LESSON PLAN

SCHOOL: Petru Rareș School

TEACHER: Roxana - Elena Boca
DATE: The 30th of March
GRADE: 3rd B
NUMBER OF STUDENTS: 28
TIME: 50 min
TEXTBOOK: Fairyland 3 B, Ed. Express Publishing
UNIT/ TOPIC:Unit 9b – A Lovely Day!
TYPE OF LESSON: Consolidation
LESSON AIMS:
 to consolidate Unit 9;
 to monitor the pupils’ progress;
 to develop Ss’ listening, speaking and reading skills;
 to get the Ss involved in acting out the dialogues;
 to revise the grammar structures previously learnt.
LESSON OBJECTIVES: By the end of the lesson the students will be able to:
 identify clothes and talk about the weather;
 use present continuous correctly – affirmative;
 describe their special moment.
METHODS AND STRATEGIES: conversation, communication, reading aloud, working with the textbook.
Interactions: T-Ss; Ss-T; Ss-Ss.
Assumptions: while working in groups, students can be noisy.
 we previously worked a project about my superhero/my superheroine and they may ask to read their project. Most of them
finished the project in class but some of them had to draw their superhero/superheroine at home, as homework.
Predicted problems and possible solutions:
 The listening text may contain unknown words for the children – the teacher encourages the children to listen for the meaning
and the general message of the text.
  Some children may have difficulties in solving the task – the teacher offers to guide them.
 The Ss have problems with the pronunciation of the key words – the T has the Ss repeating the words. In order to find a
solution to this problem, the teacher brings them regularly some tongue twisters, such as:
“A big black bug bit a big black dog on his big black nose.”
“A tricky, frisky snake with sixty super scaly stripes.”
Materials: Blackboard and chalk, textbook, notebook, activity book, laptop and overhead projector.
Warm-up
Aims:
 to create a pleasant atmosphere
 to check homework
PROCEDURE INTERAC- TIMING GROUPING SKILL OBS.
TION FOCUS
 T checks homework. They missed
 T corrects their answers and their pronunciation, if two English
T – Ss 5 min Whole class Speaking lessons, they
necessary. Ss - T Reading might be very
Listening excited about
(They had to finish their project at home and draw their
the lesson
superhero/superheroine). The T checked their project and asks
and very
for their poster. They also had to repeat a tongue twister: energetic.
“A tricky, frisky snake with sixty super scaly stripes.”

 GAME TIME: The Teacher brings a set of flashcards

(clothes vocabulary) and sets the rules and assigns the
teams. Each team has to guess the word from the
flashcard.
Lead – in
Aims:
 to present and activate the vocabulary of the unit (weather);
 to review previously learned vocabulary (clothes).
PROCEDURE INTERAC- TIMING GROUPING SKILL OBS.
TION FOCUS
 T pins some flashcards on the board and points to the
pictures (it’s cold, it’s raining, it’s snowing, it’s
sunny…), one at a time, and says the corresponding T – Ss 7 min Whole class Speaking
word(s). The Ss listen and repeat, chorally. Ss - T
 T writes a big 78 on the board and asks Ss to open their
books at page 78.
 T reads the title of the unit.
 Ss open their books, read the title of the unit and write
in their notebooks. T asks what do they wear
when:
It’s sunny
It’s snowing
It’s windy

Pre - listening
Aims:
 to develop the Ss’ reading and listening skills
PROCEDURE INTERAC- TIMING GROUPING SKILL OBS.
TION FOCUS

 T goes through the pictures and sets the scene by asking

questions.
e.g. Teacher: (pointing to picture 2) Where are Mona and Lee?
 Students: In the Magic Forest. T – Ss 5 min Whole class Speaking
Teacher: What’s the weather like in picture 1? Listening
What’s the weather like in picture 2?
What’s the weather like in picture 4?
 T writes on the board:
The sun is ………….. .
We’re get…………… .
 T asks the pupils to copy the incomplete sentences into their
notebooks and explains to them that they have to listen to the
dialogue and find the missing words.
 T plays the recording. The pupils listen, follow along, and
complete the task.
Answers: The sun is shining. We’re getting wet.

While - listening
Aims:
 to check the comprehension of the text

PROCEDURE INTERAC- TIMING GROUPING SKILL OBS.

TION FOCUS

 T reads the instructions and explains the task (ex.2/78)

 T asks the Ss to look at the pictures and match the phrases with the T – Ss 2 min Individual Listening
pictures. work
Speaking
 T allows the Ss time to read and find the answers and then asks
individual Ss to answer.
 Ss listen, follow along and complete the task.

Post – listening
Aims:
 to get the Ss involved in acting out the dialogues
PROCEDURE INTERAC- TIMING GROUPING SKILL OBS.
TION FOCUS
 T. nominates six Ss to read the text, using the role-play This is the tim
technique. The Ss take roles (Harry, Alvin, Mona, Willow, T – Ss 5 min Group work Reading when they ar
Ss - Ss really noisy. I u
Emma and Erlina) and act out the dialogues.
to bring the
characters in or
to give them wh
reading, but the
are Ss who sta
crying because t
want to read, thu
won’t give them
characters.

Controlled practice
 Aims:
PROCEDURE INTERAC- TIMING GROUPING SKILL OBS.
TION FOCUS
 The teacher reads the tasks and gives instructions for ex: 3/79.
T - Ss 5 min Whole class Listening
Writing

 to focus pupils’ attention on the correct use of Present Continuous in affirmative sentences.
 revise and practise the present continuous
Semi - controlled practice
Aims:
 to practise Present Continuous
 to practise the vocabulary of the unit.

PROCEDURE INTERAC- TIMING GROUPING SKILL OBS.

TION FOCUS
 Teacher asks the Ss to open their activity book: unit 9b, page 62. T – Ss 8 min Whole class Speaking
 The teacher asks the Ss to work ex: 1 and 2. Ss - Ss Writing

Free practice
Aims:
  to practice vocabulary and grammar structures

PROCEDURE INTERAC- TIMING GROUPING SKILL OBS.

TION FOCUS

 “My special Moments” in case Ss

 The teacher asks the Ss to imagine a place they visited and to finish earlier
draw the place and the clothes they were dressed with. the activities
T – Ss 10 min Individual Speaking proposed for
work this lesson
Ss - Ss plan, T can
present a new
activity:
Speed
Answer
(clothes). T
divides the Ss
and tells the
rules of the
game. The
fastest to
answer seats,
the others
stand up. The
fastest team
wins.

Evaluation
PROCEDURE INTERAC- TIMING GROUPING SKILL OBS.
 TION FOCUS

 Teacher sums up the lesson and evaluates students’ work by T - Ss 1 min Whole class Speaking If time allows,
making verbal appreciations on students’ activity. we will play a
 The game helps the teacher evaluate their knowledge of the game.
grammatical structure learnt in this unit.
MIME time
(Ss read a
structure from
the happy jar
and they
mime it. The
classmates
have to say a
sentence
about the
activity he is
describing).

Assigning homework
PROCEDURE INTERAC- TIMING GROUPING SKILL OBS.
TION FOCUS

 T asks the Ss to do ex. 3 and 4 from their Activity book. T – Ss 1 min Whole class