LESSON PLAN

TEACHER: Roman Mihaela Laura

SCHOOL: Școala Gimnazială “Dimitrie Cantemir”, Baia Mare

DATE: 19th of March 2020

GRADE: 4th

NO. OF STUDENTS: 30

LEVEL: elementary

TIME: 50 minutes

LESSON: Animal homes!

TYPE OF LESSON: consolidation

TEXTBOOK : Fairyland 4B,Express Publishing,2014

SKILLS: integrated skills

ASSUMPTIONS: The task will encourage less motivated students to take active part in
each activity.
AIMS:
 to introduce the students into the learning atmosphere
 to use the positive, comparative and superlative degrees of regular adjectives
 to recognise the forms of the positive, comparative and superlative degrees of
regular adjectives and animals
 to talk about animals, animal habitats and famous places
 to develop the pupils’ listening and writing skills.
AIDS / MATERIALS:
 copybooks ,textbooks
 digital book
 blackboard, white chalk
 poster/picture
 computer
 projector

PROCEDURES:conversation, explanation, listening,brainstorming,elicitation

ACTIVITY FORMS:frontal activity, individual activity, pairwork.

 EVALUATION TYPES: oral,written.
ANTICIPATED DIFFICULTIES:
Some students might need further help and extra indications in solving the tasks and they
may also need some of these indications to be given in Romanian; some students might
feel nervous and reluctant to participate in the activity, so they may need more
encouragement.

Nr. Stages Activities- Reasons for Materials Time

Crt
students and teacher activities

1. Introductory -T greets Ss and asks them about their -to induce a friendly 2’
stage feelings atmosphere
-T checks attendance

2. Checking -Ss read their homework; T gets feedback -check -workbook 5’

homework and explains the mistakes if there are any previous knowledge
Interaction: S-T
Role of the teacher: Assessor

3. Lead-in Ss receive different sheets of paper.Some -to make the - handout 5’

of them get pictures with animals connection with the
(cheetah,tortoise,parrot,lizard,tiger,panda, lesson
snail,bear,kangaroo) from the previous
lessons, some other students receive cards -raise interest in the
with a short description of different topic
animals.Students read the descriptions and
those who have the picture show them to
the classmates.
T announces the title and the objectives of
the lesson.

Interaction: S-T, T-S

Role of the teacher: Prompter, participant
4. Presentation - T writes the title of the new lesson on the - introduce the topic of -board 8’
of the new board and asks Ss to translate it : Animal the lesson -digital
lesson/Vocab homes! -check previous textbook
ulary -T puts the Animals & Habitats poster on knowledge on the -notebooks
the board,points to the items (grassland, topic -video
python, rainforest, camel, desert, whale, projector
ocean, gorilla, jungle), one at a time, and
says the corresponding word(s). The pupils - teach vocabulary
listen and repeat, chorally and/or
individually. T points to the words in
random order. Ss say the words
 individually and then they are written in
the notebooks.
-T writes a big 12 on the board and asks
the pupils to open their books at page
twelve. T reads the title of the unit and
have the pupils repeat. Play the recording.
Interaction: S-T, T-S
Role of the teacher: Resource, facilitator,
organizer

5. Vocabulary -T reads the instructions and explains the -check understanding -textbook 8’
Practice task. Refer the pupils to the pictures and of the new vocabulary -board
ask them to tell you what they think the -chalk
song is about (animal homes). Play the
song. The pupils listen and complete the
task in their notebooks. Check their
answers.( ex 1/pag. 12)
Listening
-T plays the recording. The pupils listen -practice listening for -textbook
and follow along. T plays the recording specific information -CD
again. The pupils listen and sing along. - make use of the new -board
vocabulary -chalk
Listening -Ss read the song and take out the
and Reading adjectives in groups from it. These
adjectives are written on the board.
- Ss are asked to buid up sentences with
them. Some sentences are written on the
board and in students’ notebooks.

Reading and T read the instructions and explain the task

Writing (ex 3, page 13). T refers the pupils to the -board 13’
pictures and draws their attention to the -clock
adjectives in the middle. Ss are allowed
time to read the texts and complete the task
in their notebooks. T plays the recording.
The pupils listen, follow along, and check
their answers. Individual pupils read out
from the texts.
Follow-up/ If time remains: An activity to familiarise
Reinforceme the pupils with the pronunciation of the
nt English language.) T reads the instructions
and explain the task. T plays the recording
for the pupils to listen and repeat. Draw the
pupils’ attention to the stressed and silent h - develop reading
sound. Ask individual pupils to read out skills
the sentence. Correct their pronunciation if -consolidate
 necessary. vocabulary
Draw the following table on the board. Say -check comprehension
the words. The pupils come to the board,
write them in the correct column and repeat
the words. Ask the rest of the class for
verification. whale, help, hair, what, why, 8’
horse, helmet, where, happy, when

6. Setting -. An activity to consolidate the language - to practice -textbook 1’

homework taught in the unit.) T asks the pupils to vocabulary and writing -language
write one more verse for the song about skills booster
another animal. The pupils include -to express their own
drawings of their animals. T makes sure ideas in writing
you display their work somewhere in the
class.