LESSON PLAN

DATE:.

SCHOOLSCOALA GIMNAZIALA GRABAT

CLASS : IV

NO. OF STUDENTS:

TEACHER: Hojda Emanuela

COURSEBOOK: “Limba moderna-engleza” for 4 grade Fairyland

UNIT: “Unit 2”

LESSON: “Chores"

TYPE OF LESSON: reading , vocabulary acquisition and language practice

MATERIALS/RESOURCES: Pupil’s book, images, flashcards, worksheet, laptop

COMPETENCES:

1.1Identify details of clearly articulated simple message in known contexts.

1.3Develop interest and general comprehension of varietyof simple oral messages.

2.3Describe objects and houses

3.1 Fill in a form with personal information

4.1Identify information in simple texts.

AIMS:

1. To acquire new vocabulary structures.

2. To practice forms of verb HAVE GOT and present continuous.
3. To develop interest in general comprehension
4. To describe a place using the new vocabulary
5. To develop communicative skills sharing ideas on the topic.

Stages of lesson Timing Interaction Competences Teacher does Students do Observations

Checking 5 T-Ss 2.1 Teacher prepares for the Students read T. checks the
homework/Warm min 4.2 lesson and then greets the from their correctness of
up children. notebooks the the answers.
Teacher starts to chek the answers to the
homework. exercises.

Lead in 5 min T-Ss 1.3 O3 T. gives pupils a worksheet The pupils

practising „have got’’. She complete the tasks
explains students what they on the worksheet.
have to do. T checks
answers with the whole class.

Teacher anounces the topic Pupils answer the

of the lesson „Chores”’ and questions about
explains what chores text.
means(housework),then she They read again
plays the audio material the text and
associate the
image with the
action which
T sticks on the board images describes it,then
with chores and the pupils they write the
match the correct form. actions in their
 notebooks.

Presentation and 5 min T -Ss Pupils find the

practice T goes through the pictures right answers by
of the dialogue and sets the checking with the
scene, by asking questions text.
about the images.
O2 Teacher reads the
instructions from ex 2 and
1.2 explains the task.T refers
pupils to dialogue and allows
them time to find the
answers.

T asks pupils to read the The students write Verb forms

Language 5min T -ss sentences in the grammar in the notebooks -ing
practice box.Then she has a picture the phrases and -to be
discussion and elicits what underline the
each person is doing verbs.
Teacher writes 2 examples
O1 with present continuous on
the board and asks stundents
to tell her what they have in
common.
 T tells students to solve ex 3 Students write
Further practice 10min T-ss in their notebooks. their answers and The time
then tehy report to allocated for
Then, T asks pupils to look at T. this activity is
the picture in ex4. She goes Pupils look at the stated from
through the pictures and picture and make the start
O4 elicits the chores that the sentences about
people are doing. T checks activities which
students’ answers. happen and match
in their notebooks.

Consolidation 8min PW Teacher writes sentences Students will Students work

Ss-ss with Present Continuous on complete the in pairs to
the board and asks students sentences with the solve this
to fill in with correct forms. correct form of task.
present
continuous.

T reads the instructions and Students come in

Feedback and 10min PW O5 the example in ex 5 and the front of the
assessment. expalins the task. classroom and
Ss-ss The teacher asks the pupils mime one of the
to take roles and act out chores.
similar exchanges, T. goes Ex. Are you doing
around the class, monitoring the ironing?
the activity and offering help No, I’m not
when necessary. Are you washing
the dishes?
Yes,I am.
Homework 2 min T- Ss Teacher gives students as Example:
homework to write about I make my
three chores they have to do bed.
at home.