LESSON PLAN

DATE: October, 20th, 2014

SCHOOL: Elementary School Fierbinţi
TEACHER: Spătaru Luminiţa Mihaela
FORM: the 4th grade
LEVEL: Elementary, L1
NUMBER OF STUDENTS: 14
TIME: 45 minutes
COURSE: Set Sail 4, by Express Publishing
UNIT: Party time
TOPIC: “Things I do!”
TYPE OF LESSON: Teaching vocabulary and developing communication
SKILLS: speaking, listening, reading

GENERAL AIM OF THE LESSON:

To enable students to talk about leisure activities by describing what they can/can’t do.

OBJECTIVES:

COGNITIVE OBJECTIVES:
 To present and practice the vocabulary connected to leisure activities;
 To describe what activities can the Ss perform;
 To listen for specific information;
 To improve pronunciation and speaking abilities.

AFFECTIVE OBJECTIVES:
 To create a relaxed atmosphere, proper for studying, in order to offer the
background for easy conversation between T and Ss;
 To encourage students to use their English;

ASSUMED KNOWLEDGE:
 Students are already familiar with the characters in the book;
 Ss have grammar and vocabulary knowledge;
 They are used to work in pairs or individually.

ANTICIPATED PROBLEMS:
 Some Ss may not be well motivated to perform some of the speaking
activities so they might be asked to repeat after the teacher.
SKILLS: listening, speaking, reading, writing;

CLASS MANAGEMENT: T-Ss, S-Ss, PW, GW.

MATERIALS USED:
 - Ss textbook – SET SAIL! 4, Express Publishing
- CD and a CD player;
-the blackboard and coloured pieces of chalk;
-worksheets;
-pictures with leisure activities;
- flashcards.

METHOD: Communicative approach;

TEACHING TECHNIQUES: conversation, explanation, observation, dialogue,

independent activities.

ASSESSMENT ACTIVITY: The students will be assessed on class participation.

ACTIVITY I – WARMING UP
Aims: - to create a pleasant atmosphere
- to check their homework
-to review the language of Unit 1
Time: 7 min
Interaction: T – Ss, PW
Procedure: T greets the students, asks them about who’s absent, and invites them to present their
homework. (As a homework, they had to make a poster/worksheet with their families). Three or
four ss will be asked to present their families to the class. Ss will be asked to sing the “One Big
Happy Family” chorus. To review vocabulary, each student will be asked to choose a slip of
paper and group themselves into two teams: Objects and Numbers.

ACTIVITY II – PRESENTATION
Aims: - to present basic vocabulary connected to leisure activities
- to introduce and present the new lesson “Things I do!”
Time: 15 min
Interaction: T – Ss, Ss – Ss, PW
Procedure: T puts the title on the blackboard and explains that today Ss are going to learn about
some pleasant activities. One at a time, T pins up pictures for each activity while ss repeat
(chorally and individually), then they put down the words in their notebooks. T plays the CD
and Ss listen and repeat, chorally and/or individually. Next, T points to a picture (in random
order) and ss have to name the action.

ACTIVITY III— PRACTICE

Aim: - to introduce verb CAN (ability) and use it in a fixed structure
- to make use of the present continuous to describe people’s actions
- to develop the pupils’ listening and reading skills;
Time: 10 min
Interaction: T-Ss, S-Ss, PW
Procedure: T introduces the verb Can, explaining to the ss its meaning (a putea). T writes on the
bb the following structure: “What’s he doing? – He’s cooking. He can cook very well.” Ss, in
pairs, have to ask and answer about the people in Ex.1, substituting the activity underlined with
the other activities. While T unobtrusively monitors, Ss play the dialogue. Where necessary, T
can offer help. Some pairs report back to the class.

ACTIVITY IV - PRODUCTION
Aims: - to use verb CAN (affirmative and negative) to express personal abilities
- to describe what activities can the Ss perform
- to find out about their special abilities.
Time: 10 min
Interaction: T - Ss, PW, Gw.
Procedure: Making use again of the pictures, T says and then writes:
I can play the violin.
T stresses the underlying words, eliciting their meanings, then does the same with the negative
(long and short forms) and with the interrogative.
NEGATIVE: I cannot surf. / I can’t surf.
INTERROGATIVE: Can you skate? –Yes, I can.
- No, I can’t.
Ss repeat.
Next, each ss chooses one of the activities and mimes it to the class while the rest of the ss guess
it.
Then, Ss will receive a worksheet with a “Find someone who…” exercise on it (see Appendix 1)
and they have to go round the class and find someone who can perform those actions.

ACTIVITY V – EVALUATION AND HOMEWORK ASSIGNMENT

Aims: - to evaluate Ss work
- to assign homework
Time: 3 min
Interaction: T – Ss
Procedure: T grades the Ss who have had an active contribution during the lesson (if it is the
case) and accounts for them.
As a homework, Ss have to make a survey in their families and next time they have to report
back to the class about the special abilities of their family members.
FIND SOMEONE WHO:

Can dive

Can ride a horse

Can skate

Can dance

Can swim

Can play the violin

Can draw

Can ride a bike

FIND SOMEONE WHO:

Can dive

Can ride a horse

Can skate

Can dance

Can swim

Can play the piano

Can draw

Can ride a bike

CDs hairbrush

ROLLER BLADES KEYS

MOBILE PHONE GUITAR

HELMET

TWENTY-SIX FOURTY-NINE

SEVENTY- THREE A HUNDRED

EIGHTY-EIGHT THIRTEEN

THIRTY-THREE