
dialog between you and
vocabulary and specific vocabulary.
one member from the
consolidate the
Japan family or with one
one they had
member from the USA
learned
family, using as much as
previously,
possible the specific
according to the
vocabulary, according to
topic “My
our topic “My Family”.
Family”.
You can ask in your
dialogs about the family,
about family structure end
etc. In 5-10 minutes you
will play your dialog in
pairs.

In 5-10 minutes the

teacher asks the students
to play the dialog.
9  Teaching 5 min
-Now, dear students, look
writing -To be able to -The students read Reading Teacher/
at the blackboard. There
 Pre-writing write an invitation carefully and make Explanation student
is one invitation. We
to your family some notes in their Writing
together will read it and
members copy-books.
you will answer some

17
 (wedding,
questions. (App.27)
birthday,
anniversary etc.)

 While-writing 5 min
-Dear students, I will give
-To teach the The students choose Rewriting Work in pairs
you some invitation-
students to write their partner and
cards, you should fill
invitations for look at the
these cards. You will
family holidays, invitations and fill it
work in pairs, you will
according to the in with necessary
have different topics for
topic “My information.
invitations, such as:
Family”.
Birthday, Wedding,
Graduating, Baby shower
etc.(App.28)
 Post-writing 5-7 min
-To test students The students write Invitation Individual
-Dear student, now you
how well they the invitations to work
should imagine, that you
have understood their relatives.
have a birthday, an
the procedure of
anniversary etc. And
writing
write the invitation to
invitations,
your family. In 5-7
according to the
minutes, you will present
topic “My
your invitations.
Family”
(App.29)

10  Homework 2 min
-Dear students, first of all,
-To give the The students listen Explanation Individual
for the next lesson you
homework on the to the teacher. Write Essay work
have to learn the new
topic “My down the homework. Family
vocabulary, revise the
family”, using the tree/Discussing

18
 new vocabulary
grammar rules and to
and grammar Past
write an essay on the
Simple.
topic “My Family”. The
second part of your
homework will be the
following: You should
create your own family
tree and to present it in a
week. By presenting your
family trees, you should
describe your family
using the new vocabulary
according to our topic
“My Family” and using
our new grammar topic
Past Simple Tense. I will
give to everyone an
example of my own
Family tree. (App.30)
10  Evaluation 1 min
-I am very glad and
-To appreciate the The students listen Evaluation Frontal
thankful for your active
lesson and to the teacher’s
participation! Each of you
learner’s activity. evaluation of the
did a great job! Each of
lesson and their Appreciation Teacher/
you receives a good mark,
activity. Student
because you were all
active and involved in the
process! The lesson is
over. If there are no
questions, you are free.

See you the next time!

19
Good bye!

20