Lesson Plan

Teacher: Grigore Ancuta Elena

Date: 26th of January, 2018
School: Scoala Gimnaziala “Mihai Halunga”, Hantesti
Class: III Hantesti-Vale
Number of students: 16
Level: Elementary (A2), L1
Coursebook: Fairyland 3A, Jenny Dooley, Virginia Evans, Express Publishing, Uniscan Grup Educational
Module 3
Unit : 6A. In the old house!
Topic: Rooms in a house, things in the rooms
Vocabulary: rooms, objects in a room
Grammar: There is/There are, Prepositions of place, plural of nouns
Lesson Length: 45 minutes
Type of lesson: mixed/combined lesson
Skills: speaking, writing, reading, listening
Timetable fit:
The lesson is part of Module 3, Unit 6 which focuses on the description of a house, rooms in a house and the objects usually found there. In the
past lessons, namely Unit 5 the students have covered the new vocabulary related to furniture and things in a house/room. Also, the students
have been introduced to the possessive adjectives and prepositions of place. They learnt how to express possession, they talked about location
and they are able to identify rooms and things in a house. Unit 6 comes as a consolidation for the newly acquired structures. Additionally, the
students have to deal with There is/There are structures in all of the three forms: affirmative, negative, and interrogative. In order to help them
be as possible as accurate in using the grammatical structures they have learnt in the previous unit, there are required some lessons to
consolidate their knowledge (Present Simple, prepositions of place, vocabulary related to rooms and furniture, the verb TO BE) and to extend
the use of these structures in other contexts as well.

Lesson Objectives:
By the end of the lesson students will be able:
O1: to read accurately a text in order to extract specific information (scan a given text)
O2: to revise the rooms in a house and some of the things found in a room
O3: to locate objects using prepositions of place
O4: to form correct sentences using There is/There are structures
1
Assumptions: The students have practiced the target language and structures in a controlled practice already so they should be relatively
accurate in a freer practice. Given the fact that the class has medium/low communicative abilities the activities may be accompanied by extra
comments and explanations. The texts and information used are quite interesting and amusing (the text presents a mysterious old house), so that
a majority will be motivated to get involved in performing the tasks. They like watching videos and listening to music and this motivates them
so these activities will be incorporated into the lesson in order to involve them in the topic.

Anticipated problems: Solutions to these problems:

1. Stronger students might dominate and want to answer / speak out
at most stages of the lesson
2. Some students may become disruptive during the lesson.
3. Students persistently use their first language.
4. Some students may be unclear about what to do, or do the wrong
thing.
1. I will make sure each and every student in the class has at least a
chance to answer/speak during the lesson.
2. I will ask them questions about what I have just said, get them
involved, have them participate in an exercise or activity.
3. I will encourage students to use English as much as possible and
I will remember them I only “hear” English.
4. I will make sure my instructions are clear: use gestures, mime,
and short concise sentences or even model the activity.

Materials/Aids: books, notebooks, chalk, blackboard, flashcard

pictures, handouts, laptop, CD

Bibliography:
 Learning Teaching. The Essential Guide to English
Language Teaching. Third Edition. Scrivener, Jim.
Macmillan books for teachers
 Limba engleza, clasa a 3 a, Jenny Dooley, Virginia
Evans, Teacher’s Book, Express Publishing,
Uniscan Educational Group
 Advanced Language Practice, Michael Vince,
Macmillan Publishers Limited, 2003
2
LESSON
STAGE TEACHER’S STUDENT SKIL METHODS INTERACTI MATERIA AIMS
ACTIVITY S’ S TECHNIQ ON LS EVALUATIO
TIMIMG UES N
ACTIVITY
1. Warm- T greets the SS and asks SS greet the Class T-SS To attract the
up them how they are. T T and discussion SS’ attention
makes sure the conditions
S SS-T
answer the and to get them
are proper for the lesson to T’s ready to focus
1’ begin.
questions.
2. T tells the SS what The students Picture of an By using this Ss are interested
Checking happened in the weekend, listen to the old mysterious kind of small talk in the story and
previous that she came across an old teacher. house at the beginning the picture. They
knowledg mysterious house. The Class of the lesson, the exchange ideas
e teacher shows the picture The students discussion teacher creates a and appropriately
of the house to the whole answer the S stress free use the names of
5’ class. The teacher asks questions as environment for the rooms, some
what they think about this they want. the students. prepositions of
house. Do they want to They come in Moreover, telling place and the
live in it? It is scary? front of the something related names of some
What rooms do they classroom to the houses objects presented
recognize? What is your and point to indirectly get the in the picture.
favourite room? Etc. the rooms and students into the
objects. topic and gives
T-SS the teacher a
SS-T chance to check
T asks SS to open their students prior
books at page 42. knowledge
Lead-in T announces the title of the
lesson and its objectives. SS open their S
2’ T writes the name of the books and Books To capture
lesson, In the old house!, write the title Notebooks students’
on the blackboard. in their Chalk interest and
notebooks. Blackboard engage them in
They pay learning
attention to
To provide a
the teacher.
context through
which to teach
 the grammar
structures.
T asks SS to look at the SS look at the To raise the SS’ reading
3. Pre- pictures. Who is in the pictures and readers' performance is
reading picture? How many answer the knowledge of improved and
6’ characters? Where are T’s questions Elicitation Books what they are they have a better
they? What are they as accurate as Notebooks about to read global
doing? possible. Chalk (their schematic understanding of
T revises the words on T-SS Blackboard knowledge) as the text,
page 43. W SS-T this knowledge especially since
S-T will help them to they first hear
T asks SS to close their SS write the better understand someone reading
books and writes on the sentence and the text. it.
blackboard pay attention L
There’s a…….in the to find the
bedroom! answer. Laptop
She explains the SS they Speakers
will listen to a dialogue
and find the answer
(ghost)

4.Reading T asks the SS to read, by SS read the Books To develop Oral appreciation
7’ turns, the text and pay text as R reading skills
attention to the spelling accurately as Roleplay T-S
and form. T asks the SS to possible. S-S
role play the text. L

T gently corrects when the

case.

5. Post- T asks SS if they have SS answer the T-SS Books To get students to
reading unknown words in the text. questions and SS-T Notebooks activate their
5’ She may focus SS’ make any Blackboard existing
attention on the word mice necessary R Chalk knowledge
(irregular plural of mouse) corrections. Questioning
and may require the Elicitation
singular form.
She may write it on the
blackboard.
 T asks SS to solve in pairs
exercise 2, page 42 and
then check it with the SS locate and use
whole class. SS complete appropriately the
the task in W Exercise S-S (PW) information in the
pairs and after solving text so as to give
finishing it, To check for correct answers.
they check S accurate
with the comprehension
whole class. of the text.

By inductive teaching, T SS write the Books

Grammar makes use of student sentences in Notebooks
“noticing”. Instead of their Chalk To raise SS'
6.Present explaining the new notebooks Blackboard awareness of the SS discover the
ation grammar structure and and pay T-SS difference rules for the usage
7’ following it with attention to R S-T between there is of there is/there
examples, T presents SS the indicated S-S and there are in are and are able to
with a lot of examples structures. the affirmative explain them.
from the text showing how form
it is used and then, helped Inductive
by her SS, writes the new approach
grammar structures on the
blackboard. Explanation
T writes three sentences on
the board
There is a mouse on the
table. Concept
There’s a frog in the questioning
kitchen.
There are two mice under Elicitation
the bed. W
T may add extra
explanations and
comments where
necessary.
7. T asks SS to make groups Books
Practice of four and solve exercise Notebooks
(controlle 3, page 43. T gives the
d and instructions, establishes SS listen to
semi- the time for solving the the
controlled exercise and discreetly instruction W T-SS
) monitors. When all groups carefully and SS-SS
have finished, T checks start to form Exercise GW
5’ back with the whole class. their solving SS-T
sentences.
They SS use correctly
write/utter To give Ss the and accurately the
sentences by opportunity to new grammar
using there is/ reinforce and items and produce
T asks SS to tell their there are practise the new meaningful
partner about the things paying grammar sentences.
they have in the bedroom, attention to T-SS structure
using there is/there are 4 the images in S-S
sentences according to the the book. PW
4’ model in the book (page S
43). T chooses one pair
and provide examples.

T may add extra

explanations but only
when her help is required.

8. Feed- T asks SS to summarize SS pinpoint Whole class T-SS To emphasize the

back and what they have done so far the key discussion SS-T important parts
assessme and one more time repeats information. S that have been
nt “there is /there are” and learnt
“parts of the house”. L
2’ T asks the SS what were To give SS some
 the most difficult/ sense of
easiest/enjoyable/boring achievement
parts of the lesson.
9. T assigns the homework SS write Books To provide
Homewor for the next time and down their Notebooks further practice
k writes on the blackboard assignment. T-SS using the
1’ H: exercise 4, page 43. She L grammar
may add extra structures there
explanations and is/ there are
instructions.
10. T appreciates SS’ activity The SS also T-SS To increase SS’
Evaluatio verbally. say goodbye self-confidence
n to the T and encourage
Wrap-up Then the T says goodbye S
them in their
1’ and thanks the SS for the study of English
lesson.

BLACKBOARD SCHEME
24th of January, 2018

In the old house!

There is a ghost in the bedroom!

Any unknown words....

........
........

mice (plural) – mouse(singular)

2/42
......................................

There is a mouse on the table.

There’s a frog in the kitchen.
There are two mice under the bed.

THERE IS – singular
THERE ARE – plural

3/43
.............................................

H: 4/43