LESSON PLAN

Teacher: Radu Andreea Radu

Date: 25th February 2019

Class: 4th grade

Number of students: 30

Time: 45 minutes

Level: starter

Lesson: Unit 8: `There was/were`

Topic: there is/there are; there was/ there were

Textbook:”Fairyland 4”, Jenny Dooley, Virginia Evans,editura Express Publishing.

Approach: Grammar and vocabulary

SKILLS:

 writing, reading, speaking,listening.

AIMS OF LESSON:

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

 use the correct form of there was/there were;

 make the difference between present and past;
 talk about adjectives ;
 Reproduce and understand a song;
 develop and practice productive and receptive skills (writing, speaking).
OBJECTIVES:

A. Cognitive objectives:

 to check and improve vocabulary;

 to encourage students to talk freely;
 help students talk about past;
 to give students more practice on pronunciation, vocabulary and the structures
previously taught.
 B. Affective objectives:
 to make students confident in their ability to use the language;
 to create interest in the topic of the lesson;
 to create a relaxed atmosphere, proper for studying;

 TEACHING AIDS:
 worksheets
 chart
 power point presentation
 song
 TEACHING TECHNIQUES:
 conversation
 dialogue
 exercise
 game
 explanation
 observation
METHODS: Communicative approach

RESOURCES: worksheets, laptop,video projector, flashcards,board, notebook,game board.

Stage of Teacher’s activity Student’s Intera Skill Time Purpose

lesson activity ction

Warm-up Teacher says “Hello” Ss get ready for T-Ss - To greet the
and asks Ss “How are the lesson and students and
you today” pay attention to Speaking encourage them to
communicate
The teacher greets the teacher. 6 min about their mood/
students; themselves
-create proper
environment for
Teacher asks the ss the learning English.
date and write it on the Ss answer and Ss-T Writing
copy the date -get Ss involved in
board. the lesson.
into their
At this stage students notebooks.
T-Ss
are going to describe a
 picture. The teacher
displays the picture on
the board or using the Ss answer Ss-T Speaking
video projector and To encourage ss to
afterwards, she asks ss speak.
to memorise what they
saw in the picture and
T- S
make sentences using
was/were.

e.g. There was a pen

on the table.

In this way, the

teacher engages and
makes ss ready for the
grammar part.(annex
1)

Homework If there is any Teacher and Ss Ss-T Speaking To notice how

check-up homework, the teacher check the responsible the
asks ss to read it. homework and Reading 6 min students are and to
correct it if T-Ss correct the
necessary. eventual mistakes;

Lead-in The teacher begins the The ss listen To motivate the

lesson with a power carefully and students and to
point presentation She answer the T–Ss Listening 10 provide context for
may ask a few teacher’s min the next activities;
questions about the questions.
presentation in order to Ss- T To remind ss of
assure that all ss the information
understood the taught before.
message.The To familiarize
presentation consists of themselves with
a comparison between Speaking
the topic of the
there is/are and there lesson.
was/were.

The teacher encourages

ss to answer, providing
examples. (annex 2)

The teacher writes the Ss copy the title T-Ss Writing 3 min To announce the
title of the lesson on in their
Announcing the board: Unit 8- notebooks. lesson topic.
the lesson was/were and
topic adjectives.

The teacher informs The children

the ss that the lesson listen carefully to
the teacher. T-Ss Listening To fix the
aim is to learn new objective of the
adjectives and the lesson;
structure: there
was/there were.

Practice: The teacher hands out The students T-Ss Speaking 7 min To develop ss’
some strips of paper on listen to the vocabulary on
First which there are written teacher’s adjectives and
activity:Teac some adjectives.They instructions practice
S-T Writing
hing are divided into teams andsolve the formulating
grammar (groups of 5-6) and task. They also sentences.
they try to make write the
S-Ss
sentences with the sentences in their
adjectives. Each team notebook.
has a leader who will
tell the sentences to the Speaking
class. The teacher
monitors the ss. (annex
2)

The teacher asks ss to

write down the
sentences.

Second The teacher tells ss too Students listen T-Ss Listening 7 min To get further
activity: open their to the teacher, practice in
notebook,draw a table draw the objects S-Ss learning the
Draw, and draw 4 objects. and make specific
Writing
memorise Then, they swap sentences. They vocabulary.
and form notebook with their check the words
sentences partner and memorise to see if they
S-T Speaking
the objects. The remembered
teacher tells them to correctly.
write sentences with
their partner’s words
(if they remember all
of them.
Third The teacher plays the Ss listen to the T-Ss To fix grammar
activity: video and asks ss to song and then and end the lesson
listen to the song and they sing it. S- T Listening 6 min in a pleasant way.
then try to sing it. Speaking

Homework The teacher announces Ss write down in T-Ss To let the students
and the homework for the their notebooks know what they
next lesson.They are what they are Listening 5 min have to prepare for
feedback:
given a worksheet. supposed to do the new lesson.
for next lesson.
To let them know
Ss listen the the teacher’s
teacher’s T-Ss opinion about their
appreciations and achievements.
recommendation
(if needed).

BIBLIOGRAPHY:

1. DOOLEY, J., EVANS,Virginia, 2005, Manual de limba engleza pentru clasa a IV-a, Set
Sail 4, Pupil's Book, Editura Express Publishing;

2. DOOLEY, J., EVANS,Virginia, 2005, Manual de limba engleza pentru clasa a IV-a,
Fairyland 4B, Editura Express Publishing;

3. PUCHTA, Herbert, GERNGROSS, Günter, LEWIS-JONES,Peter, 2014, Super Minds 4,

Pupil's Book, Beginner, Editura Cambridge University Press;

5. NUNAN, D., 1991, Language Teaching Methodology, Prentice Hall Press.

6. https://www.youtube.com/watch?v=KAsacxmPh1Q