LESSON PLAN

TEACHER: Bercaru Laura

DATE: 11.01.2017
SCHOOL: coala Gimnazial "Prof. Dr. Gen. Gheorghe V. Zaharia" Popeti
FORM: 3rd
TEXTBOOK: Fairyland 3
MODULE 3, Unit 5 : Come Out!
VOCABULARY: wardrobe, bookcase, clock, cupboard, table, armchair
STRUCTURES: behind, in, on, under, next to;
LANGUAGE IN USE: I'm under the desk. Where's Alvin.
TYPE OF LESSON: revision + teaching new items
SKILLS: listening, speaking, reading
OBJECTIVES:
In this lesson the pupils will learn:

A) COGNITIVE OBJECTIVES:
- to talk about things in a room
- to talk about location;
B) AFFECTIVE OBJECTIVES:
- to create a warm atmosphere in order to offer the background for smooth, easy conversations
between teacher and students
- to make students confident in themselves when speaking a foreign language
INTERACTION:
-T- Ss
- Ss-T
- IW
- PW
- GW
TEACHING TECHNIQUES: - conversation
- dialogue
- exercises
METHODS OF TEACHING: speaking, explanation, illustration, drawing,
TEACHING AIDS: CD, blackboard, coloured chalk, picture cards;
EXTRA MATERIALS: My bedroom poster, two sets of instructions on slips of paper,
Erlina's mask from Unit 1b (My Magic Files!)
A) BIBLIOGRAPHICAL:
1. Official: The Curriculum for Secondary Education
2. Methodical: Harmer, Jeremy: The Practical of English Language Teaching, Longman, UK,
1991
3. Textbook: Fairyland 3A Pupils Book; Jenny Dooley Virginia Evans; Express Publishing
2014
4. Fairyland 3A Activity Book; Jenny Dooley Virginia Evans; Express Publishing 2014
5. Fairyland 3 Vocabulary and Grammar practice
B) HUMAN: the students of the class
TIME: 50 minutes

5.

PRESENTATION &
PRACTICE
(Activities to
present and
activate the
vocabulary of
the unit.)
20 min
___________
Listen, point and
repeat

____________

Students books closed:

The teacher puts the My the students look
at the poster
bedroom poster
the teacher points to the
T-Ss
students
bedroom items (WARDROBE, The
BOOKCASE, CLOCK, CUPBOARD, listen and repeat IW /
CHORALLY
TABLE, ARMCHAIR) one at a time, after the teacher.

(activities to develop
the studentslistening
and reading skills)

Speaking

read and say the corresponding word

the teacher points to the the teacher asks

bedroom items in random order;
individual students to
say the words;

Students books open:

students T- Ss
the teacher writes a big 38 on the
open
their
books
at
the board
page thirty-eight
students
the teacher reads the title of the the
repeat after the Ss-T
unit;
teacher;
students Chorally /
the teacher plays the recording; the
individually
the teacher
checks their listen and repeat;
pronunciation and intonation;
____________
____________
______
1.

Listening
&Reading

Poster

Listening

______

C
O
N
V
E
R
S
A
T
I
O
N

LISTEN AND READ

the teacher explains / elicits the

meaning of the phrase COME OUT!
the teacher explains the task;
the teacher sets the scene by
asking questions;
e.g. Teacher: Who at the door?
Students: Harrys Dad.

Exercise

T- Ss

the students read

the instructions;
the students go
through the pictures Ss-T
of the dialogue;

the teacher writes some the pupils listen, T- Ss

sentences from the dialogue on follow along and

Speaking

T
E
X
T
B
O
O
K

- to
encourage
brief class
discussion

- to help
the
students
understand
the

meaning
of the text
CD

____
T
E
X
T
B
O
O
K

- to help
the
students
learn new
words.

-to develop
the students
listening and
reading skills)

the board, with certain words complete the task.

missing;
the teacher explains the
students that they have to listen to
the dialogue and find the missing
words.
the teacher plays the recording.
2.

Listening
&Reading
(activities to develop
the studentslistening
and reading skills)

Ss-T

IW

- to
practise
vocabulary

Exercise

READ, MATCH AND SAY

LOOK,
READ
COMPLETE

CD

Reading

individual
the teacher explains the tasks
then allows the pupils some time students answer;
to form the correct sentences;
3.

Listening

Speaking

T
E
X
T
B
O
O
K

-to talk
about
location;

AND

*Students book closed

the teacher puts a pen behind
a book and asks the students:
Wheres my pen?
the teacher writes the exchange on
the board and underlines the word in
bold;
the teacher reads the exchange
again;
the teacher puts the pen in the
book and repeats the same question;
Answer: In the book.
the teacher writes the answer on
the board and underlines the word in
bold.

the teacher follows the same

procedure to present on, under
and next to.
the teacher explains that where is
used when we ask the location of
something or the whereabouts of
somebody;
the teacher drills the students;

the
students
answer: Behind the
book
T- Ss

Speaking

Realia
(house,
pencase,
pen,
Book)

Demonstration

-To
Introduce
the
meaning of
the
prepositions
by giving
clear
examples

the students repeat

after the teacher;

the students read

the exchange again;

T Ss
Ss T

Speaking

T Ss

Explanation

Exercise

Realia

(pen,
book)

- to
-practise
speaking

once more, uses the pen and put it

behind, in, on or next to a book.

*Students book open

the teacher asks the students to
read the sentences in the grammar
box;
the teacher makes sure that they
have understood the use of the
prepositions of place;
the teacher reads the instructions
and explains the task;

6.

PRACTICE
(Activities to
practise
prepositions
of place.)
(10 min)

Ss -T
each time the teacher
asks where the pen is,
the students have to
give the teacher the
correct answer;

T-Ss

-the students do as
required

-to check

Demonstration

Speaking
Explanation

Listening

T
E
X
T
B
O
O
K

c
O
M
P
R
E
H
E
N
S
I
O
N

Practice the prepositions by using

a picture dictation.

The teacher tells the students that

they will have to draw a picture
according to her instructions.
the teacher asks a volunteer to
draw the picture on the board while in
pairs, his classmates draw it on a
piece of paper (they mustnt be able
to see his drawing):

Draw a table.

Draw a ball on the table.

Draw a cat under the table.

T - Ss

Listening

-the

students will
have
to
listen
carefully and draw
what they hear.

-The students do as
required.

Conversation

Ss - T
PW

T - Ss

Speaking

T
E
X
T
B
O
O
K

Listening

Conversation

Board
N
O

- to practise
prepositions
of place

T
E
B
O
O
K
S

Ss - T

IW

Class correction.

Speaking

--------------------------------------------

2. Practice the prepositions by

using command drills as
follows:

Put your hand on your

head.

Put your hand under the

desk.

Put your pen on the desk.

Put your pen in the

pencil-case.

7.

HOMEWORK

T-Ss
The
students
follow
the
teachers
instructions

Speaking

Exercise

Ss - T

FAIRYLAND 3 ACTIVITY BOOK

The teacher asks the

students to do at home
Ex 2 / page 34
from
Fairyland 3
Activity Book (Look, read
and write in, on, under,
behind, next to)
e.g.

Sammy is behind the computer.

-the
students
write
down
their homework
in
their
notebooks.

T-Ss

Listening

Conversation

Ss - T

EXERCISE

I
N
S
T
R
U
C
T
I
O
N
S

A
C
T
I
V
I
T
Y
B
O
O
K

-to
consolidate
the language
of
the lesson

-to
consolidate
the language
of
the lesson