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LESSON PLAN
Teacher: Roxana – Delia Onit
Grade: 4th A
Level: beginner+ / A1+
Frequency: 2 hours / week
Textbook: Limba moderna engleza. Clasa a IV-a, Uniscan
Lesson: Checkpoint! (p.77)
Type of lesson: revising information (Vocabulary and Grammar) and practising
communicative skills (Listening and speaking)
Skills: Integrated skills (reading, writing, speaking, listening)
Competences:
1.1 Identificarea sensului global al unor mesaje și dialoguri uzuale, clar articulate
2.1 Prezentarea simplă a unei persoane/a unui personaj
3.2 Extragerea informaţiilor dintr-un text scurt, însoţit de ilustraţii
4.2 Descrierea unor aspecte ale vieţii cotidiene (oameni, locuri, școală, familie,
hrană, hobby-uri), folosind propoziţii scurte
Aim: to revise and practice previously taught structures
Didactic strategies:
Methods and procedures: observation, reading aloud, match and say, make
sentences, questions and answers, discussion / conversation practice
Organization: lockstep, individual work, pair work
Materials and equipment: textbook, notebook, workbook, audio files, speakers,
computer, OHP, smartboard, pen and paper
Objectives:
1. To create interest in the topic of revision and to check vocabulary related to
previously taught structures
2. To use the target language in communication
3. To enrich pupils’ vocabulary and general knowledge
4. To identify and select the necessary information in order to carry on with a task
5. To allow structured feedback (at the end of the lesson)
Timing: 45’
PROCEDURE
Recent work: the students have been studying recycling and the environment through
discovery activities followed by language practice
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Warm-up Interaction: T-Ss; Ss-Ss
Timing: 5’
Speaking
Objectives: O2, O3
The pupils and the teacher greet each other
Difficulties, if any, in Ss’ homework are discussed and settled
Peer observations and corrections are encouraged
T takes out a little bag having various small objects inside
T asks various Ss to come in front and—keeping their eyes closed—choose one
object. By touching it, they try to guess what it is.
Lead-in Interaction: T-Ss; Ss-Ss Timing: 10’
Speaking, reading and listening
Objectives: O1, O2, O4
T asks Ss how they are feeling since they have played the little guessing game.
T elicits words such as: happy, curious, excited, etc.
Then, T asks Ss to have a look at exercise 1 on page 77 and choose the correct
feeling for each picture.
Then, T invites various Ss to come in front and mime some feelings while the
others try to guess them.
Activity 1 Interaction: T-Ss; Ss-Ss; Lockstep Timing: 7’
Speaking, writing and reading
Objectives: O2, O3
T directs Ss’ attention towards exercise 2 on page 77.
Ss are asked to choose YES or NO, for instance: A rhino is bigger than an
elephant - No.
Other Ss are paying attention to correct any possible mistakes
In the end, Ss are told to add three more sentences of their own to the list in the
textbook.
Activity 2 Interaction: T-Ss; Ss-Ss; Pairwork Timing: 8’
Listening, writing and reading
Objectives: O1, O2, O4
T begins this activity by indicating exercise 3 on page 77.
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Ss have to role play a brief dialogue.
Then, Ss ask and answer questions about the dialogue.
Ss report back to the class in the end.
T has the role of a monitor and a feedback provider
Activity 3 Interaction: Ss-Ss; Pairwork Timing:
10’
Reading and writing
Objectives: O2, O3, O4
T suggests Ss solve exercise 4 on page 77.
Ss work in pairs and ask and answer as in: What were you like when you were
young? I was naughty. What about you? I was really noisy!
Several pairs report back to the class in the end.
Follow-up activity Interaction: T-Ss; Ss-Ss Timing: 5’
Speaking and writing
Objectives: O2, O5
T encourages Ss’ feedback at the end of the lesson by offering them post-it papers
and asking them to write one emotion to describe today’s lesson.
T assigns the homework for the next English class: the modular assessment pages
in Ss’ activity books—pages 62-63.
