LESSON PLAN

Teacher of English: EPURE ANDREEA ALEXANDRA

Grade: III rd
Number of students: 28
Time: 45 minutes
Classroom Management: STUDENT CENTRED
Strategies: ORAL AND WRITTEN COMMUNICATION
Types of interaction: T -> S, S -> S
Level: BEGINNERS
Subject: ENGLISH
Unit of learning: The tree house
Student’s book: Learning teaching
Main focus: LANGUAGE FOCUS
Date: May, 4th

AIM OF THE LESSON: by the end of the lesson the students should be well acquainted
with using correctly the vocabulary related to rooms of the house and furniture/
objects in the house in their communication.

COMPETENCES:
-to read sentences fluently;
-to practise vocabulary related to the topic in sentences of their own (engage in
conversations, provide and obtain specific information).
-to answer the questions correctly;
- to link descriptive flashcards with rooms of the house and their description;
-to solve the exercises correctly;
- to use correctly prepositions of place in some sentences.

ANTICIPATED PROBLEMS AND POSSIBLE SOLUTIONS: If Ss do not understand the

oral commands or the tasks, they will be translated into Romanian.

STRATEGY:
METHODS: conversation, explanation, exercise, game, description;

AIDS: textbook, blackboard,worksheets, flashcards.

BIBLIOGRAPHY:
1. Scrivener, J. (2011), Learning teaching, 3rd edition, Ed. Macmillan, London;
2. Sticlea, E., Mircea, C. (2014), Limba modern Engleză, Ed, Booklet, București;
3. https://learnenglishkids.britishcouncil.org/

1
Nr. Lesson Stage Aim Teacher/ student activity Methods Interac
Crt tion
.
1. Lead in To prepare the S: Good Morning, teacher! Conversation T-S
2’ students for the T: Good Morning, students!
English class S-T
2. Checking To encourage Ss to T asks some Qs like “Have you Conversation S- T
Previous develop self- done your HW?”, “Was it
knowledge
discipline in taking difficult?”, “Who wants to read?”. Individual
responsibility for work
Then T asks the Ss to read their
their own learning
4’ and organization homework and corrects if
necessary.
What was your previous lesson
To check previous about?
knowledge Can you name some family
members?

The Ss name the family members.

T then tries to get Ss talk about
To fix vocabulary their favourite family member. T
on family members asks Ss what family member they
and physical
like best and sees if anyone can
appearance
explain why. T has Ss to briefly
describe a family member. If any
useful vocabulary words come up,
T writes them on the blackboard.

3. Transition to To help students to The T starts by sticking on the Conversation T-S

learn the new blackboard some cards with S- T
the new
vocabulary rooms of the house.
lesson
The T puts on small sheets of
12’ paper the words in English for the
rooms in the images, and then the
T puts them into a bowl.
One S comes to the bowl and
picks one ticket, looks at it and Explanation
tries to associate the word with
the images on the blackboard.
The T presents the new title of the Individual
lesson. work
The T introduces the objects in
the house related vocabulary
using prepositions of place. T
drills new words using choral and
2
 individual repetition.
T has Ss pay attention to
pronunciation and spelling. The T
highlights the appropriate
formulae and expressions usually
used to describe objects in the
house and their location and write
them on the blackboard.
Ss write the school activities
related words and phrases in their
notebooks.
T also reads the lesson
from page 30 and then
asks the Ss to read the text
using role play.
Lesson:
Tommy - Fats! Fats!
Where is he?
Ellie - Let's go upstairs
and search the bathroom
and bedrooms, too.
Tommy - He isn't here.
He hates bathrooms and
he doesn't like bathing
Ellie - What about your
bedrooms?
Tommy - It's Fats. He is
barking.
Ellie - Look! He is in your
bedroom.
Tommy - It doesn't look
like my bedroom any
more. Fats, bad dog!
Ellie - I guess he is very angry.
Ha-ha
The Ss read the text.

4. Presentation To assimilate the The T asks the Ss to work in Exercise S-T

(new lesson knowledge about groups to match the words with T-S
the parts of the the correct pictures (annex 1).
proper)
house
7’ Each group must choose a
member to report back to the
class. T makes error corrections Group work
and provides additional
3
 explanations, where necessary.
T gives Ss handouts for
vocabulary practice and asks Pair work
them to work in pairs to solve the
word search (annex 2).

5. Practicing To use the new The T asks the Ss play a game. T Game S-T
vocabulary in presents each one of the Ss a
new
sentences of their flashcard that has an object in the Individual
language own work
house from the vocabulary list
8’ and its corresponding illustration.
One by one the Ss have to mime
the object while the rest of the
class tries to guess the
demonstrated object.

6. Evaluation To check T gives them worksheets and in Exercise S-S

understanding of groups they have to solve the ex.
6’ the new vocabulary (annex 3) and then come to the Group work
items blackboard, T gives grades to the
first group who finishes correctly
the task.

7. Feed back To check The T asks the Ss some questions Conversation S-T
5’ understanding of about the new vocabulary. Individual
the new vocabulary For example: Where is the sink? work
items Where is the refrigerator? Where
is the sofa?

8. Homework To encourage The T gives the Ss homework to Conversation T-S

1’ students make a project called My house, Individual T-s
in which they will have to draw work
their house, with the specific
objects of each room.
The Ss write down.

4
ANNEX 1

5
ANNEX 2

6
Annex 3

7
8