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LESSON PLAN

Teacher: Roxana – Delia Onit

Grade: 4th
Level: elementary
Frequency: 2 hours / week
Textbook: Firm Steps 4, Ed. Corint
Lesson: Back to School
Type of lesson: acquiring new information (Vocabulary and Grammar) and practising
communicative skills (Speaking)
Skills: reading, writing, speaking, listening1
Purpose: the purpose of this lesson is to revise getting back to school vocabulary
Didactic strategies:
 Methods and procedures: observation, reading aloud, translation, match and say,
make sentences, questions and answers, didactic games, conversation practice
 Organization: pairwork, lockstep, individual work
 Materials and equipment: textbook, blackboard, audio files, coloured chalk,
notebooks
Objectives:
1. To create interest in the topic of physical appearance and to revise vocabulary
related to getting back to school
2. To use the target language in communication
3. To enrich pupils’ vocabulary and general knowledge
4. To practise vocabulary / grammar spoken and written
5. To apply the information received from the teacher in a verbal exchange
6. To verify reading comprehension through a text-related task
7. To promote self-correction gestures and peer correction
8. To identify and select the necessary information in order to carry on with a task
9. To enhance cooperative learning among pupils
10. To allow structured feedback at the end of the lesson
Timing: 50’

PROCEDURE

Recent work: the students have been studying greetings / introducing smb. through
discovery activities followed by language practice

Warm-up Interaction: T-Ss; Ss-Ss

Timing: 6’
Speaking

Aims: 2, 7, 9

__________
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1 The listening skill is ensured by pupils listening to audio files, to the teacher and to their colleagues during the
cooperative learning process
 The pupils and the teacher greet each other
 The pupils present their homework orally
 The teacher has the role of an observer and interferes only if necessary
 Peer observations and corrections are encouraged

Lead-in Interaction: T-Ss; Ss-Ss Timing: 10’

Speaking, reading and writing

Aims: 1, 2, 3, 4, 7, 8

 T writes the title on the blackboard and elicits what it is about; Ss translate it
 T indicates exercise 1 on page 4. Ss read the short dialogue and translate it
 Then, Ss are told to role-play the conversation. The new words are read aloud,
translated and written on the blackboard.
 T asks Ss to make up sentences with the new words
 Then, T tells Ss they are going to speak about getting back to school

Activity 1 Interaction: T-Ss; Ss-Ss; Pairwork Timing: 10’

Listening and speaking

Aims: 1, 2, 3, 6, 8, 9

 T points to exercise 2 on page 10

 T explains that Ss have to match the two columns, asking and answering.
 Following the example, Ss must work in pairs and say: What’s your full name?
Sarah Winters.
 Ss report back to the class at the end of the activity

Activity 2 Interaction: T-Ss; Ss-Ss; Timing: 10’

Writing and reading

Aims: 2, 4, 7, 8, 9

 T begins this activity by directing Ss’ attention towards the fourth exercise on
page 5
 Ss have to fill in the gaps with the given words
 Then, Ss read aloud and translate the new sentences
 Other Ss are paying attention to correct any possible mistakes
 T has the role of an observer and a feedback provider
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Activity 3 Interaction: Ss-Ss; Pairwork Timing: 8’

Speaking and writing

Aims: 2, 4, 7, 8, 9

 Ss are told to look at exercise 5 on page 5

 T tells the class that they are going to complete the blank spaces with possessive
adjectives.
 Ss have to work in pairs and follow the example offered by the teacher
 Ss write down their mini-dialogues as in: What’s her name? She is Maria.
 Ss report back to the class in the end

Follow-up activity Interaction: T-Ss; Ss-Ss; Timing: 6’

Speaking and writing

Aims: 2, 3, 10

 Together with Ss, T quickly revises the new structures taught during this lesson
 T encourages Ss’ feedback at the end of the lesson
 T assigns the homework for the next English class: exercise 2 on page 4. Ss must
say whether the sentences about the text are true or false.