LESSON PLAN

DATE: January, 21st 2021

GRADE: the 4th

NUMBER OF STUDENTS: 19

TEACHER: LUPEA VASILIU IRINA

TIME: 40 minutes

TOPIC OF LESSON: Unit 6:” On the shelves”; Lesson 6c

TYPE OF LESSON: Consolidation

SKILLS: listening, speaking, reading, writing

GENERAL COMPETENCES:

1. Developing the ability of listening comprehension

2. Developing the ability of expressing orally

3. Developing reading comprehension

4. Developing the ability of expressing in writing

SPECIFIC COMPETENCES:

COGNITIVE:

 To use vocabulary on food (pizza, beans, peas, salad, green pepper, pasta, honey, onion, salt and
pepper).

 To talk about food items;

 To revise and use correctly prepositions of place on, in, under, behind, in front of;

 To read for specific information;

 To listen for specific information;

 To practise vocabulary related to food;

AFFECTIVE :
- to create a warm
atmosphere in order to
offer the background for
smooth, easy
conversations between
teacher and students;
- to make students
confident in themselves
when speaking a foreign
language
AFFECTIVE:

- to create a warm atmosphere in order to offer the background for smooth, easy

conversations between teacher and students;

- to make students confident in themselves when speaking a foreign language.

AIMS:

 To elicit meaningful response to stimulus;

 To raise students’ interest in the topic;

 To expand students’ vocabulary in the context of food;

 To motivate students for further practice;

 To develop students’ skills of reading, speaking, listening and writing in English.

ASSUMPTIONS:
Students are expected to
be interested in the topic,
to be familiar
with the vocabulary
related to rooms and
furniture; to use correctly
there is/there
are and in/on/under.
ANTICIPATED
PROBLEMS: possible
misuse of the vocabulary,
difficulty in
identifying specific
information in the
listened/written text.
INTERACTION: -
Teacher- Students
- Students - Teacher
- Individual work
- Pair
work
- Group
Work
TEACHING
TECHNIQUES: -
conversation, explanation,
dialogue, exercises
METHODS OF
TEACHING:
Communicative Approach
TEACHING AIDS: the
textbook, CD,
whiteboard,markers,
flashcards, posters,
hand-outs
ASSUMPTIONS: Students are expected to be interested in the topic, to be familiar with the
vocabulary related to food; to use correctly prepositions of place: in/on/under/behind/in front of.

ANTICIPATED PROBLEMS: possible misuse of the vocabulary, difficulty in identifying specific

information in the listened/written text, possible technical issues.

INTERACTION:

- Teacher- Students

- Students - Teacher

- Individual work

TEACHING TECHNIQUES: - conversation, explanation, dialogue, exercises

METHODS OF TEACHING: Communicative Approach

TEACHING AIDS: the digital textbook, the laptop/tablets, google classroom environment, Power
Point Presentation

LESSON DEVELOPMENT

Teache
N Teaching Students’ activity Class Purpose
R. events/
Time organisation

r’s
activit
y
Teacher’s activity

Wa -sts -to
1. - initiates routine Teacher-
conversation, Students
using the wordwall online
game (talking about the items

rm join in cre
to be revised from the
previous lesson:
What’s this? / Is it a lime...);
(Appendix 1)

up conve ate
Set rsatio the
up n, ba
ge answe sis
ner ring of
al the dis
sit teache cu
uat r’s ssi
ion questi on
- ons ;
5 and -to
mi correc en
n. ting co
when ur
Warm up

Set up
general

necess ag
Situation

3 min.

ary(It’ e
s sts
a…/ to
 Yes, it sp
is./ ea
No, k.
it’s
-to create
the basis of
discussion;
-to

isn’t.
encourage
sts to
speak.

It’s
a…)
-sts join in conversation,
answering the teacher’s
questions and
correcting when
necessary (It’s
a…/ Yes, it is. / No, it’s
isn’t. It’s a…)

2. Presentation Activity 1 – introducing new -sts listen and repeat, Teacher – To build on
and Practice vocabulary chorally and Students vocabulary
-The teacher displays on individually.
Set up screen a picture of a food item
particular and its written form and reads
situation it out loud, explaining
students what each of the
5 min. new words is (pizza, beans,
peas, salad, green pepper,
pasta, honey, onion, salt and
pepper).
-sts listen to the Frontally To develop
Then shows pictures with teacher’s instructions, the sts’
individual item and asks say the names of the listening
5 min. students to say the words and new words and then skills
then write them down in their write them down in
notebooks. (Appendix 2) their notebooks;
 Activity 2 – Initial practice
-T displays the picture in
Appendix 3 on the screen
(Food on the shelves) and
explains the task. Asks -sts listen to the
students to tell what food teacher’s instructions
items they can see on the and then say the names
shelves A and B (A: cakes, of the food items on the Teacher- To practice
burgers, pizzas, B: peas, beans, shelves; students new
7 min. honey). vocabulary.
Then teacher announces Sts To develop
that they are going to listen to -listen to the song and the sts’
a song and that they must check their answers; listening
identify the correct elves shelf, skill
A or B, as according to the
recording (The elves have got
only one shelf with food.
Which is it? A or B?) -sts listen to the song
Plays the song to allow and complete the task
students to check their in their notebooks.
answers.

Activity 3 -Revising the Teacher- -to revise

prepositions of place on, in, students preposition
7 min. under, behind, in front of Individually s of place
The teacher helps sts -sts listen to the on, in,
remember the prepositions teacher’s instructions; under,
showing them a picture with -sts complete the task in behind, in
the prepositions on the their notebooks. front of
screen, asking questions and -sts answer the
explaining. teacher’s questions,
- T shows the students a when named, and listen
picture on the screen to their classmates’
(Appendix 5). Asks students to answers.
say different places where
they can place the food items.
(Where do you want to put
onion/ pepper/ salt/
cola/beans? Write down the
numbers in your notebook and
the items you place at each
number ). Allows the pupils
time to write down and
complete the task in their
notebooks. (3 min.). T then
asks different students, in
 turns: Where is Mr. Onion in
your picture?
He’s in the cupboard., etc.
3. Production -T displays on the screen a text -sts listen to the Individual To develop
(Appendix 6/ power point teacher’s instructions; Work sts reading
8 min. presentation ‘Shopping list’) and writing
and asks sts to read the text - sts read the text skills.
and complete the shopping list individually and extract
in their notebooks. Then check the necessary
answers with the students, information from it,
playing the recording. completing the
shopping list in their
notebooks

Fe -sts -
4. -T assess the lesson, praises Individually
the students;
-tells the students their
homework:

ed write to
‘Write and complete in your
notebooks the following note
for mum. You have a model to
read first. Use the model to

bac help you. You can also draw

the food in the note. Then
take a photo of your
down us
k/ the e
homework and send it to the
google classroom.
Model – Appendix 7

As task cre
ses for ati
sm their vel
ent home y
an work the
d -sts pr
ho write act
me down ise
ass the d
ign task ite
me for ms
nt their .
3 home
- to use
creatively
the
practised

mi work
items.

n
-sts write down the task
for their homework.

Feedback/
Assessment
and home
assignment
5 min