Școala

LESSON PLAN

Name:
Date:
Class: 4th grade
Class level: Beginner
Textbook: Jenny Dooley – Virginia Evans, Limba modernă – engleză. Clasa a IV-a. Semestrul I,
Express Publishing, Uniscan – Grup Educational.
Unit: 4 – A space trip
Topic: vocabulary – spaceship, planet, moon, astronaut
Grammar – Present Simple
Time: 50 minutes
Teaching techniques: conversation, explanation, exercises, games, songs.
Teaching aids: blackboard, textbook, laptop, CD, flashcards, stamp/sticker.
Skills: reading, speaking, listening and writing.
Class management: the roles of the teacher: Controller, Assessor, Organiser, Prompter,
Participant, Resource, Tutor, Investigator. Pupils groupings: individual work, pair work.

CLASS DESCRIPTION
Level: Beginner
The pupils are between the ages of 10-11, both boys and girls and they are in the fifth year of
English studying.

TIMETABLE FIT
The class takes place on Monday and on Thursday from 10.45 to 11.30. The pupils are generally
enthusiastic. The pupils have 2 English classes per week.

AIMS:
1. To give pupils practice in reading short texts.
2. To give pupils practice in listening for understanding details.
3. To enable pupils to use jobs and space vocabulary.
4. To give pupils practice in writing about the daily routine.
5. To give pupils practice in speaking about what they want to become.

1
 ACTIVITIES, PROCEDURES AND TIMING
Activity Aims Aids Interaction Procedure Timing
Organizational T-S T greets the pupils and checks attendance.
2’
moment
T checks each pupil’s homework set in the
last lesson.T asks each pupil some question
Worksheets, about their homework sheet, gives a lots of
T–S
Warm - up stamp/sticke praise and then puts some kind of mark on 5’
S, S, S
r the homework sheet (a sticker or a stamp).
After that, pupils put their homework back
into their bags.
Blackboard
T plays the song The Green Cross Code
Lead-in: 2 Notebooks T–S
from Unit 3c, encouraging the pupils to sing 5’
Listening Laptop S, S, S
along and do the actions.
CD
T puts the flashcards on the board, one at a
time. T points to each flashcard, writes the
word underneath, and says the corresponding
word. The pupils listen and repeat, chorally
and/or individually.
T points to the flashcards in random order
and asks individual pupils to say the words.
Flashcards Asks the rest of the class for verification.
Introduce new Pupils’book T–S
3 6’
vocabulary Blackboard S,S,S Pupils’ books open. T writes a big 30 on the
CD board and asks the pupils to open their books
at page thirty. T reads the title of the unit and
has the pupils repeat after her. T
explains/elicits the meaning of the phrase A
space trip. T plays the recording. The pupils
listen and repeat, chorally and/or
individually. T checks their pronunciation
and intonation.
T reads the instructions. Goes through the
pictures of the dialogue and sets the scene by
asking questions.
e.g. Teacher: What do the characters see in
the mirror in picture 1?
CD Pupils: The moon. etc
T–S
Listening 2 Blackboard T writes on the board: Andy goes to a 5’
S, S,S
Pupils’book different planet every week. The pupils listen
to the dialogue and say whether the sentence
is True or False. Play the recording. The
pupils listen, follow along and complete the
task.
Answer: True

2
 T explains the task. Allows the pupils some
time to read the dialogue. Asks individual
T–S
Reading 1 Pupils’book pupils to answer. Asks the rest of the class 4’
S,S, S
for verification.
1 yes 2 yes 3 no 4 no
Pupils’ books closed. T refers the pupils to
the greengrocer flashcard on the board. T
says and then writes: I’m a greengrocer. I
sell vegetables. The pupils repeat, chorally
and/or individually. T underlines the word in
bold. T revises the form and the use of the
present simple. Explain that it is used to
describe habitual actions (something that
happens regularly, such as working at a
place). T writes the second and the third
person singular on the board. T underlines
the -s in the third person. T explains that the
third person singular is usually formed by
adding -s to the verb.
T points out that there are exceptions to the
Pupils’book
rule. T writes these verbs on the board:
Introduce new Blackboard T–S
4 know, make, do, fly, and shows the pupils 10’
grammar Notebook S, S, S
how the third person singular is formed
flashcards
(knows, makes, does, flies).
T focuses the pupils’ attention on the
pronunciation of the suffixes. T presents the
interrogative, negative and the short answers
in the same way as the affirmative.
T points out that we need do to form the first
and second person singular and does to form
the third person singular.
Pupils’ books open. T asks the pupils to read
the sentences and the verbs in the grammar
box. T reads the instructions. Allows the
pupils some time to complete the task in
their notebooks. Checks their answers. 2
greengrocer, sells 4 mechanic, fixes 3 baker,
makes
Writing 4 Pupils’book T–S T reads the instructions and explains the 5’
S, S, S task. T goes through the table and elicits any
unknown words. The pupils look at the table
and make sentences orally in class.
(Suggested answers)
When Mona grows up, she wants to be a
famous singer.
She doesn’t want to have a big car. She

3
 wants to go into space. She doesn’t want to
be a footballer. She wants to buy a big boat
and she wants to go to Africa. etc
T explains the task. Individual pupils use
their own ideas or the ideas in Ex. 5, to talk
about what they want/don’t want to do when
T–S
they grow up.
Speaking 5 Pupils’book S, S, S 6’
(Suggested answer)
S-S
When I grow up, I want to be a doctor. I
want to have a big house. I don’t want to buy
a boat. etc
Then, T makes appreciation about pupils
involvement and explains them how to solve
the exercise they have as they homework:
the pupils will have to draw a picture of
something they like (e.g. a sport, food, etc).
Then, in pairs, the pupils look at their
Close-up T-S partner’s picture and act out dialogues 2’
similar to the example. T will go around the
classroom monitoring the activity.
(Suggested answer)
A: Do you like computer games?
B: Of course I do! I play computer games
every day.

POSSIBLE PROBLEMS SOLUTIONS

Some pupils may be too shy to answer even though T encourages them to answer even though they are not
they know the answers. sure of their answer.
Some pupils may be very distracted from the T will ask them to take part in the activity and offer
activities. their own examples or T will ask them to act out short
dialogues related to the topic.
Pupils may write incorrectly several words T will help them write correctly.

Additional Possibilities
1. T encourages pupils to act out more dialogues on the given topic.
2. T asks pupils to watch an animated video and do the actions which are shown there.
3. T encourages pupils to play some games in order to practice the forms for the Present Simple.
4. T brings some songs related to jobs and daily routines.