LESSON PLAN

TEACHER’S NAME: Cășeru Irina

GRADE: 3rd
NUMBER OF STUDENTS: 14
DATE: 11th April 2019
TIME: 50 min
TEXTBOOK: Fairyland 3B
UNIT/ TOPIC: 11a Lunchtime!
TYPE OF LESSON: Vocabulary and grammar/Teaching learning
LESSON AIMS:
- to motivate Ss to talk about meals and food (likes and dislikes)
- to introduce telling the time
LESSON OBJECTIVES: by the end of the lesson the students will be able to:
- name different kinds of food and drinks
- extract specific information while listening (skimming)
- express likes and dislikes
- name the meals of the day
- tell the time
DIDACTIC STRATEGIES:
a)methods and skills:
- conversation, exposition, explanation, individual, pair, group, whole class work, all skills.
b)materials and aids:
- the textbook, Ss’ notebooks, blackboard and chalk, handouts, My favourites! Poster, CD.
ASSUMPTIONS: Students are already familiar with some words used for this topic.
ANTICIPATED PROBLEMS: They may be noisy when working in pairs/groups.
SOLUTIONS: Create a pleasant and warm atmosphere, provide explanations when necessary
and encourage them to give answers.

WARM-UP
ACTIVITY 1
Aims:
- to create a pleasant atmosphere
- to check homework
Timing: 5 min.
Interaction: T – Ss
Procedure: T greets and marks the absent Ss, if any. T checks homework.T corrects their answers
if necessary.

LEAD – IN
ACTIVITY 2
Aims:
- to introduce new words related to food
- to intoduce the meals of the day
- to introduce telling the time
Procedure: T pins up the My favourites! poster on the board and points to the food items, one at
a time, and says the words. Ss listen and repeat, chorally and individually. T points to the food
items in random order and asks individual pupils to read the words. To teach the meals of the
day, the T shows Ss three different pictures of people eating; next to each picture, there is a clock
showing a different time: 7.00 am for breakfast, 12.00 for lunch and 6.00 pm for supper. T writes
the words on the board and asks Ss to repeat chorally and individually. Ss repeat the new words
and write them in their notebooks. T asks the Ss: What time is it? And elicits the answer: It’s
seven o’clock. Following T’s example Ss tell the time for the other two clocks.
Timing: 5 min
Interaction: T- Ss, whole class
Skill: speaking

Pre - listening
ACTIVITY 3
Aims:
- to create a pleasant atmosphere;
- to raise interest in the listening activity
- PROCEDURE: T writes a big 36 on the board and asks Ss to open their books at page 36. T
reads the title of the unit and has the pupils repeat chorally. Ss open their books, read the title
of the unit and write in their notebooks. T goes through the pictures of the dialogue and sets
the scene by asking questions: What’s in Lee’s lunchbox?, What is Harry eating?
Ss answer T’s questions.
Timing: 5 min.
Interaction: T – Ss
Skill: speaking

WHILE - LISTENING
ACTIVITY 4
Aims:
- to listen to confirm expectations
- to listen for specific information
Procedure: T writes on the board:
1. Harry doesn’t like tomatoes.
2. Mona likes eggs.
T explains Ss that they will listen to the dialogue and decide whether the sentences are True or
False. Ss listen, follow along and complete the task.
Timing: 5 min
Interaction: individual work, T – Ss
Skill: listening, speaking

POST LISTENING
ACTIVITY 4
Aims:
- to check understanding of the listening exercise
- to practice pronunciation
Timing: 5 min
Interaction: T - Ss
Skill: reading, speaking
Procedure: T reads out phrases from the dialogue and asks individual pupils to tell the class who
said them. Ss come up with answers. Then Ss take roles and read out the dialogue.

PRESENTATION AND PRACTICE

ACTIVITY 5
Aims:
- to present the present simple (likes and dislikes)
- to practise expressing likes and dislikes concerning food in the affirmative, negative and
interrogative (semi-controlled practice)
Timing: 5 min
Interaction: T- Ss
Skill: speaking
Procedure: T points to the carrots on the poster, says and then writes: I Iike carrots. Yummy! T
underlines I like and explains its meaning. Ss repeat, chorally and individually.
The T follows the same procedure to present all the other persons of the affirmative, focusing the
Ss’ attention on the –s in the third person singular.
Then, T points to the tomato on the poster, says then writes: I don’t like tomatoes. Yuk! T
underlines I don’t like and explains its meaning.
Ss repeat, chorally and individually. T points out that we need do to form the first and second
person singular and does to form the third person singular.
T writes on the board: Do you like sausages? Yes, I do./ No, I don’t.
 T reads the question and answers and the pupils repeat chorally tells Ss to look at the
pictures of food in ex.3/p.37 and think of their preferences. Then invites pupils to tell her what
they like/ don’t like using the expressions presented at the beginning of the exercise.
Ss look at the pictures and share their preferences to the class. T gives Ss handouts (Find
someone who..) with food items written on and explains that they have to walk around the
classroom and ask their classmates: Do you like…? The Ss fill in the names of the Ss they asked
and report back to the class.
Ss walk around the classroom and ask questions using the given food items and then report to
the class.

PRE -, WHILE - LISTENING

ACTIVITY 6
Aims:
- to listen to confirm expectations
- to listen for specific information
Timing: 5 min.
Interaction: T – Ss, Individual work
Procedure: T asks Ss to look at ex. 4 in their books and explains that they will choose a time for
each picture based on what they hear.
T plays the recording twice for the pupils to complete the task in their notebooks and then checks
their answers.
Ss listen to the CD and complete the task and report to the class.

POST LISTENING
ACTIVITY 7
Aims:
- to practice the new vocabulary – meals of the day
Procedure: T tells the Ss to make pairs and ask and answer questions about the mealtimes
discussed in the previous task. T goes around the classroom monitoring the activity and making
sure that the Ss take turns.

Ss ask and answer questions and then report to the class. to practice telling the time

S–S

5 min

Pair - work

Free practice
Activity 7
Aims:
 to create a relaxed, fun atmosphere
 to write food words (Bingo game)
Timing: 8 min.
Interaction: T - Ss
Skill: listening, writing
Procedure: • T gives each S a blank Bingo card and asks Ss to write randomly, in the squares,
ten food words. While the Ss write, the T prepares the call out cards. When Ss are ready, the T
calls out a food word and the Ss search for the written word and cross it off. The game continues
until a S calls out “Bingo!” This S is the winner. Ss can only call out “Bingo!” when they have
crossed out five squares in a row vertically, horizontally, or diagonally.

EVALUATION
Timing: 2 min
Interaction: T-Ss, whole class
Procedure: Teacher sums up the lesson and evaluates students’ work by giving grades to those
that were really active and pluses to those that were less active.

ASSIGNING HOMEWORK
Timing: 2 min.
Interaction: T-Ss, whole class
Procedure: T asks the Ss to do ex.1,2/p.74 and ex. 3, 4/p.75 from the Activity book.