KONSTANTI

N UNIVERISTY OF SHUMEN “KONSTANTIN

PRESLAVSKI PRESLAVSKI”
UNIVERSITY
FACULTY OF HUMANITIES
SHUMEN

DEPARTMENT OF ENGLISH STUDIES

Subject “Methodology of early foreign language learning

LESSON PLAN

3RD GRADE

Submitted by: Submitted to:

Emilia Krasteva Assoc. Prof. Irina Ivanova, PhD
Fac. №: 2013111089
Topic: Lesson 4 – I’m better today, p. 26 Duration: 40 min.
Date: March 6, 2022
Materials: Pearson Longman, Grade: 3rd
Izabella Hearn, Pat Mugglestone
Activity Book – p.26; Audio Recordings

Aims:

1. To study vocabulary and talk about minor illnesses on “I am better today”

2. To create conditions for listening and reading a text about different expressions for
illnesses.
3. To discuss information pupils have read/ heard, to answer comprehension
questions.
4. To practice the meaning of the new words by asking Ss questions (Have you ever
had flu?).
5. To practice pronunciation ( I’ve got a sore throat, …..a cold...a cough...a headache)
6. To practice grammar – I’ve got, Have you got? Edi’s got... What’s the matter?

Personal aims:
1. To provide variety in explaining the meaning of the vocabulary items.

Anticipated problems and solutions:

1. Anticipated problems might be the students’ excessive use of mother tongue
during the lesson. The teacher may check in L1 the meaning of any new words but
encourages Ss to use English wherever possible.
2. The students might not understand the differences in the meaning of the words in
the new target language. As a solution, the teacher can explain them through more
expressions -for an example: pretends to sneeze, then says : “I ‘ve got a cold.
Pretends to cough , and says” I’ve got a cough”.
3. Students may have difficulties with prepositions on, at, from the previous lesson,
because of their polysemous nature. The teacher points out again the use of on with
days and at with time.

Materials: Course book, Activity book, CD player, board, different markers.

 Stages Time Procedures Aims Interaction
patterns
Stage 1 T greets the class and introduces  Тo make sure
2 herself everyone is in class
Lead-in and  То check attendanceT – Ss
warm-up T checks attendance

T reminds Ss about previous  To check if Ss had

Stage 2 lesson and checks if any of the any difficulties with
students can remember the title of the homework.
Homework check the unit-We have Maths on
3
Monday. To check if Ss used
any new vocabulary
T points out again the use of on from the previous T – Ss
with days and at with time. lesson in their
homework and if they T – S
T asks Ss to open their Activity made any mistakes.
book and checks homework by To check if Ss S - Ss
walking around the class. remember the
prepositions of time -
T points three students to read the on and at from the
sentences. previous lesson and
how to use them.

T introduces the new lesson on p.

Stage 3 26, writes on the whiteboard: I’m
better today  To introduce the T – Ss
3 T revises questions and answers topic and talk about T - S
Presentation using have got .T asks individual minor illnesses(first
Ss : Have you got a brother?...a person). S - Ss
bike?….a pet...Maths today? T
chooses individuals to ask  check individual
questions beginning Have you participation
got a hamster-Maria?
Т presents expressions for
illnesses: pretends to sneeze, then  To make Ss
says : interested in the
“I ‘ve got a cold. T pretends to lesson;
cough , and says” I’ve got a
cough”. Encourages Ss to ask
What’s the matter?
T puts her hand to her throat and
says in a hoarse voice: I’ve got a
sore throat. Ss repeat expressions
after T.
 T asks Ss to open their book on p.
Stage 4 5 26, ex. 1  To encourage Ss to
T asks students questions about speak English T – Ss
the pictures: Who can you see?;
Where are they? What’s the
matter with Eddie? T-S
 To raise attention to
T asks Ss to listen to the the new lesson
Recording, pointing
Reading and
to the different
Vocabulary speech bubbles as they hear them.

T plays the recording and Ss

repeat
 To introduce new
T checks in Bulgarian the words
meaning of the new words: cold,
cough, flu, headache, sore
throat
T asks if any of the Ss have ever
had flu.; asks questions: Is there
a nurse in this school?

T plays the recording again,

Stage 5 pausing it after each speech  To check and
bubble for Ss to practice the T – Ss
Listening and 10 repeat. pronunciation
Reading T asks the Ss to look at T-S
exercise 2 on page 26.  To checks the
T reads each sentence aloud – readiness of the text S – Ss
Eddie’s got a headache;
Eddie’s got a sore throat;
Eddie’s got a cough; Eddie’s
favourite subject is Maths;
T asks True or False
Ss can refer to the dialogue.
T mentions briefly the use of  To checks the
has got and the contracted form answers
‘s got when we have 3rd person,
sg. She will explain it in detail
in the next lesson.

T writes on the board: What’s

Stage 6 10 the matter? - I’ve got a sore To practice T – Ss
throat...a cold...a cough….a vocabulary
Consolidation headache….flu and asks the Ss
 to repeat the question and  To practice T-S
answers several times after her, pronunciation
to practice pronunciation.
T asks four or five Ss to come  To check
to the front of the class. In a understanding of S – Ss
whisper she asks each one to vocabulary
mime one of the illnesses. T
prompts another S in the class  To practice
to ask: “What’s the matter?” speaking
The S who mimed replies “I’ve
got a headache” – or whatever.
Stage 7
T asks the Ss to work in pairs  To get them to T – Ss
5 and to do ex. 1 and ex. 2 from think about the task
the Activity book, p.26 in pairs T- S
In exercise 1, Ss find four
Revision expressions for illness – cough, S – Ss
through headache, sore throat, flu.
exercises T points some of them to read.  To practice Pair work
In exercise 2 T asks a S to read speaking and
aloud the example. The Ss then pronunciation.
work individually looking at
the pictures and writing
sentences beginning with I’ve  To exercise
got. T checks their answers by vocabulary,
asking individuals to read the grammar and
sentences. writing.

Stage 8 The T sums up the key learning

2 points of the lesson I’m better
Lesson ending today  To round the T – Ss
The T writes on the board the lesson off and set
homework -p.26, ex. 3 from the the homework
Activity Book.
The T explains the homework,
the Ss have to find the mistakes
in the text and write it again.
T reminds the Ss to be careful
with the spelling.