LESSON PLAN 1

DATE: February 24 th, 2021

SCHOOL: Școala Gimnazială “Acad. Alexandru Zub”, com. Maghera, Vârfu Câmpului
CLASS : 4 th grade
NO. OF STUDENTS: 24
TIME: 45 min
TEACHER: Andra-Cătălina Conțu
COURSEBOOK: Limba modernă engleză, clasa a IV-a, sem.al II-lea, autori: Elena Sticlea,
Valentina Barabaș, Laura Stanciu, ed. Booklet.
UNIT: 9
LESSON: What’s your favourite food?
TYPE OF LESSON: Listening/Reading
MATERIALS/RESOURCES: coursebook, blackboard, chalk, laptop, video projector,
worksheets, realistic flashcards, punny prints and food-related jokes
AIM OF THE LESSON: To revise and give practice reading comprehension skills and
listening comprehension skills
OBJECTIVES:
By the end of the lesson, the students will be able to:

- make predictions based on comprehension of a text;

- develop reading speed;
- make predictions about spoken discourse;
- talk about nutrition habits;

STUDENTS’ PROBLEMS
I anticipate that the following may cause problems:
- My students may have some pronunciation issues since it’s their first reading of the
lesson, but I will be correcting them if necessary

1
Stages of the lesson Timing Interaction Objectives Activities (teacher Obs.
and students)
1. Warm- up 5’ T-Ss To create a Teacher greets the
Ss-T positive climate students and ask how
S-S with the class. they feel. Students
answer.

Teacher also checks if

there are any
absentees.
2. Lead-in 10’ T-Ss To prepare the Teacher asks students
students for the what food-related
lesson. words do they know?
Students answer.
To raise
students’ Teacher show students
awareness. a poster with the Food
Pyramid and asks if
To capture they have seen it
students before/know what it
attention. is? Students answer.

Teacher asks students

to open their
coursebooks at page
14, Unit 9.

Teacher writes the

date and the title of the
lesson on the
blackboard: What is
your favourite food?

Students mirror the

teacher’s actions and
write in their
notebooks.
3. Pre-reading 10’ T-Ss Teacher asks students
S-S To develops three important
Ss-T students’ questions in order to
anticipation. challenge them to
think-quick: Who? -
What? -Where?

Just by observing the

To activate pictures, students
students’s make assumptions

2
 scanning skills. about the characters,
their actions and the
setting.

After this stage,

teacher asks students
to scan the text and
underline the key-
words: apple pie,
desset, sugar, flour,
big bag, spoons, a
slice of and so on.
Teacher elicits
students and writes the
answers on the online
board or adds some
more words if
necessary.
4. While-reading 5’ T-Ss To develop and Teacher asks students
S-S improve to do a role-play.
Ss-T students’s Teacher names a few
reading skils. students read the text
in pairs.
To nourish
good If it’s the case, teacher
pronunciation corrects their
skills. pronunciation

To prevent
fossil mistakes. Students may translate
the lines they read.
Teacher helps them if
necessary.
5. Post-reading T-Ss To check Teacher asks students
5’ Ss-T students’ if their assumptions
reading were right.
comprehension. Teacher tells students
that they will be doing
ex. 2/page 14 orally.
Answers: a. Yes ; b.
No.
6. Consolidation 7’ T-Ss To encourage Teacher asks students
Group Work invidiual work to do a flash-
Ss-T and develop pronunciation
autonomy. exercise.
To built team Teacher plays the
work. recording first. Then,

3
 she plays the recording
again and students
repeat the words: slice,
flour, sugar, spoon,
sweets, dessert.
To give Teacher divides the
students’ a class into 4 groups.
warm feeling of Each row counts as a
importance. team. Teacher gives
each group a name:
The Strawberries,
Thea Cranberries, The
To develop Blueberries and The
speed Blackberries.
classwork.
Teacher asks students
to do ex. 4/page 15 in
groups. If 2-3
members of the team
complete the exercise,
the team wins.

Teacher announces the

winner and checks the
students’s answers.
To validate
students’s
abilities. For ex. 5/page 15,
teacher may show
students some realistic
flashcards with food.
Teacher asks them if
they know the English
correspondent for any
of them.
To encourage
students to Teacher gives the
express their students worksheets
preferences and about food likes vs.
tastes. food dislikes.
Students will have to
wrie down bellow the
images the food they
like and viceversa.
Teacher checks and
To nurture corrects their answers.

4
 creative
humour. If time permits,
teacher may show
students some pictures
of fruits and punny
words and/or funy
dialogues.
3’ T-Ss To extend the Teacher gives and
7. Homework concept of explains the
learning beyond homework.
the classroom. For next time, students
will have to come up
with their own menu.
To practice the They should include
acquired healthy foods and
knowledge. drinks.
Teacher stresses the
importance of a
balanced diet.
Teacher may briefly
sketch an example on
the blackboard.