Lesson Plan

Teacher: STINGACIU GEORGIANA

Date: 14th of March, 2017
Form: 3rd Grade
Level: Beginners
Lesson: The Flying Book,Lesson 1
Text book: Limba Engleza, Booklet
Time: 45 min

Aims of the lesson:to arouse their interest in vocabulary and grammar of a foreign
Language

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

Cognitive:
 Name the farm animals;
 Use present continuous tense in describing present activities;
 Describe what they see in short sentences;
 Read and translate the new lesson;
 Create sentences by their own;

Affective:
 Create interest in the topic;
 Stimulate their imagination;
 Be confident in them when speaking a foreign language.

Approaches: Communicative and Discovery Approach

Techniques: Brainstorming; Raising Questions, Elicitation, Oral Drill Activities, Description,

Conversation, Anticipation, Debate

Materials: Blackboard, Hand-outs, Using Realia, Notes, Worksheets, CD

 Stage of Teacher’s activity Students’ Interaction Skill Time Purpose
lesson activity
I. Warm-up 1. Teacher greets the students and calls the - ss answer T-SS Speaking 1 min - to check if all
roll students are present;
2. Teacher holds an object in her hands so as - ss ask question T-SS Speaking 2 min - to create a pleasant
students cannot see it and starts a series of to identify the atmosphere in the
questions for students find out what it is: object classroom and
-Would you like to know what this is? activate ss’ interest
- Can you guess? It is something to eat, very - one ss receives in the lesson;
tasty, round, it is not sweet... (teacher answers the hamburger
students’ questions and gives hints) as a prize

II. - ss answer and SS-T Speaking 5 min - to check if they all

Homework 1. Teacher checks homework correct their SS-SS Listening know the previous
homework Writing taught material;

III. Lead-in 1. Teacher starts a conversation on the object - ss answer T-SS Speaking 2 min - to create interest in
that is brought in the classroom (the SS-T the new topic;
hamburger): Do you all like hamburgers?
What are they made of? Where can we buy
them from? Are there any fast-food
restaurants in our village?
IV. 1. Teacher offers feed-back and encourages - ss listen T-SS Listening 1 min - to let students
Feed-back students to participate. know how well they
performed;
1. Teacher writes the title of the lesson on the - ss write down T-SS Listening 1 min - to provide a
V. blackboard and shows students a picture from and watch at the context for the
Introducing the PPT presentation, after announcing the PPT lesson;
new-material aims of the lesson. (Appendix 1) presentation
2. Teacher encourages students to debate - ss debate - SS-SS Speaking 5 min - to encourage ss to
whether the food on the top of the pyramid is Listening speak freely;
healthy or not.

3. Teacher invites students to play a short - ss work T-SS Speaking 5 min - to make students
game: Watch and Tell: together SS-SS Writing interact and share
- students form three groups and receive a bag thoughts;
of small notes (Appendix 2) with different - to activate ss’
food items; background
- students have to categorize them and write knowledge;
their answers on their notebooks;
- the leader of each team comes at the
blackboard and report the teams’ answers
4. Teacher checks students’ answers, inviting - ss report their SS-T Speaking 2 min - to check if all ss
them to the blackboard. answers T-SS Listening answered correctly;
Writing
5. Teacher hands School menus (Appendix 3) - ss work T-SS Speaking 5 min - to consolidate ss’
to each team and asks them to create a menu together SS-T Writing knowledge;
for the school – to write down some of the
food they would like to eat in the school
cafeteria (if they had one).
6. Teacher checks their answers and ask - ss report their SS-T Speaking 2 min - to check if all ss
students to pay attention at the dialogue answers T-SS Listening answered correctly;
between three children talking about their Writing - to provide a
likes and dislikes (Appendix 4) context for the
lesson;
7. Teacher reads the text out loud and asks - ss listen T-SS Listening 2 min - to make sure ss pay
students if there are any unknown words and SS-T Speaking attention;
translates it with help from the students.

8. Teacher invites students to read the text - ss read SS-SS Speaking 5 min - to make sure ss
(pair-work) and corrects them if necessary. SS-T practice reading
correctly;
 9. Teacher, as an example, chooses two types - ss listen and T-SS Listening 6 min - to make sure ss
of food and makes up sentences to fill in the write on their Writing understood what is
Likes and Dislikes Chart written on the notebooks being asked of them;
blackboard and explains the information on it. - to consolidate their
She gives students hand-outs (Appendix 5) - ss write SS-SS knowledge;
and asks them to choose their likes and
dislikes in order to write them down in their
worksheet.

10. Teacher invites students at the blackboard - ss report their SS-T Speaking 2 min - to make ss
to write their sentences and asks students to answers SS-SS Listening completed the
correct their classmate’s answers. Writing activity;

11. Teacher briefly revises the lesson and asks - ss listen and T-SS Listening 1 min - to make sure all ss
students if there is any piece of information answer Speaking have understood the
they did not understand. material taught;

VI. 1. Teacher offers feedback and thanks - ss listen T-SS Listening 1 min - to let ss know how
Feed-back everyone for the lesson. well they performed;

1. Teacher announces the homework and - ss take notes T-SS Listening 2 min - to let ss know what
VII. explains what there is to be done: students Writing they have to do for
Homework must ask other students from school about the next lesson.
their likes and dislikes on types of food and
write down on their notebooks three most
wanted foods.
Appendix 1

The Food Pyramid

- Students are asked to debate whether the food on top of the pyramid is healthy or not.
Appendix 2

Watch and Tell

- The following flashcards are handed to students (randomly) in a bag and they have to
categorize them into: Fruit; Drink; Vegetable; Meat; Sweets/Desserts.
Appendix 3
The School Menu

- Students have to make-up a menu for their school cafeteria

Appendix 4

Read the dialogue between Samantha, Jessie, Brandon:

Samantha: Hello, guys! I’m starving. What’s on the menu today?

Jessie: Hey, Sam! Not much, actually. There are some beans, veggie stew, and my favourite:
mashed potatoes and sausages.

Brandon: I love sausages, too, but I don’t mind the potatoes. I really like peas, but there
aren’t any today.

Samantha: Peas?! No, thank you! I don’t really like them. I like the fresh salad. It looks
good!

Jessie: Hey, look! There is milk. I love milk!

Brandon: I hate milk! I like freshly squeezed orange juice, though. Sam, would you like a
fresh glass of orange juice?

Samantha: Thanks, Bran, but I don’t like it. I’d love a soda, instead!

Read the dialogue between Samantha, Jessie, Brandon:

Samantha: Hello, guys! I’m starving. What’s on the menu today?

Jessie: Hey, Sam! Not much, actually. There are some beans, veggie stew, and my favourite:
mashed potatoes and sausages.

Brandon: I love sausages, too, but I don’t mind the potatoes. I really like peas, but there
aren’t any today.

Samantha: Peas?! No, thank you! I don’t really like them. I like the fresh salad. It looks
good!

Jessie: Hey, look! There is milk. I love milk!

Brandon: I hate milk! I like freshly squeezed orange juice, though. Sam, would you like a
fresh glass of orange juice?

Samantha: Thanks, Bran, but I don’t like it. I’d love a soda, instead!
Appendix 5
LIKES AND DISLIKES

Choose types of food to complete the chart below:

Begin your sentences with:

I really like… I don’t mind… I don’t really like…

I hate… I love… I like…

Positive 100% ………………………………………………….……

………………………………………………………..

……………………………………………….………

Neutral 50% ………………………………………………….….…

………………………………………………………..

……………………………………………………..…

Negative 0% ………………………………………………….…….