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LESSON PLAN

NAME: Nicolescu Medi-Magdalena

DATE:

FORM: 4th Grade

LEVEL:

TEXTBOOK: Booklet

UNIT: This Is My House

LESSON: There is / There are

TIME: 50 min.

LESSON AIMS:

to engage the students in a short conversation;


to create a pleasant atmosphere;
to check correctness of the homework
to introduce the topic of the lesson and raise expectation;
to internalize the new topic by activating the students knowledge of the context;
to enrich Ss vocabulary;
to determine Ss to make use of their knowledge while discussing about the using of There is / There
are;
to develop knowledge and understanding of using of There is / There are;
to use There is/ There are in solving certain tasks;
to develop abilities to make use of There is/ There are;
to provide feedback;
to provide further practice;

OBJECTIVES: By the end of the lesson, students will be able to:

practice vocabulary related to the topic in sentences of their own;


distinguish between there is and there are;
employ correctly the revised grammar topic.

SKILLS: reading, listening, speaking, writing.

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MATERIALS: textbook, notebook, cd player, cd, blackboard.

CLASSROOM INTERACTIONS: Whole class, Individual work, Pair work.

LESSON STAGES

Activity 1: Organisational moment


Aim: to engage the students in a short conversation;
to create a pleasant atmosphere;
Procedure: The teacher asks the students about their mood;
The students answer;
The teacher asks if there are any absentees;
The students answer;
Time: 2 min
Technique: Question- answer
Skills: S
Interaction: T>Ss, Ss>T

Activity 2: Checking homework


Aim: to check correctness of the homework;
Procedure: The teacher asks the students to read their homework;
The students take turns and answer;
The teacher corrects the homework and gives further explanation where necessary;
The students correct their homework.
Time: 5 min
Technique: Reading aloud
Skills: S, R
Interaction: T>S, S>T

Activity 2: Warm-up
Aim: to introduce the topic of the lesson and raise expectation;
to internalize the new topic by activating the students knowledge of the context;
to enrich Ss vocabulary;
Procedures: The teacher announces the topic of the lesson and writes the title on the blackboard There
is/There are;
The students write the title in their notebooks;

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The teacher asks students to remember the singular and the plural forms of nouns, about
the usage of a/an and the difference between the final s or -es at the end of the nouns;
The students answer to the teachers questions;
The teacher asks students to open their textbooks on page 20 and to look at the image
presented on it;
The students open their textbooks;
The teacher plays the conversation from the CD and asks students to listen and repeat;
The students repeat;
The teacher asks students to mention what objects are there in the picture and how
many;
The students respond;
Time: 8 min
Techniques: Review, reading aloud
Skills: S, L, R
Interaction: T>Ss, Ss>T

o Activity 4: Introduction of new information

Aim: to determine Ss to make use of their knowledge while discussing about the using of There is /
There are;
to develop knowledge and understanding of using of There is / There are;
Procedures: The teacher asks the students to mention the difference in usage of There is and There
are;
The students answer;
The teacher writes on the blackboard the general rule and some examples;
The students write on their notebooks;
The teacher asks the student to give the negative form of the verb To Be;
The students answer;
The teacher writes on the blackboard some examples.
The students write on their notebooks;
Time: 10 min
Techniques: explanation, conversation
Skills: W, S
Interaction: T>Ss, Ss>T

Activity 5: Practice
Aim : to use There is/ There are in solving certain tasks;

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to develop abilities to make use of There is/ There are;
Procedures: The teacher asks the student to solve exercise 2 from page 20 and explains the task;
The students solve the exercise and write the sentences on the blackboard;
The teacher gives further explanation where necessary.
Time: 7 min
Techniques: Brainstorming, explanation
Skills: W, S
Interaction: T>Ss, Ss>T

Activity 6: Pair activity


Aim : to use There is/ There are in solving certain tasks;
to develop abilities to make use of There is/ There are;
Procedures: The teacher asks the students to form pairs with their deskmate;
The students form pairs;
The teacher asks the students to read the dialogues from exercise 3, page 20 and then to
solve ex4, page 20;
The students read the dialogues like the examples and solve the exercise;
Time: 12 min
Techniques: Brainstorming, group activity
Skills: W, S, R
Interaction: Ss>Ss, T>Ss, Ss>T

Activity 7: Feedback
Aim: to provide feedback;
Procedures: The teacher gives feedback on the students activity;
The students listen;
Time: 3 min
Skills: L
Interaction: T>Ss

o Activity 8: Homework; Written assignment - Write 10 sentences about 10 objects located


in your room using There is/There are

Aim: to provide further practice;


Procedures: The teacher assigns the homework and explains the task;
The students take notes;

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Time: 3 min
Interaction: T>Ss, Ss> T