LESSON PLAN

DATE: April, 1st 2021

GRADE: the 3rd
NUMBER OF STUDENTS: 30
TEACHER: LUPEA VASILIU IRINA
TIME: 40 minutes
TOPIC OF LESSON: Unit 10b:” Wild things!”
TYPE OF LESSON: combined lesson: Present continuous – affirmative, negative and
interrogative forms.
SKILLS: listening, speaking, reading, writing
GENERAL COMPETENCES :
1. Developing the ability of listening comprehension.
2. Developing the ability of expressing orally.
3. Developing reading comprehension.
4. Developing the ability of expressing in writing.

REFERENCE COMPETENCES
1.1 To recognize sounds specific to English language;
1.2 to distinguish words and phrases in speaking;
1.4 to identify the meaning of a simple oral message;
2.3 to produce simple oral messages adequate for usual communicative contexts;
2.4 to participate in simple dialogues in usual communicative contexts;
3.2 to read a short known text out loud using the right intonation;
3.4 to observe the connection between a text and the pictures accompanying it;
4.3 to write words, phrases, short sentences;

SPECIFIC COMPETENCES:
COGNITIVE :
 To use vocabulary related to wild animals (monkey,crocodile,elephant,seal);
 To apply correctly the –ing spelling to the verbs;
 To listen for specific information ;
 To practise vocabulary related to free time activities happening now;
 To use/write correctly the Present Continuous – affirmative,interrogative and
negative.
 To act out a dialogue, using the correct intonation;
 To answer questions about activities happening now ;
 To read for specific information;
 To associate the picture with the corresponding description;
 To guess and express the correct activity using miming as an input;
  AFFECTIVE:
 - to create a warm atmosphere in order to offer the background for smooth,
easy conversations between teacher and students;
 - to make students confident in themselves when speaking a foreign
language.
AIMS:
 To elicit meaningful response to stimulus;
 To raise students’ interest in the topic;
 To expand students’ vocabulary in the context of animals and free time
activities;
 To describe actions happening now;
 To motivate students for further practice;
 To develop students’ skills of reading, speaking, listening and writing in
English.
ASSUMPTIONS: Students are expected to be interested in the topic, to be familiar
with the vocabulary related to wild animals free time activities; to be enthusiastic
and active.

ANTICIPATED PROBLEMS: possible misuse of the vocabulary when describing

activities in the pictures, possible difficulty in forming the Present continuous
tense, difficulty in identifying specific information in the listened/written text.

INTERACTION: - Teacher- Students

- Students - Teacher
- Individual work
- Pair work
- Group work

TEACHING TECHNIQUES: - conversation, explanation, dialogue, exercises, game;

METHODS OF TEACHING: Communicative Approach
TEACHING AIDS: the textbook, the digital textbook, blackboard, flashcards, hand-
outs, diploma.

LESSON DEVELOPMENT
N Teaching Teacher’s activity Students’ Class org. Competence/
r. events/ Time activity Purpose
1. - initiates routine
conversation, using
Warm up -students join Teacher-
the flashcards
in Students
representing animals -to create the
conversation;
and activities basis of
discussion;
Set up (monkey, crocodile,
elephant, seal, face -to encourage
general
painting, climbing, sts to speak.
situation-
reading a book,
picking flowers,
5 min. eating, playing the
guitar sleeping,
riding a bike, flying a
kite); (Appendix 1)
- to present
- The teacher displays
vocabulary
the flashcards on the
- look at the
board and the
pictures and
corresponding Plenary
phrases;
written structures
representing the
words and the - listen to the Teacher- - to match
activities; teacher’s Students pictures with
- asking the question questions, go phrases
What is he/she to the board, representing
doing? or What are pin up the Individual activities
they doing? the corresponding Work
teacher invites the phrase near
children to come to the picture and
the board and match repeat it out
the phrases to the loud.
pictures, pinning it up
near the
corresponding image
and then asks the
student to repeat it;
2. Activity 1-
Presentation
Presentation
and Practice -T. plays the
-students listen -to listen for
recording from ex.1 /
to the specific
pag 29 and asks Ss to
teacher’s information
Set up listen, follow the
instructions, Individual
particular images in their text
listen to the Work
situation books and read the
recording and
text. The T. plays
write the
again the recording
answers down
and asks Ss to write
in their
5 min. down the animals
notebooks;
they hear.

Activity 2
-Ss look at the -to
- T. shows flashcards
Initial flashcards, Teacher- consolidate
with different
Practice answer the T’s Students, the structures
activities and asks Ss
questions –
if the character is
- write down in interrogative,
doing a specific Individual
their negative
activity (e.g., Is the
5 min. notebooks; Work forms
monkey climbing?). T
(Present
writes on the board
continuous)
the questions and the
answers received
from the Ss.
Corrects where
necessary.

Activity 3
Secondary
Practice -T distributes hand-
-the students - to listen for
outs (Appendix 2) for
listen to the specific
the listening exercise
teacher’s information
then explains the
instructions,
Listening task for the listening
look at the
activity: asks
picture, read
students to match
silently before
the people’s names
listening the
with the children
 10 min doing an activity, names on the
according to the hands-out and
Teacher-
listening); look at the
Students
activities in the
-plays the recording
image, listen to
twice if necessary;
the recording,
- checks the students’ solve the task
work, asking some matching the
students. names with
-corrects the the children by
students, if drawing lines
necessary, or Individual
- listen to the
reinforces their teacher and Work
answers, if correct; correct their
answers on
their hand-out;

3. Production Activity 1
-The teacher -they listen to Teacher- -to read and
distributes hand-outs the teacher’s Students fill in the
to the students, instructions, gaps,
Reading and announcing them according to
writing they are going to the pictures;
complete the
exercise 3/ pag 29
5 min with the structure
they have learnt;
- asks the students to -look at the
Plenary -to use/write
look at the picture picture,
correctly the
and, guiding them by describe what
Present
questions, asks them is happening in
Continuous –
to describe what is the picture and
affirmative
happening in the fill in the gaps;
and negative
picture and to spot -complete the form
the differences task; Pair Work
between the two
pictures;
-reads the first line
with the example and -report back to
explains the task; the class
-to act out a
 -allows the students dialogue,
some time to using the
complete the task; correct
intonation;
-checks theirs
answers by inviting - act out the
them to write on the dialogue;
Pair Work
board the correct
answers;
-corrects the
students, if
necessary, or
reinforces their
answers, if correct;
-invites them to act
out the dialogue;
(Appendix 3)
5. Ending the - The teacher invites - sts listen to Group - to use the
lesson the students to play a the teacher’s Work structures
contest in groups; instructions; learnt in new,
pleasant and
-divides the class in
Group creative
three groups (the
Contest ways;
three rows in the
class); -to guess and
8 min - a member of express the
-explains the
each group correct
procedure of the
comes to the activity using
contest: in turns, a
front, chooses miming as an
member of each
a card with an input;
group will come to
the front, choose a activity from
card with an activity the teacher,
from the teacher, mimes the
(Appendix 4) mime activity; the
the activity; the other other group
group (row) has to guesses and
guess and say what says what
he/she is doing; each he/she is
correct answer has a doing;
point; -take turns in
-The teacher counts repeating the
 the point on the procedure
board; above;
-praises the gaining - the winner is
team – with the the group with
highest number of the highest
points; score;
-offer a diploma to
the winners;
(Appendix 5 -
diploma)
Feedback/As - assess the lesson,
sessment praises the students;
and home
-tells the students
6. assignment -sts write down - to apply the
their homework:
the task for grammar
2 min ‘Read and underline Individual
their structure.
the correct form’. Work
homework.
Read an example for
them. (Appendix 6)

Appendix 1
Appendix 2

Appendix 3

A: In picture A, Mona …………………………………………………………………………… .

B: In picture B , Mona ……………………………………………………………………………. . She’s …………………………………….. .

A: In picture A, Emma …………………………………………………………………………… .

B: In picture B , Emma ……………………………………………………………………………. . She’s ……………………………………..

.

A: In picture A, Harry …………………………………………………………………………… .

B: In picture B , Harry ……………………………………………………………………………. . He’s …………………………………….. .

Appendix 4
Appendix 5

Diploma

Appendix 6

Appendix 6
Homework