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LESSON PLAN

TEACHER: Damian Andreea- Iuliana


SCHOOL: Școala Gimnazială, comuna Ionești
DATE: May 16th , 2018
LEVEL: Elementary
TEXTBOOK: Fairyland 4, Uniscan, Express Publishing
TIME: 50 min
UNIT/LESSON: Unit 11, Lesson 1:’’The fairy garden’’
TYPE OF LESSON: Acquisition of new knowledge
VOCABULARY: fairy animals, the months of the year
GRAMMAR: question words, ordinals
SPECIFIC COMPETENCES: 1.1 Identifying details of simple messages articulated clearly and rarely in known / predictable contexts;

1.3 Developing interest and general comprehension of a variety of simple oral messages (films, songs for children);

2.1 Requesting and providing information on home, family, address, people, hobbies, habits;

2.3 Describing objects or housing;

3.1 Identifying details from simple texts that contain common information.

LESSON AIMS: by the end of the lesson the students will be able to:
1. read the dialogues in pairs for specific information;
2. make up sentences of their own using the newly acquired vocabulary;
3. ask / answer to questions from the teacher or from their peers;
4. use the months of the year and ordinal numerals in order to specify their birthdays;
5. ask simple questions to their peers and provide short answers
a. to create a warm atmosphere for study ;
b. to give students an active role in the process of teaching / learning;
c. to help students enjoy speaking a foreign language;
d. to make students confident when speaking English
SKILLS: listening, speaking, reading, writing
INTERACTION: T-Ss, S-S, Ss-Ss, PW, GW, IW
TEACHING TECHNIQUES: brainstorming, conversation, dialogue, filling exercises,games, spelling exercises, mind map,
role play, choral speaking, gaps,’’Think-Work in pairs- Communicate’’, presentations
METHODS OF TEACHING: Communicative Approach, Grammar Translation, Total Physical Response
TEACHING AIDS: textbook, blackboard, notebooks, laptop
ASSUMPTIONS: I assume that students are familiar with some topics and that they are eager to find out more details.
ANTICIPATED PROBLEMS: Students may be noisy when working in pairs/groups. Taking into account that 3-4 students have a
poor level of knowledge and their motivation is rather low, I expect that a part of them might not
participate in the teaching/learning process as expected.
ASSESSMENT: formative, oral, homework, systematic observation
BIBLIOGRAPHY: - official: The Curriculum for Secondary Education
- methodical: Harmer, Jeremy :’’The Practice of English Language Teaching’’, Longman, UK, 1991
: Vizental, Adriana: ’’Metodica predarii limbii engleze’’, Editura Polirom, 2008
- textbook: Fairyland 4, Uniscan, Express Publishing

Stages of lesson activities


Warmer
Aims: to check attendance and make sure the conditions are proper to start the lesson
to check accomplishment of the previously taught items
to review and consolidate Ss’ knowledge on the content previously learnt

PROCEDURE INTERACTION TIMING


T greets class and marks the absent Ss, if any. T – Ss 5 minutes
T checks homework orally, encouraging Ss to make corrections by S-Ss
themselves. If necessary, T will write the difficult part of the exercises on Ss-T
the BB, discussing it with the Ss.

Lead – in
Aims: to make Ss aware of the items they will learn
to introduce the new topic- vocabulary related to fairy animals and ordinal numbers

PROCEDURE INTERACTION TIMING


T asks Ss to role play the dialogues from the textbook. With the help of Ss, T – Ss 10 minutes
T draws on the BB a mind map of the fairy garden: fairy armadillos, fairy PW
flowers, fairy fish and fairy penguins. Ss fill in the missing information IW
from Exercise 2 in their notebooks. Ss-T

Presentation
Aims: to review and consolidate Ss’ knowledge on ordinal numbers and on the months of the year

to provide the context for the listening activity


to raise expectations and create involvement in the listening task

PROCEDURE INTERACTION TIMING


T introduces the months of the year. Using choral speaking, T models the T – Ss 10 minutes
pronunciation of every month. Ss put down in their notebooks the months. Ss - Ss
Then, T elicits the rule of forming ordinal numerals from the Ss, by IW
asking them to think back at the way we write the date on the BB every S-T
time we start a new lesson. Ss match the numbers with their ordinal
counterpart in exercise 4.

Practice
Aims: to review and consolidate Ss’ knowledge of interrogative words by means of personalization
to give Ss practice on WH- questions
to activate Ss and make them cooperate with their peers

PROCEDURE INTERACTION TIMING


T asks Ss to do, in pairs, the exercises 1 and 2 on page 76. Then, each S T – Ss 10 minutes
will read and correct his/her answer with the deskmate. S-S
Each S writes down the information on the BB. IW
PW
Ss-T

Production
Aims: to use the newly acquired grammar rules and lexis
to review and consolidate Ss’ knowledge

PROCEDURE INTERACTION TIMING


T names asks Ss to write on the BB 6 questions starting with: Who, What, T – Ss 5 minutes
When, Where, Why, How S-S
Ss write the questions and give an answer to each question. S-T

Review and follow-up:

Aims: to give Ss further practice


to review and consolidate Ss’ knowledge of the items being taught

PROCEDURE INTERACTION TIMING


T asks Ss to do orally exercises 3 and 5 from page 41 in the textbook. If T – Ss 5 minutes
there are any mistakes, the other Ss will correct them. S-S

Ending the lesson :

Aim: to motivate Ss and allow them to express their feelings freely

PROCEDURE INTERACTION TIMING


T sets homework for the next time, praises all the Ss and dismisses the T – Ss 5 minutes
class