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Teacher Bordei Oana Alina

Class: 1 st
Level Elementary
School: Liceul Tehnologic de servicii Sfantul Apostol Andrei
Textbook: Fairyland 1
Recent work: My schoolbag and my toys
Main Topic: My face
Type of lesson: acquiring new information teaching parts of the face
Lesson aims: by the end of the lesson students will be able to:
- provide new vocabulary
- develop and practice the productive skills (writing, speaking) and the receptive skills
(listening, reading)
- consolidate grammar structures
- answer simple questions
A. Cognitive objectives:
a) to check and improve vocabulary,
b) to encourage students to talk freely,
c) to help students talk about their favorite animal and the sounds they make,
d) to give students more practice on pronunciation, vocabulary
B. Affective objectives:
a) to create a warm atmosphere,
b) to help students enjoy speaking English.
Skills: speaking, listening, writing, reading
Materials: flashcards, My Face poster, recording, worksheets, board
Anticipated language problems: Pupils/students could become a bit noisy when working in
pairs/groups; some of them (the dominant ones) may try to answer too often and exclude the others. In
some cases, pupils may not understand the task given by the teacher;
Possible solutions: the teacher may ask pupils simultaneously to speak; she may repeat the task in
order to be clear for everybody;
Timing: 50 min
Methods: conversation, dialogue, exercise, game, explanation, brainstorming, observation, role play.
Location classroom
- T greets class and checks - Ss greet the T T-S Speaking Conversation None - to prepare the
CHECKING attendance S-T Ss for the lesson
ATTENDANCE -T asks SS how they feel

-Before the lesson, T. -Ss. show the toy to the Speaking Dialogue
WARM UP hides real toys and school class and name it. T-S
3 objects( or pictures) round Ss-Ss
the class. She ask the Ss.
to look round the class
and see if they can find - to make up a
them. T-S pleasant and
S-Ss warm
Ss-T atmosphere
-T pins up the MY FACE - Ss repeat after the T Speaking Dialogue - check the
LEAD IN 5 poster on the board. She understanding
points to the parts of the T-S of the items
face and presents them. Ss-T
-T. points the face in Speaking - to have a
random order and asks Posters more relaxed
questions. Ss identify the animal Oral introduction of
-She elicits responses exposition the theme of the
from Ss, demonstrating lesson
herself first.


6 Ss-T comprehension
Handouts of the item
- to familiarize
Ss with the
-Listening recorded text
-The Ss listen, point to - to check the
- T reads the title of the the animals and repeat Ss ability to f
lesson and elicits what it T-Ss Speaking answer
means. She says the questions.
instruction twice as he
PRE-LISTENING mimes them. Conversation
3 -T plays the recording
T checks their Ss-T Speaking
pronunciation and Guided
intonation; questions
- the Ss repeat after the Conversation
teacher - to verify the
-T holds up the book and comprehension
points to the animals of the
shown, asking the pupils: PC vocabulary
Whats that? and T-Ss Listening - to consolidate
eliciting: Its a..... Ss-T the vocabulary.
-T. points to an animal and
says: The dog on a farm Controlled
goes woof, woof, woof all activity
Listening -T explains that they have - the Ss listen to the T-Ss PC
5 to number the animals in recording and complete Ss-T
the order they hear them, the activity Controlled
while listening to the activity
song.(pg. 24) Listening

- T plays the recording
LISTENING - T tells the students that T-Ss Controlled
6 they are going to listen to activity
the recording again,
encouraging them to sing
-to check Ss
- the Ss listen and ask T-SS Less Pupils ability to
- T. says the instructions questions if any controlled book understand the
twice as she mimes them. activity recorded text
T. refers the ss to the
pictures, point to the
animals and elicit their Speaking Controlled Pupils
PRODUCTION names and the sounds they activity book 1B
3 make. T-Ss Reading (ex.2, pg.
-Ss identify animals 24).
and the sounds they
make (e.g. The sheep
goes baa! Etc.)

- T says the instructions

twice as she mimes them.
T. refers the Ss to the Pupils -To provide
pictures, point to the Speaking book (Ex. practice with
PRACTICE animals and elicit the 3, pg. 25). the vocabulary
6 names. T.-Ss Conversation from this unit
T asks Ss to find the Ss. Identify the animals
corresponding animals in and count them.
the picture. Writing -to verify and
vocabulary and
- T. says the instruction grammar
twice as she mimes them, structures.
points to the animals and
elicits the names. Ss. completes the task
E.g. T.points to the cows
and asks: How many
T. elicits the correct
response and repeats the
procedure with the rest of Ss. present their Speaking -to verify the
PRACTICE the animals. pictures to the class Pupils comprehension
4 -T. asks the Ss to color the Look! Two yellow book of the
animals and allows them cows! Three red dogs! Ss-Ss vocabulary
some time to complete the Three blue cats! Four
activity. orange hens! One big

-T. asks individual Ss to

come in front, hold up Ss. Draw and present Speaking
PRACTICE their books for the rest of their animal: T.-Ss Sheets of
6 the class to see, and This is a cat. The cat Ss-Ss papers
present their picture to the goes meow!
- T. demonstrates this
herself first.

-T. provides each child

with a sheet of A4 paper
and asks them to draw an Ss. play Farm Animals Speaking Cards
PRACTICE(option animal of their choice, Ss-T. with
al activity) present it to the class and Ss-Ss Game animals
2 make the sound it makes. Role-play
T. demonstrates this
herself first. T-Ss
-To consolidate
the vocabulary
T. asks the Ss to get into and the
pairs A and B and gives structures from
each pair the name of a the previous
farm animal. units
T. split the pairs and has
the As and Bs sit in two
rows, with the backs to
EVALUATION one another. T. points at a -to increase Ss
2 child from row A and asks self confidence
the child to make the
noise of his/her animal.
When his/her partner
recognizes the noise,
he/she joins in.

T. appreciates Ss activity