Stages Specific Objectives Teacher’s activity Students’ activity Timi Strategies Evaluation

Competences mg
Warmer Presentation To organize T. greets the students Ss greet the teacher 1m Speaking
the class
Checking up To check up T. asks Ss: How are you? What’s the Ss answer. Brainstorming Oral
the the homework weather like today? 2min evaluation
homework Do you like the weather outside?
Describe the sky, trees, and the sun.
Who is on duty today? Who is absent?
What was your homework for
today?

Ss answer : 7min
- to go outside to the
nearest park or garden
and embrace the tree,
close the eyes and listen
to the sounds around
for 5 min without
talking and represent
those sounds and
feelings on a sheet of
paper.
Warmer

Warming - Spoken To update the During the last lesson we learned Ss answer: Discussion Oral
up Interaction knowledge of about the “mother earth “who gives Plants, human beings, evaluation
2.3 the previous food and shelter to all living things. animals. 3min
lesson Name the living things you know. - Ss.draw complete the Clustering
T. asks some questions about animals cluster in their
and draw a cluster on the blackboard copybooks
using students’ answers.
Reading The topic of our lesson is “Animal They note the title in 3min Speaking Check the
Interaction World”. their copybooks. ability of
3.1
speaking
To comment Teacher asks Ss to read the quotation “We can divide animals
the quotation of the lesson and comment it. into people with
of the lesson intelligence and people
 Stages Specific Objectives Teacher’s activity Students’ activity Tim Strategies Evaluation
Competences ing
with talent. The dog
Production and the elephant are
people with
intelligence; the
nightingale and the silk
worm - people of
talent.” Rivarol
Spoken To participate T. asks: -Ss. answer T’s 3min Discussion Oral
Interaction in discussion - Do you have a pet? What is it? Why questions. They name evaluation
2.4 this pet and not another one? the pets they have.
-How does having a pet affect/change
your life? -Ss bring facts Brainstorming
-Why do you think people keep wild / regarding the keeping
exotic creatures as pets? of wild animals as pets.

Written To recognize T. asks Ss to imagine they are in the -Ss. make a list of these 3min Group work
Interaction and express forest in winter: what animal traces do animals and share it
4.3 the own point you notice? Make a list of these with the class.
Spoken of view animals. Annex 6
Interaction T. shows a photo to help Ss to
2.3 accomplish this task.
2.4
Pre- To make a T asks Ss what they want to know -What kinds of animals 1min Star bursting
reading plan about animals during the lesson. are there on the Earth?
- Which are the parts of
activities
their bodies?
-Where do they live?
-What kind of sounds
and movements they
make?
 Stages Specific Objectives Teacher’s activity Students’ activity Timi Strategies Evaluation
Competences ng
Word Reading To predict the T. puts down on the blackboard a list Ss. read the new words 3min Reading and
Production watch Interaction content of the of new words the Ss need to and their explanations. explanation
3.1 text understand the text better. Annex1
3.3 T: In the text below, the author gives a A student read the first 5min Reading
very detailed description of different part of the text in a loud
animals; try to infer why the author voice. Ss conclude if To evaluate
knows the animals so closely. their inferring was the reading
Reading right.
abilities
T asks the students to scan the second Ss scan the text and Silent reading
part of the text and answer the answer the T.’s 4min
question: What is the author’s attitude question.
Post- Written To express to squirrels?
reading Interaction their thoughts T asks Ss to divide a page into two Ss accomplish this task. 5min Double Entry
activities 4.3 parts in order to notice what they were Journal
impressed by (on the left ) and to
comment this passage (on the right )
 To involve in Is fish also an animal? Yes, it is.
Listening Listening a Is dolphin a fish or a mammal? It’s a mammal. To evaluate
1.3 conversation T. proposes to Ss a tape for listening in They listen, discuss and 5min Listening the
1.1 order to compare dolphins with other answer the questions.
listening
animals and find out the qualities that
To find out make dolphins special. abilities
Speaking Spoken the most In what aspects the dolphins are better
Interaction important than people?
2.3 information What do you know about noises They name the sounds
2.4 dolphins make? (actions)
What other noises animals make do
you know?
 Stages Specific Objectives Teacher’s activity Students’ activity Timi Strategies Evaluation
Competences ng
Production Listening Listening To identify T. proposes to listen to some animals Ss listen and guess the 3min Observation To evaluate
1.3 the animals ‘sounds in order to discover them. animal and the sounds Discussion the reading
from the T. asks Ss to do the Ex 6 (a) page 31 they make.
comprehens
listened tape from the text book. Ss do the Ex.
ion

Speaking Spoken To identify T. shows to the Ss some slides with Ss look at the slides and 3min Observation
Interaction and name animals in moving and asks them to note in their copybooks Discussion
2.4 the name the movements the animals the movements they
movements make. know.
of the T. asks Ss to do the Ex 6 (b) page 31 Ss do the Ex.
animals from the text book.
Speaking Spoken To find the T: We have spoken about the animals, Ss. tell the parts they 5min Work group
Interaction parts of their noises and movements, but can know.
2.3 animals’ you name their parts of the bodies?
2.4 bodies and T. gives to each of the 3 groups of Ss Ss choose the parts Puzzle game
make the components of a puzzle and asks them (components) they need
puzzle to make it. Annex 2 and arrange them in
order to obtain an
animal. Oral
They share their 3min evaluation
puzzles with the class.

Reading To read and T. shows some slides with animals Ss. name the homes
Interaction comment homes and asks Ss to read and they know 4min Brainstorming
3.3 the given comment. Ss. read the info from Reading
3.1 information slides, answer the
questions and
comment.
 Stages Specific Objectives Teacher’s activity Students’ activity Timi Strategies Evaluation
Competences ng
Speaking Spoken To express T.asks Ss. if they know any idioms on Ss. tell the idioms they 4min Discussion Oral
Production

Interaction the own this topic. know. evaluation

2.3 opinion T. asks Ss. to play on idioms. Ss. read the given
Annex 3 idioms, translate them
and try to find their
equivalents in
Romanian.
They try to guess the
idioms on the given
drawings.
Grammar Written To identify T. underlines some words from the Ss. take some notes in 8min Discussion To evaluate
Interaction the given sentences and asks Ss. to name their copybooks. Explanation the
4.4 pronouns in the parts of speech.
grammar
the given T. shows a slide with defining
statements pronouns and explains their use. comprehens
In order to consolidate grammar ion
material,
To use the T. proposes to fill in the blanks with Ss. accomplish the task Writing
acquired the learned pronouns on the given
knowledge cards. Annex 4
correctly

Stages Specific Objectives Teacher’s activity Students’ activity Timi Strategies Evaluation
Competences ng
 Spoken To use the T. gives to each group of Each of Ss. take a soft 15 Group work Check the
Feed-back
Interaction acquired Ss. some soft toys and asks to name toy and speaks about it. min Explanation ability of
2.3 knowledge them, parts of their bodies, their
speaking.
2.4 homes etc. Ss. complete the Wordsnake
To complete T. gives to each group of Ss. a card wordsnake on their
the wordsnake with a wordsnake and asks them to cards, then one of them
complete it. Annex 5 completes the word
snake on the
blackboard.
Assigning T. gives instructions and explanations Ss. note the homework
about the homework tasks: in their copybooks.
the
- to read the 3rd and the 4th parts of the
homework text and fill in the gaps with the given
words.
- to write a free essay on the topic
“World Life” using defining pronouns.

T. gives marks to the Ss

Lesson Plan
 English Language

Date
Group
Nr. of pupils
Topic Animal World
Type of the Lesson Mixed type
Allotted Time 80 min
Specific Competences and Sub Competences
1. Listening
1.1 Identifying the main ideas of oral texts on a everyday life topic
1.3 Listening to and taking notes of some points of view and opinions to present them /or to compare them with the students’ points of view
2. Spoken Interaction
2.3 Holding a conversation on a familiar topic using different strategies of pragmatics (choosing the topic, expressing agreement/ disagreement,
turn-taking, etc)
2.4 Providing clear, detailed descriptions of subjects related to areas of personal interests and specialization
3. Reading Interaction
3.1 Reading a text to identify it’s theme and main idea, characters, time , and space frame
3.3 Decoding unknown vocabulary in context
4. Written Interaction
4.3. Supporting a point of view with relevant arguments while exchanging written messages on topics
4.4. Filling in forms and editing functional texts, taking into account specific norms
Didactic Strategies: Conversation, discussion, brainstorming, group work, speaking, clustering, starbursting, reading, explanation, silent
reading, double entry journal, listening, observation, puzzle game, writing, wordsnake
Aids posters, annexes, slides, dictionary, textbook, cards, tape recorder, soft toys
Bibliography English, V. Iuhtimovschi. Ed. Evrica, Chisinau, 1998
Practical Course of English, C. Paidos. Ed. Polirom, Iasi, 2006
This is Our World, G. Chira. Ed ARC, Chisinau, 2007
www.nationalgeographic.com/coloringbook/archive
www.wildlifesearch.com

New words Annex 1

Hue /hju: /, n - a colour or shade
Brute /bru:t/, n - a savagely violent man or animal
Bait /beɪt/, v - to place food on a hook, in a trap etc, in order to attract
Hearty /hɑːti/, adj - cheerful:
Shrub/ shr b/, n - a woody plant which is smaller than a tree and has several main stems arising at or near
the ground…
Purr /pə: /, v - (of a cat) make a low continuous vibratory sound expressing contentment
Caterwaul, /’katəwɔːl/ v - (of a cat) make a shrill howling or wailing noise
Croak /krəʊk/, v- a characteristic deep hoarse sound made by a frog or a crow
Roar/ r r/, v- a full, deep, prolonged cry uttered by a lion or other large wild animal
Bleat /bli:t/, v- (of a sheep, goat, or calf) make a characteristic weak, wavering cry:
Bark/ bärk/, v - the sharp explosive cry of a dog , fox. or seal
Neigh /neɪ/, v- to utter the cry of a horse
Quack /kw k/ n, - the characteristic harsh sound made by a duck
Cluck /klʌk/, v - (of a hen) make a short, low sound
Crow/ kr /, n - (of a cock) utter its characteristic loud cry
Hoot /hu:t/ ,n - a low, wavering musical sound which is the typical call of many kinds of owl
Grunt /grʌnt/, v - (of an animal, especially a pig) make a low, short guttural sound
Flutter /’flʌtə/ .v - (of a bird) fly unsteadily or hover by flapping the wings quickly and lightly
Hop/ h p/, v - move by jumping on one foot
Slither /’slɪðə/, v - move smoothly over a surface with a twisting or oscillating motion:
Trot/ tr t/, v - (with reference to a horse or other quadruped) proceed or cause to proceed at a pace faster
than a walk, lifting each diagonal pair of legs alternately