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Lesson plan

Teacher: Stepan Cristina


School: Liceul Teoretic ,, Arany Janos Salonta
Date: 27th of May 2016
Grade:

3rd D

Level: Beginner
Classroom management: Student centered
Textbook: Set Sail! 3
Unit of learning: In a week !
General description of the class: The 3rd grade students are intelligent, eager to
learn and very enthusiastic. They have benefitted of an extra English
hour per week and this has resulted in a lot of progredd.
Topic:
Objectives: By the end of this lesson, the Ss will be able to:
1.

Name the days of the week;

2.

Describe daily routines;

3.

Practice present simple tense;

4.

Practice prepositions of time (in, on, at);

5.

Develop their listening and reading skills;

6. Write about what they do on Saturdays or Sundays


Anticipated problems: they may have concentration problems;
Teaching Aids:

- textbook; worksheets; blackboard; posters; flashcards; video

projector; laptop; CD

Teachinh techniques: Elicitation


-conversation
-explanation

Stages of the lesson

- questioning
- contest

I.

WARM UP

Aims:

- to help students get into the atmosphere of the English language;


- to get students ready for the English class by having an informal
conversation
-to motivate and involve Ss by means of conversation;
-to warm them up

Procedure:

Teacher greets the students, introduces the guest and asks if


anybody is absent. She prepares the class for students by means of concersation.
T: Good morning, children!
Ss: Good morning, teacher!
T: How are you today?
S: Were fine, thank you!
T: Whats the weather like today?
Whos on duty today?
Who is absent?
Ss answer the Ts questions.

Time: 2 minutes
Interaction: T Ss; Ss T
LEAD IN

II.

Activity 1

Aims:

- to review the food items;

-to set the scene

Procedure: Teacher pins up the My favourites! Poster on the board..


She points to a food/ drink item, hiding the word with her hand.

She asks a pupil to come to the board and write the word under
the corresponding picture. She then reveals the word so that the
pupil can check the spelling. T. repeats the procedure with as
many pupils as she thinks it is necessary.

Time: 4 minutes
Interaction: Ss T; T Ss; Ss SS
Activity 2
Aims: - to .
Procedure: Once the students are familiar with the vocabulary, they will play a
game. T. sticks some flashcards on the board.She puts her students in 3 teams and
call out sentences about the food she likes.
e.g. I like pizza and chips. .One child from each team runs out to the board to touch
the correct item. For each correct item, the Ss are rewarded with a sticker.

Time: 7 minutes
Interaction: Ss -SS
III. PRESENTATION
Activity 1
Aims: - to present and activate the vocabulary of the lesson
Procedure: Teacher points to the food items on the poster ( meat, potatoes,
biscuits, milk, cake, orange juice, pasta, carrots, sausages, rice, popcorn, Coke),
one at a time, read and say the corresponding words. The pupils listen and repeat,
chorally and individually. Point to the food/ drink items in random order.
Individual pupils say the food item.

Time: 4 minutes
Interaction: Ss-T; T-Ss

Activity 2 Ask and answer


Aims: - to develop their speaking skill;
-To find out about each others preferences

Procedure: T. asks a pair to came in the front. The pupils ask and answer about
their favorite food using the food items on the poster as prompts. T. demonstrates
this herself.
Pupil 1: Whats your favourite food?
Pupil 2 (Pointing to chicken) Chicken, yum! What about you?
Pupil 1: ( pointing to ice cream) ice cream, etc

Time: 4 minutes
Interaction: Ss Ss; T- SS

Activity 3
LISTENING AND READING
Aims: -

to develop the pupils reading and listening skills

Procedure: Teacher plays the CD. Pupils listen and repeat chorally. Then, the
pupils take roles and read out the dialogue. After that, the teacher writes the
following incomplete sentences on the board. She asks the pupils to read the
dialogue again and complete the sentences.
1. and ..like chips. ( Lulu, Maya)
2. . Doesnt like burgers. ( Maya)
3. .loves jelly. ( Chuckles)

Time: 5 minutes
Interaction: whole class
Activity 4
Aims:
Procedure. Pupils close their books. Teacher says, then she writes on the
blackboard: I like pizza. The pupils repeat chorally and individually. T underlines I
like and explains its meaning. She follows the same procedure to present all the
other persons of the affirmative, focusing the pupils attention in the third person
singular.
Teacher drills her pupils.
Teacher: I like pizza. John
Pupil 1: John likes pizza.
Teacher: Harry and William .
Pupil 2: Harry and William like pizza.

Teacher presents the negative and interrogative in the same ways as the
affirmative. T. points out that we need do to form the first and second person
singular and DOES to form the third person singular. Ask the person to make
sentences about their favourite food.
Teacher writes on the board:
DO YOU LIKE ICE CREAM? - Yes, I do
-No, I dont.
The pupils ask and answer questions about their favourite food.
e.g Pupil 1: Do you like burgers?
Pupil 2: Yes, I do/ No, I dont.
Finally, people receive a worksheet that they have to complete with the names of
the person who likes a specific food item. They walk around the class and ask their
classmates: Do you like .?. The students fill in the names. Teacher demonstrates
this herself first.

PRODUCTION
Activity 1 Whats in your lunch box/ basket?
Aims: -

To give Ss the opportunity to practice and reinforce their vocabulary

knowledge

-practice some/ any

Procedure: Teacher points to the meat on My favourites ! poster, say and write:
Ive got some meat. She then points to the potatoes, say and write: I havent got
any potatoes. The pupils repeat chorally and individually. T. explains that we use
some in the affirmative, whereas we use any in the negative. Ask the pupils : Have
you got any biscuits? Teacher writes the sentences on the board. She explains that
any is used in the interrogative, too. The pupils make sentences in the affirmative,
interrogative and negative, using the food items on the poster as prompts.
Teacher then shows students a basket full of food items. Students have to look into
the basket and make sentences about the food items that they could find there using
some/ any.

Time: 10 minutes
Interaction: T Ss; Ss T; Ss Ss

FEEDBACK
Activity 1 OUR MAGIC TREE
Aim: - to increase the pupils imagination;
-to get feedback on the Ss understanding of vocabulary items
Procedure: Teacher draws a tree on the board. She tells the pupils the following:
This is a magical tree and any kind of food or drink can ,, grow on it. She asks the
pupils to go through the unit and write on a slip of paper the food/ drink items thay
want to grow on a tree. Then, the pupils came to the board and pin the slips of
paper on the tree and report to the class.

e.g. Pupil1 : There are some biscuits and Coke on our magic tree.
Pupil 2: There are some sausages on our magical tree.
Time: 7 minutes
Interaction: T Ss; Ss T; Ss-Ss

HOMEWORK ASSIGNMENT
Aims:

- to consolidate the knowledge from the lesson

Procedure: Teacher asks students to


work in groups and finally illustrate it.

Time: 2 minutes
Interaction: T SS; Ss- T

make a healthy eating poster. They can

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