LESSON PLAN

SCHOOL Scoala Gimnazial Gura Foii

GRADE 4th
LEVEL elementary
TEACHER Georgiana Marin
LESSON On the Shelves
TYPE OF LESSON communication of new knowledge
DATE the 17th of January 2017
TIME 50 minutes

COMPETENCES

1. Receptarea de mesaje orale simple

1.1. Identificarea unor detalii din mesaje simple articulate clar i rar n contexte
cunoscute/ previzibile

3. Receptarea de mesaje scrise simple

3.1. Identificarea unor detalii din texte simple care conin informaii uzuale

AIMS
At the end of the lesson students will be able to :
1. talk about food;
2. discuss about location using prepositions of place;
3. improve their pronunciation and intonation;
4. recognise the format of a memo.

SKILLS
- Listening
- Reading
- Writing

TECHNIQUES

- Conversation
- Explanation
- Observation
- Pair work
- Group work

RESOURCES
- Blackboard
- Notebooks
- Laptop
- Pictures
- Flipchart
ANTICIPATED PROBLEMS
Students might:
not remember all the words learnt at the previous lessons as well as their
pronunciation

ACTIVITIES

WARM UP
AIM *creating a pleasant atmosphere for the English class;
*helping students feel relaxed.
INTERACTION *T Ss
*Ss T
PROCEDURE *T asks Ss How are you today? / Is anybody absent? / Are you
ready to start the English class?;
*Ss answer Ts questions;
ESTIMATED TIME *2 minute

TRANSITION TO
THE NEW TOPIC
AIDS Ss homework
AIM *checking if there were any problems with their homework.
INTERACTION *Ss Ss
*Ss T
PROCEDURE *T asks Ss what their homework was;
*Ss read their sentences while the T checks all the notebooks
and makes remarks when is necessary.
ESTIMATED TIME *2 minutes

PRESENTATION: A.

1. LEAD IN ( pre-reading/pre-
speaking/pre-writing/pre-
listening)
AIDS *blackboard, flipchart
AIM *talk about food
COMPETENCES
INTERACTION *T-Ss
Ss T
PROCEDURE *T shows Ss a poster with some pictures related
on the theme of food, learned at the previous
lesson. T asks Ss to come at the blackboard and
write under each picture the right word;
*T demostrates first;
*T announces the title of the lesson and write it
on the blackboard: On the Shelves
ESTIMATED TIME 6 minutes
2. B.
AIDS *Blackboard, laptop
AIM *improve their pronunciation and intonation

COMPETENCES
INTERACTION *T-Ss
Ss-T
PROCEDURE *T asks Ss to open their books at the page 50;
*T points to the items (pizza, beans, salad,
green pepper, pasta, salt and pepper, onion), one
at a time, and says the corresponding word(s).
The pupils listen and repeat, chorally and
individually;
*T plays the recording. The pupils listen and
repeat.T checks their pronunciation and
intonation.

ESTIMATED TIME *5 minutes

Practice 1
DEVELOPMENT/
PRACTICE (while-reading/while-
speaking/while-writing/while-
listening)
AIDS *laptop
AIM *talk about food
COMPETENCES
INTERACTION *T-Ss
Ss-T
PROCEDURE *T asks Ss to look at the picture from ex
1/pg. 50 and asks them to tell what food
items they can see on the shelves A and B
(A: cakes, burgers, pizzas, B: peas, beans,
honey);
*T tells them that they are going to listen to
the recording and find out which food items
(A or B) the elves have got up on the
shelves;
*T plays the song. The pupils listen to the
song and resolve the task, then T checks
their answers.
ESTIMATED TIME 5 minutes
Practice 2

AIDS *blackboard
AIM *discuss about location using prepositions of place
COMPETENCES
INTERACTION *T-Ss
 Ss-Ss
PROCEDURE *T revises the prepositions of place (on, in, under, behind, in
front of) and draws simple sketches of a table with a ball on it,
points to the ball, asks and writes on the board: Where is the
ball? Elicit/Answer: It's on the table;
*T draws a ball under the table, points to the ball, asks and
writes on the board: Where is the ball? Elicit/Answer: The ball
is under the table;
*T repeats the same procedure with different sketches to present
in, behind and in front of.
ESTIMATED 5 minutes
TIME
Practice 3
AIDS *Blackboard, notebooks

AIMS *discuss about location using prepositions of place

COMPETENCES
INTERACTION *T explains the use of Mr when we refer to men;
*T refers the pupils to the pictures from ex. 2/pg.50 and asks a
pair of pupils to read out the example. T asks the pupils to put
the five food items presented above the picture (using the letters
shown) wherever they want in the circles in their picture. Then
they should work in pairs and they should ask and answer
questions in order to find out where their partner has placed the
food items.
e.g. Pupil I: Where's Mr Pepper in your picture? Pupil 2: He 's
on the table. Etc;
As an extension, the pairs can report back to the class.
e.g. In my picture, Mr Pepper is under the table. In John's
picture Mr Pepper is behind the chair.
PROCEDURE
ESTIMATED *10 minutes
TIME

PRODUCTION/
FEED-BACK
(post-
reading/post-
speaking/post-
writing/post-
listening)
AIDS *Blackboard, notebooks
AIM *recognise the format of a memo
COMPETENCES
INTERACTION *T-Ss
Ss-Ss
PROCEDURE *T asks some Ss to read the memo from ex. 3/pg. 51;
*T helps Ss when they encounter difficulties and helps them to
 translate the memo;
*T draws Sss attention to the format of the memo;
*On groups, after the memo has been read and translated, Ss
have to do a shopping list (green peppers, carrots, chicken, olive
oil);
*T makes remarks when is necessary
ESTIMATED 10 minutes
TIME

Emotional
Feedback/ Aims
checklist
AIMS *getting feed-back from the Ss
INTERACTION *Ss T
PROCEDURE *T asks Ss to write on slips of paper how the lesson was:
interesting, uninteresting, pleasant, boring, etc.
ESTIMATED TIME *3 minutes

Assigning
Homework
AIM *recognise the format of a memo
INTERACTION *T Ss
PROCEDURE *T writes the homework on the blackboard Write a
memo to your mum/dad about what food/drink items
you want her/him to buy. Use the texts in Exs 3 and 4
as models and offer attention to the format of the
memo. (e.g. Mum, We 've got some beans, but we
haven't got any peas or onions. Can you get some?
Thanks, Jimmy)
ESTIMATED TIME *2 minutes
 Appendix 1(Homework)

Write a memo to your mum/dad about what food/drink items you want her/him to buy.
Use the texts in Exs 3 and 4 as models and offer attention to the format of the memo.
(e.g. Mum, We 've got some beans, but we haven't got any peas or onions. Can you get
some? Thanks, J

Bibliography:

*** - Harmer, Jeremy. The Practice of English Language Teaching (3rd edition).Longman,
2001.

*** - English Dictionary, Macmillan Publishing House, London, 2006.

*** - The English Curriculum for 4th grade, Bucureti, 2009.

*** - Blundell, L, Stokes, J. Task Listening. Cambridge University Press 1981.