Lesson Project

TEACHER: Toia Ligia Emanuela

SCHOOL: PECICA SECONDARY SCHOOL, NO. 2
DATE: 17th of May 2021
GRADE: 4th
LEVEL: beginners (A2)
TIME: 45 minutes
LESSON: What’s your Favourite Food?
SKILLS: integrated skills
COMPETENCES:
1.1 Identificarea unor detalii din mesaje simple articulate clar și rar în contexte cunoscute/
previzibile
1.3 Manifestarea interesului pentru înțelegerea de detalii dintr-o varietate de mesaje orale simple,
articulate clar și rar (filme, cântece pentru copii)
2.2 Prezentarea unor activități în cadrul unei interacțiuni
3.1 Identificarea unor detalii din texte simple care conțin informații uzuale

ASSUMPTIONS: The tasks will encourage less motivated students to take active part in each
activity
AIMS:
• to introduce the students into the learning atmosphere
• to introduce new vocabulary
AIDS/ MATERIALS:
• notebooks, textbooks
• whiteboard, marker
• handouts
• audio content
OBJECTIVES: By the end of the lesson the students will be able to:
O1: to identify countable and uncountable nouns
O2: to distinguish between countable and uncountable nouns
O3: to use “how much” and “how many” in questions of their own
O4: to organize the food vocabulary into countable and uncountable nouns
SKILLS: Speaking, Listening, Reading, Writing
TEACHING PROCEDURE:
APPROACHES: Communicative Approach
TEACHING TECHNIQUES: Presentation, Brainstorming, Role Play, Visualization, Silent
Reading, Reading Aloud, Explanation
ACTIVITY FORMS: frontal, individual activity, whole class, conversation
EVALUATION TYPE: oral
BIBLIOGRAPHY: Official: The Curriculum for Primary Education
1. Methodical: - Harmer, Jeremy, 2001, The Practical of English Language Teaching, Pearson
Education Limited;
• Scrievener, Jim, 2011, Learning Teaching, Macmilan Publishers Limited
TEXTBOOK: Dooley, Jenny, Comunicare in limba moderna, Uniscan Grup Educational
TEACHER’S ROLE: Prompter, Controller, Observer, Assessor, Organizer.
Stages of the Time Activities Intera Aids/ Obs.
lesson ction Materials
1. Warmer 2’ Teacher greets the class, inquires T-Ss
about pupils’ mood.

The students greet the teacher and Ss-T

they tell her about their mood.

2. Lead in 8’ Teacher checks homework. T-Ss Whiteboard Brainstorming

Notenooks Teaching
Teacher tells Ss that today they will Marker Technique
talk about their favourite food. Ss-T Pens
Teacher tells Ss: “My favourite Handouts
food is pizza and my favourite
dessert is ice cream. What’s your
favourite food? And your favourite
dessert? What about your favourite
drink?”
Ss answer.
Teacher asks Ss to think about more
types of foods. Teacher writes them
on the whiteboard.
Teacher encourages Ss to tell more
food items and drinks and helps
them with the unknown words.
Teacher gives them handouts with
food riddles to discover more food
items.
Ss answer.
Ss write the words in their
notebooks.

3. Introducing 3’ Teacher tells Ss to pay attention to T-Ss Pictures Visualization

New Content her pictures. Teaching
Teacher shows Ss 2 pictures: Whole Technique
Picture 1: 9 apples class
Picture 2: a glass of water. Oral Evaluation

Teacher asks Ss: “How many

apples can you see in this
pictures?”
Ss answer: “9 apples”

Teacher shows the second picture

and asks Ss: “How much water is in
the glass?”
Ss answer: “A half full glass of
water.”
4. Grammar 10’ Teacher emphasizes the difference T-Ss Whiteboard
Presentation between “How much” and “How Notebooks
Activity many” by telling Ss that “how Pens
many” is used when we talk about Marker
countable nouns and “how much”
when we talk about uncountable Ss-T
nouns (quantities, liquids, abstract
nouns etc.)
Teacher asks Ss to draw a table on
their notebooks with 2 columns:
Countable and Uncountable
Teacher asks Ss to group their
above vocabulary (food) in the
right column.
Teacher asks a few Ss to tell her in
which column they write the food
items. Teacher asks Ss to think
about more words that denote
quantity and liquids and write them
down. Teacher writes them on the
whiteboard as well.
Ss write in their notebooks.

5. Pre- Reading5’ Teacher tells Ss that they will read T-Ss Handouts Role Play
a text in which Blip Blop is at the S-S
grocery store with his mum and Oral Evaluation
they have to buy food and some
ingredients.
Teacher gives roles: Blip Blip and
Blip Blop’s mum.
Blip Blop has to ask his mum
questions by using “How much?”
and “How many?”.
Teacher tells Ss they have to choose
ingredients and food they have on
their handouts.
Teacher gives example:
Blip Blop: “Mum, how many
carrots do we need?”
Blip Blop’s mum: “Ten carrots.”
etc.
Teacher picks two more Ss to have
conversation.

6.While- 8’ Teacher asks Ss to silently read the T-Ss Textbook Silent Reading
Reading dialogues. Audio technique
Teacher also plays the audio content
content in order for them to hear
the text. Notebooks
Teacher asks Ss that while they Pens
 read they need to do ex.2.
T. names a S to read the task and
the sentences. (Ss have to say if the
sentences are true or false.)
Ss read and answer in their
notebooks.
7. Post- 5’ Teacher checks the exercise with T-Ss Oral evaluation
Reading the class. S-S
Teacher asks Ss to have a look at Ss-T
the words in ex. 3. Teacher
pronounces each word and asks Ss
to repeat the words correctly.
Teacher tells Ss to listen to the
words and repeat them.
Teacher gives roles and a few Ss
read the dialogues aloud.

8. Further 8’ Teacher asks Ss to do ex. 4. T-Ss Whiteboard Oral evaluation

Practice A student reads the task. Ss-T Notebooks
Ss have to complete with the Pens
missing words. Marker
Teacher checks the task with the
whole class.
If there is still time, T. ask Ss to do
ex. 2 in their notebooks or orally.

9.Homework 4’ Teacher gives homework: ex. 5 and Whiteboard

6 page 15 and ex. 3 page 16 Notebooks
T. explains the tasks.
Ss. pay attention.