LESSON PLAN

DATE: 30th April 2020

GRADE: 4 A
AGE/LEVEL: Primary (CEFR level A1/A2)
STUDENTS: 38
TEXTBOOK: Limba modernă Engleză (Ed. Booklet)
UNIT: Unit 12: What is the weather like?
LESSON: Lesson 1
PREVIOUS WORK: Revision
SKILLS: Speaking, listening, reading and use of English
APPROACH: Communicative
TIME ALLOWED: 50 minutes
HOURS: 900 – 950

LESSON OBJECTIVES:
 Reinforce prviously achieved grammar structures related to present simple
 Listening skills (practicing pronounciation, intonation and rhythm)
 Develop communicative skills (encouraging Ss. to speak freely on the topic, practising to
talk about the weather in different seasons)
 Allow Ss. to internalize the new topic (THE SEASONS) through a variety of (online)
activities and exercises (worksheets).
AIMS (by the end of the lesson the students will be able to):
1. identify seasonal changes;
2. use weather-related songs and rhymes to practise vocabulary;
3. listen and understand a short conversation about seasons and weather conditions;
4. practise talking about seasons activities and weather conditions;
5. familiarize with the weather forecast: it’s warm/cold/sunny/foggy, etc.;
6. practise their use of present simple;
7. improve their pair work abilities;
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VOCABULARY: Weather forecast
STRUCTURE: - Present Simple
FUNCTIONS: - talking about seasons and weather conditions
STRATEGIES: Procedural strategies (methods):
1. oral methods: - expositives: explanation, reading
- conversational: conversation, elicitation, dialogue
2. methods of direct exploration: listening; observation, description
3. methods of real action: exercise, individual or pair work
4. methods of simulated action: interactive conversation, role play
AIDS: Phonetic Lab, computer with Internet access, greenboard, (digital) textbook, Activity
Book, worksheets
ORGANIZING TYPES: class work, individual/pair/group work
POSSIBLE PROBLEMS:
1. The pace. The pace of the lesson is dictated by students’ level.
2. Students’ level of English. If some students have a lower level of English and they don’t like
taking risks, they may not get involved in the lesson.
3. The arrangement of the desks. This dictates the pair or group work. Depending on the way
the desks are arranged it may be easier to have pair work than group work.
4. The topic of the lesson. Some students may not like the topic of the lesson, and they may not
want to get involved in the lesson.
REFERENCES:
1. Bailey, Kathleen. Language Teacher Supervision, CUP, 2006.
2. Stănișoară, Codruța Mirela. Interactive English Language Training Course For students And
Not Only, Ed. Aramis, București, 2003.
3. Barnes, Mark. Role Reversal: Achieving Uncommonly Excellent Results in the Student-
Centered Classroom. 2013.

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PHASE STAGES PROCEDURE SKILLS INTERACTION COMMENTS
/TIME
- Greetings, checking attendance and homework. Speaking T- Ss
1./5’ Homework check - T. projects the interactive ex. 1/39 on the board Ss. perform
- Ss. are asked to switch their notebooks with their Use of Peer-assessment peer-
desk mate and start their peer-correction while English assessment
eliciting the correct answers to the interactive Ss – T
exercise.
- T. carefully monitors the activity and corrects the
answers if necessary. Ss. use their green pencil to
check their answers.

2./7’ Warm up - T. projects a PPT asking the Ss. to elicit the answers Elicitation T-Ss Practising the
to the questions: “What season is it?”/ “What’s the vocabulary by
weather like in…?” Use of Ss-T naming the
- Ss. are asked to draw the following grid in their English seasons as well
notebooks while filling it in with the correct as the weather
information. conditions

SEASON SPRING SUMMER AUTUMN WINTER

Weather
Activities

Presentation and Practice:

3./15’ Lead in/ 1. Introducing THE SEASONS

Contextualization  Pre-listening:
-T. introduces the topic of the lesson by telling Ss. to
put on their headphones and listen to a song related to
seasonal changes. Listening T- Ss
https://www.youtube.com/watch?v=8ZjpI6fgYSY
-T. asks 4 Ss. to pick up a card with info related on: Ss. apply a
“What happens in each season?” and “What can we wide range of
do in each season?” strategies to
-Each S. is asked to read the info on the card Reading Ss- T comprehend,
interpret,
 While-listening: evaluate and
-T. asks Ss. to put their headphones on, look and listen appreciate the
(ex. 1/42) to find out what happens on Blip Blop’s Listening new topic
planet.
- T. plays the recording twice.

 Post-listening: Independent
- T. writes the date and the title of the new lesson on work is
the green board: Unit 12: What’s the weather like? Individual work encouraged
- T. asks the Ss. to fill in the seasons activities on Blip Use of
Blopia in their previous grid by asking the question: English Self assessment
“What does Blip Blop do in each season?”.

2. Practising
-T. projects the pictures of ex. 3/42 on the board.
- Ss. listen and repeat Listening
-T. projects some additional information by asking
four pupils to read each FACT FILE on seasons.

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 https://learnenglishkids.britishcouncil.org/en/reading-
practice/seasons Playing
-Ss. are asked to fill in the following online game with online games
the info read in the fact files:
https://learnenglishkids.britishcouncil.org/en/reading-
practice/seasons

4./20’ Further practice/ Introducing and practicing the seasons activities Pair/group
Feedback - Ss. are asked to work both in 4 groups of 10 Ss. and Use of Ss.-Ss. work is
in pairs within each group and fill in some sentences English (pair/group work) encouraged.
with seasons activities. Ss. - T This type of
-T. assigns the season to each group and explains the Elicitation T- Ss exercise
unknown words in the word bank. Ss. must finish the encourages Ss.
task in 5 minutes. to feel
e.g. GROUP A: Spring motivated to
GROUP B: Summer take part in the
GROUP C: Autumn activity.
GROUP D: Winter
The group which finishes the task first gets one extra
point.

- T. makes comments on how Ss. have contributed to

5./3’ Homework the lesson, by appreciating the active pupils and
assignment giving advice to the less active ones, grades Ss. and
assigns their homework, making sure Ss. understood Conversation T-Ss
their tasks (pages 70-71 from the Activity Book as
well as a worksheet on weather forecast) Ss-T
- T. thanks Ss. for their participation and wishes them
good luck!

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