Lesson Project

Teacher: Ciobanu Marioara

School: “Constantin Negreanu” Secondary School
Unit/ Title of the lesson: Unit. 7. Wait here! Don’t move!
Type of the lesson: Mixed - teaching and consolidation
Textbook/Publisher: Limba modernă engleză Clasa a IV-a, Excellent English Education
Class: IV th A
Date: 23rd May 2024
Time/ Type of the lesson: 50 minutes
Student interaction: Individual work, pair work.
Aims of the lesson:
CEFR:
Skill area: Listening – Aim: Overall listening comprehension (ex.1,2, page 66, ex.5/67)
Skill area: Reading – Aim: Reading for information & Argument (text: Wait here! Don’t move/66))
Skill area: Speaking – Aim: (Informal) Discussion with the colleagues (homework connections, breakout
rooms) and the teacher (answering the teacher’s questions)
Skill area: Writing – Aim: Overall writing production (answering written tasks)
Skill area: Communicative language competence – Aim: Vocabulary range (ex.1, page 66), gramatical
accuracy and phonological control (text: Wait here! Don’t move/66, answering questions)
Skill area: Communication strategies – Aim: Indentifying and making deductions. (ex.3, page 66, 6,7/67)

Objectives:
By the end of the lesson, pupils will be better able to:
- Learn vocabulary/ words in context, connected to the topic of imperative sentences;
- Listen to someone explaining how to give directions;
- Identify imperative verbs;
- Read, understand and extract suitable information from texts;

Specific competences:
1.1. Selecting the main ideas in TV programs/ audio-video recordings on familiar topics, if spoken relatively
rarely and clearly:
1.2. Extracting meaning from a regular everyday conversation when the interlocutors reformulate or repeat
certain words/ expressions on request;
1.3. Identification of the main ideas in a discussion clearly spoken in the standard language;
2.3. Offering response reactions to a suggestion using common formulas;
2.4. Participation in short conversations in ordinary contexts on general topics;
2.5. Showing a positive attitude towards participation in dialogue and public expression;
3.2. Identification of the main aspects of short articles on familiar and topical topics;
3.4. Identification of reasons in a text;
4.1. Develop a simple presentation or information message of immediate relevance to people in the
entourage;
4.4. Writing short presentations after a standardized format in which factual information is presented.

Resources:
Materials: Textbooks, notebooks, pens, laptops/mobile phones/tablets, microphones, headphones.
Skills: Listening, Speaking, Reading and Writing
Techniques: Exposing, conversation, exercise, explanation, learn by discovering, picture dialogues,
brainstorming, and global reading-scanning.

Bibliography:
1. Official: The Curriculum for Primary Education;
2. Methodical: Harmer, Jeremy. 2001. The Practical of English Language Teaching. Pearson Education
Limited;
 Scrivener, Jim. 2011. Learning teaching. Macmillan Publishers Limited;
Textbook: Limba modernă engleză Clasa a IV-a, Excellent English Education,autori: Charlotte Covill,
Jeanne Perrett, Gabrielle Pritchard, Tessa Lochowski
 Procedure:

Stages of the
lesson Time Teacher’s activity Students’ activity Interaction Skills Materials

- The teacher greets the students (“Good - The students listen to their teacher and
morning!”), asks general questions about the communicate with him/ her by answering
Starting students’ mood (“How are you today?”;“Ok?”, his/ her questions. (“Good morning,
the lesson 1’ ”Ready?”etc.) and checks the list of attendance. teacher!” / We’re fine/ I’m ok/ We are T – Ss Speaking -
(Warm up) By chatting in English at the beginning of the ready./ etc..”) Ss - T
lesson, the teacher creates an ‘English language’ The students get ready for the English
atmosphere and helps the students feel more lesson by preparing their materials.
relaxed.
- The teacher asks the students questions about - Some of the students read their
their homework: "Did we have any homework?”, homework (exercise 7 page 65, from their
“What was your homework for today?”; "Who'd textbook) aloud, by taking turns while
like to read it?"etc., appoints several students to their colleagues check their homework
read it, in turns, in a loud voice, and corrects them and make the necessary adjustments in
if necessary; their notebooks.
Homework - The teacher asks the students to make the - The students read the sentences, a Reading Notebooks
check-up 3’ necessary corrections in their notebooks. sentence each and they also read the Speaking
translation: Ss – T Writing
Ex. 7, page 65:. “ Sunt multe animale la gradina noastra S–S
There are lots of animals in our zoo. zoologica.
Lions, tigers and kangaroos. Lei, tigri si canguri T – Ss
Bears and monkeys and zebras too. Ursi si maimute si zebra
We love the animals and they love you. Noi iubim animalele si ele ne iubesc
There are lots of animals in our zoo. Sunt multe animale la gradina noastra
Snakes, penguins and cockatoos. zoological
Goats and hippos and elephants too. Serpi, pinguini si papagali
We love the animals and they love you. Capre si hippopotami si elefanti
Noi iubim animalele si ele ne iubesc.”
 - The teacher asks the students what was their - The students answer individually, giving
homework about. Starting from the idea that the text their opinion on the signs that the saw
was about animals at the zoo, the teacher ask
students to remember some signs that saw at the zoo - They match the pictures with the orders T – Ss Listening Notebooks
Lead-in 10’ Possible answers: Don’t feed the animals! Stay Ss – T Speaking
away! They may bite you! Do not lean over the
wall! Picture
-The teacher shows the students a picture with - The students write the title of the lesson
some orders and the students have to match the in their notebooks (“ Wait here! Don’t
commands with the pictures move!d-The students pay attention to the
objectives of today’s lesson. S–T Writing
- The teacher announces the topic of today’s T – Ss
lesson (“Wait here! Don’t move!”), writes the date Notebooks
and the title of the lesson on the board, asks the
students to copy it in their notebooks and lets them
know what are the objectives of today’s lesson.

Listening
Speaking Notebooks
Pens

Writing
 - The teacher asks the students to open their - The students open their textbooks and S–S Writing
textbooks at page 66 and to listen the words from listen to the words Ss – T Speaking Textbooks
ex.1/66 Listening Notebooks
- the teacher writes the date and the title of the
lesson and the new words - The students write the date and the title
and then the new words in their notebooks
- The teacher ask the students to listen to the new
lesson from the smartboard. -The students listen the lesson Notebooks

-The teacher ask the students to read the lesson -Some students read the lesson
using roles
The teacher directs the students attention towards ex -Some of the students give answers in S–S Listening Notebooks
3/66 turns, in a loud voice and some go the Ss – T Writing
Choose and write: board to write the sentences.
[Link] picture 1 Sally is going to the library.
Presentation / 15’ [Link] picture 2 the police are chasing the thief.
Practice 3. In picture 3 Chatter and Trumpet are helping -The students access the link to the Padlet Notebooks
the police . the teacher created previously. They fill in
4. In picture 4 the police officer is talking to the the blanks with a suitable word from the S–S Speaking Textbook
animals. previously read text. They ask questions if T – Ss Listening
1. necessary. Writing
The students pay attention to the right
answers and to the teacher’s explanations. S–S Speaking
Computer

Ss – T Reading
Writing
 - The teacher asks the children to listen and tick the – The students listen and tick the correct Listening Computer
correct answer( ex.5/67) image. T – Ss Writing
Following this activity, the students will be directed
to another exercise, ex. 6 and 7/67 . -The students match the sentences with the
-The teacher tells the students to write the sentences correct drawing and then write them in Smartboard
in their notebooks. their notebooks.

Assessment 7’ At the end of the activity, the teacher will make Each student will be able to acknowledge Writing
& Feedback remarks on their level of understanding in his/her strengths and his/ her weaknesses as
connection with the topic studied today: the quiz is graded.
“commands”. Listening
T – Ss

- The teacher announces and explains the - The students pay attention to the
homework for their next English lesson: to draw a teacher’s explanations concerning their
Setting treasure map. homework and take notes in their Listening
homework 2’ - The teacher answers the students’ questions (if notebooks. (if necessary) T – Ss Writing Notebooks
any!) about their homework. - The students ask questions about (Ss – T) (Speaking)
their homework (if necessary)

- The students who gave most of the

- The teacher thanks the students for their answers are happy to receive high marks
Ending the 2’ participation in today’s lesson, gives high marks to for their active participation in the English T – Ss Speaking -
lesson the most attentive, active and creative students and lesson. Ss – T
says “Goodbye” at the end of the lesson. - The students respond to the teacher’s
greeting.

*Abbreviations: T – teacher
S – student (pupil)
Ss – students