Lesson Plan

Teacher: Iulia Zețu

School: Liceul “Dinu Brătianu”, Constantin Brâncoveanu, Ștefănești
Unit/ Title of the lesson: Unit 11. a) Lunchtime!
Type of the lesson: Mixed - teaching and consolidation
Textbook: Fairyland III, Limba modernă – engleză, Clasa a III-a
Publisher: Express Publishing/ Uniscan
Class: III rd A
Vocabulary: types of food, clock times, meals of the day, parts of the day.
Structure: I like…/ I don’t like…/ Do you like…? Yes, I do/ No, I don’t.
Date: 30 May 2024
Time/ Type of the lesson: 45 minutes/ face-to-face lesson
Aims of the lesson:
CEFR:
Skill area: Listening – Aim: to develop the pupils’ listening skills (vocabulary, pages 92-93, video)
Skill area: Reading – Aim: to develop the pupils’ reading skills,reading for information
Skill area: Speaking – Aim: to check the comprehension of the text ; answering the teacher’s
questions. (vocabulary, lead-in)
Skill area: Writing – Aim: Overall writing production (answering/ performing written tasks)
Skill area: Communicative language competence – Aim: Vocabulary range (pages 92-93,
grammatical accuracy and phonological control
Skill area: Communication strategies – Aim: Making deductions.
Objectives:
By the end of the lesson, the pupils will be better able to:
1. Identify and talk about different kinds of food and drinks
2. Talk the main parts of the day
3. Tell the time in English (sharp times)
4. Differentiate between the meals of the day
5. Ask about and express likes and dislikes.
Materials: Textbooks, notebooks, pens, laptop, video projector, speakers, whiteboard, markers,
mobile apps, video, audio clip, handout.
Resources: Fairyland III, Activity Book, Express Publishing
Apps: Zoom: [Link]
 Youtube: [Link] (video)
 Wordwall: [Link]
 Wordwall: [Link]

Skills: Listening, Speaking, Reading and Writing

Techniques: Exposing, conversation, exercise, explanation, learn by discovering, listening and
reading for specific information, global reading-scanning, elicitation.
TEFL methodology: individual work, pair work

*Anticipated problems:
- some pupils might feel nervous or reluctant to participate in the activities, thus they may need
some assistance from the teacher;
- some students might need further help and extra indications in solving the tasks and they may also
need some of these indications to be given in Romanian.
 Procedure:
Stages of
the lesson Time Teacher’s activity Students’ activity Interaction Skills Materials
- The teacher greets the pupils (“Good morning!”), - The pupils listen to their teacher and
asks them about their mood (“How are you today?”) communicate with her by answering her
Starting and checks the list of attendance (“Do we have any questions. (“Good morning, teacher!” /
the lesson absents? Who is absent today?”). We’re fine/ I’m ok/ We are ready./ Yes, we T – Ss Speaking -
(Warm up) 1’ By chating in English at the beginning of the do./ Nobody is absent today. etc..”) Ss – T
lesson, the teacher creates an ‘English language’ The pupils get ready for the English lesson
atmosphere and helps the pupils feel more relaxed. by preparing their materials.
- The teacher asks questions about the homework - Some pupils read their homework in a
the students had to prepare for today’s lesson : "Did loud voice, taking turns, while their
we have any homework for today? ; What was our colleagues correct it in their notebooks
homework?”- (exercise 2, page 35); "Who'd like to (if necessary);
read it?", appoints several pupils to read it, in turns, - The pupils pay attention to the teacher’s Ss – T Speaking
Homework
2’ in a loud voice. remarks/ corrections and explanations. S–S Reading
check-up - The teacher corrects the pupils if necessary and Homework - ex. 2, page 35: Writing Notebooks
asks their colleagues to correct their homework in 1. The monkey is climbing a tree – YES T – Ss
their notebooks if that’s the case. 2. The elephants are sleeping. – NO
3. The lion is running. – NO
4. The giraffes are eating. – YES

- Starting from exercise 2 (the pupils’ homework) - The pupils answer the teacher’s questions,
and based on the pupils’ previously acquired based on their knowledge and their level of T – Ss Listening -
knowledge, the teacher revises the vocabulary English: Ss – T Speaking
connected to animals and what they usually do. e.g: Our homework was about animals. My
e,g: What was your homework about? What’s your favourite animal is the dog. Animals live on
favourite animal? Where do animals live? What do the farm/ at the Zoo/ at home. They sleep/
animals usually do? What do the animals eat? run/ jump/ drink/ get up/ eat food, etc.
Lead-in 10’
- Starting from the small conversation, the teacher - The pupils copy the title of the lesson T–S Listening Whiteboard
announces the topic of the lesson (“Lunchtime!”), (“Lunchtime!”) in their notebooks and listen Writing Notebooks
writes the date and the title of the lesson on the to their teacher’s explanations. The pay Pens
whiteboard, asks the pupils to copy it in their attention to the objectives of today’s lesson.
notebooks and lets them know what are the
objectives of today’s lesson.

-The teacher then puts three images on the - The pupils pay attention to the images and Listening Images
 whiteboard: one with a sunrise, one with the sun at try to guess what they represent: Speaking Whiteboard
midday and one with a sunset. She asks the pupils: Markers
- if they know what the pictures represent, Possible answers: morning, sun, sky, noon,
e.g: 1. morning, 2. noon, 3. evening weather, afternoon, day, night, evening, etc.
- what do we usually do in the morning /at noon/ in
the evening,
e.g: We have breakfast / lunch / dinner. T – Ss
brunch teatime Ss – T
- and what time (in the morning, for example) we
have breakfast.
e.g: At 7 o’clock. / At 8 o’clock.(8am)
- The teacher asks the pupils to copy the scheme -The pupils copy the scheme in their Listening Notebooks
from the whiteboard into their notebooks and to notebooks, then open their textbooks at Writing Pens
open their textbooks at pages 36-37. On top of the pages 36-37 and take a look at the
pages, they can see the vocabulary they have just vocabulary on top of the pages. Textbooks
written and a few types of food. The pupils listen to The pupils listen to the new vocabulary and Speakers
the new vocabulary and chorally repeat the words chorally repeat the words they hear.
they hear.
- The teacher asks the pupils to attentively listen to -The pupils listen to the recordings from Ss – T Textbooks
and to individually solve exercise 4 (page 37) in exercise 4, on page 37, twice and write the Listening Speakers
their notebooks. They have to choose a clock time answers in their notebooks. At the end of the Writing Notebooks
(clock ‘a’ or clock ‘b’) for each picture, based on exercise, they check their answers with the Pens
what they hear. The teacher plays the audio twice class and with the teacher:
and at the end of the activity, she checks the pupils’ ex.4/ 37 : 1. a) ; 2. b) ; 3. b) ; 4. b)
answers.

Presentation / - The teacher now points to the hot dog in the picture -The pupils pay attention to the teacher’s T – Ss Listening Image
Practice 12’ says and writes “I like hot dogs. Yummy!” and explanations, repeat after her the sentences : Ss – T Speaking Whiteboard
mimics the sentence by rubbing her tummy at the “I like hot dogs. Yummy!” and “I don’t like Markers
same time. The pupils repeat the sentence in a choir. sausages. Yuk!” and then write them down
The teacher underlines “I like” and explains to the in their notebooks.
pupils that it expresses a personal preference, one’s
personal taste. The same goes when she points to the 1. I like hot dogs. Yummy!
sausage, only this time she says and writes “I don’t
like sausages. Yuk!” and makes the appropriate 2. I don’t like sausages. Yuk!
facial gesture. The teacher invites the pupils to Notebooks
repeat after her this sentence also, together with the Pens
gestures, and to write the two examples in their Video
notebooks.
- Next, the teacher invites the students to watch a -The pupils watch the video on the projector Listening Projector
 short video of people being asked about their likes screen and take notes if they consider screen
and dislikes and giving short answers in connection necessary.
with their food preferences. (the interrogative form
of the verb “to like” and its short answers):
[Link]
The teacher writes one of the questions from the The pupils copy the question in their Whiteboard
video on the whiteboard and asks the pupils to help notebooks and suggest possible answers to Listening Markers
her with the positive and the negative short answer it, according to what they’ve seen in the Writing Notebooks
to the question: video. Pens
e.g: Do you like ice cream? Yes, I do.
No, I don’t.

- The teacher now suggests a game to loosen up the -The pupils are happy because they get to Speaking Wordwall
atmosphere and to make the pupils feel more play during the English class by using the (mobile app)
relaxed. She projects on the whiteboard a game of newly acquired vocabulary/ structures. A
unjumbling the words in order to form meaningful few pupils come to the laptop, on by one,
sentences. She then asks for a few volunteers who and (try to) arrange the words to form
would come to the laptop and arrange the words in correct sentences.
the right order. Each pupil reads the sentence aloud after he/
e.g: chocolate like I cakes and she get it right.
 I like chocolate and cakes.

-The teacher asks the pupils to form pairs with the -The pupils form pairs with their desk
colleague sitting next to them, respecting the rule of mates. They pay attention to the sentences Speaking
S–S
social/ physical distancing. The pupils will see on projected on the whiteboard, talk to their Writing
the whiteboard a few sentences with multiple partners and write down in their notebooks
(given) answers. They have to talk to their partner the answer they consider to be correct. Wordwall
and decide together with him/her which of the two (mobile app)
answers is correct. For each sentence, the pupils Notebooks
Performance 6’ have only 30 seconds to decide. Speaking Laptop
S–S
& Feed-back Each pair will be represented by a representative or At the end of the time limit, a representative Projector
S–T
a spokesperson who, at the end of the time limit, or a spokesperson from each pair comes in screen
will present his/ her pair’s answers to the class, by front of the class and chooses the option he
coming in front of the class and choosing their and his/ her partner consider to be the right
answer. If it’s the right answer, it will be checked one and checks the answer with the
by a green tick sign, if it’s the wrong answer, a red computer.
“x” will appear on the screen, next to the answer. e.g: They ……….. pizza.
All the pupils have to correct their answers if  like
necessary. X don’t like
- The teacher gives each pupil a handout with an - The pupils start solving and filling in the
 exercise where they have to answer the questions exercises from the handout.
according to the option indicated by the ‘thumbs-up’ At the end of the time limit, a few pupils
sign or ‘thumbs-down” sign and another one in read their answers aloud, in turns, and their
which they have to draw clock times according to colleagues check their own answers on the
what they read. handout, making the necessary corrections. Writing Handout
S–S
Assessment 6’ e.g: Fairyland 3/ Activity Book/ page 75. e.g: 1. Do you like burgers?- Yes, I do. Speaking Pens
Ss – T
The teacher announces the time limit: 3minutes. At 2. Do you like hot dogs?- No, I don’t. Listening
the end of the given time, the teacher asks the pupils 3. Do you like cakes?- Yes, I do.
to read aloud, in turns, their answers. All the pupils 4. Do you like chips?- Yes, I do.
pay attention and correct their answers on the 5. Do you like sausages?- No, I don’t.
handouts. 6. Do you like eggs?- No, I don’t.

- The teacher announces the homework for the next

English lesson: exercise 3/ page 37, from the - The pupils pay attention to the teacher’s
Setting textbook. explanations regarding their homework, T – Ss Listening
homework 2’ -The teacher explains to the pupils what they have to write it down in their notebooks and ask Ss – T Writing Notebooks
do at home as homework and answers any questions questions about it, if necessary.
coming from the pupils.
- The teacher announces the end of the lesson, - The pupils who gave the best answers
thanks the pupils for their participation in the lesson, receive high marks for their participation in
Ending the 1’ gives high marks to the most attentive and active today’s English class. T – Ss Speaking -
lesson pupils and says “Goodbye” before leaving the - The pupils greet their teacher at the end Ss – T
classroom. of the lesson.

*Abbreviations: T – teacher
S – student (pupil)
Ss – students
ANNEX no.1

WORWALL – UNJUMBLE THE WORDS:

ANNEX no.2

WORWALL – MULTIPLE CHOICE (QUIZ)

HANDOUT

OPTIONAL