LESSON PLAN

SCHOOL: GRADINITA OAC

TEACHER: ONECI ELIZA

DATE:21.03.2019

FORM:

NUMBER OF STUDENTS: 8

LESSON TOPIC: Farm animals

VOCABULARY:

-dog, cat, cow, horse, donkey, duck, goat, rabbit, goose, turkey, sheep, farm,

farmer, barn, stable, duckling, gosling, foal, bunny, puppy, kitten, calf, kid,

lamb, chick

Places where they live: stable, hutch, coop, basket, pond, pig pen, sheep pen,

kennel

STRUCTURES:

- What animal is this? This is the…

- Where does it live?
- It lives in the stable, hutch, coop, pond, basket, kennel,
- What does it eat?
- It eats grass, hay, corn, wheat.

TYPE OF LESSON: Mixed lesson

SKILLS INVOLVED: listening, speaking

SPECIFIC COMPETENCES
-1.1 to identify the global significance of a clearly articulated oral message in a familiar context
-1.3 to understand age appropriate oral messages
-2.2 to participate in everyday conversations about familiar topics
-3.2 to understand the global significance of simple texts about familiar topics
-3.3 to understand simple familiar messages from friends, peers, teacher.

AIMS:
A) SPECIFIC AIMS: by the end of the lesson the Ss will be able to:
 recognize domestic animals, their babies, the food and the place
where they live
 answer simple questions;
 develop speaking and listening skills;
 follow instructions.

B) AFFECTIVE AIMS:
 to create a warm atmosphere in order to offer the background for
smooth, easy conversations between teacher and students;
 to have fun;
 to create interest in the topic.
ASSUMPTIONS:

The students may:

 be familiar with vocabulary related to the topic;
 have difficulty in pronouncing the words correctly;
 have difficulties in retaining all the new words;
 be noisy when solving the tasks or singing songs. T will alternate
the activities in oder to fix all the problems and to make the lesson
more pleasant and interesting.

INTERACTION: T- Ss ; Ss-T ; IW ; GW
TEACHING TECHNIQUES:
- conversation;
- songs;
- brainstorming;
- explanation.

METHODS OF TEACHING: Communicative Language Teaching, The

Natural Approach (the Affective Filter Hypothesis), Total Physical Response and
Stephen Crashen`s Language Acquisition Theory

TEACHING AIDS: images, flashcards, toy animals, farm diorama

A). BIBLIOGRAPHICAL:
1. Official: The Curriculum for Secondary Education
2. Methodical: Jeremy Harmer: “The Practical of English Language
Teaching”, Longman, UK, 1991

B). HUMAN: the students of the class, the teacher

TIME: 50`

PROCEDURE

ACTIVITY 1: WARM-UP (5`)

Procedure: T enters the class, greets the Ss and Ss answer.
T tells the Ss that they are going to play the game: The animal sound. They need
to guess the animal by its sounds.
Aims: -to assure the introductive part of the lesson;
- to revise greetings and motivate Ss for the revision song;
- to prepare children for the lesson;
- to break the ice;
- to make Ss feel comfortable in the class and relax them.
Skills: speaking
Techniques: conversation
Interaction: T->Ss, Ss>T

ACTIVITY 2: LEAD-IN (4`)

Procedure: T places some flashcards on the floor. There are animals on the farm
and their babies. Ss say all the words.
Aims: - to assure a proper transition between the moments of the lesson;
- to capture Ss’ interest and attention;
- to introduce vocabulary related to the topic;
- to familiarize Ss with the words.
Skills: listening, speaking
Techniques: discussion
Interaction: T->S; S->T

ACTIVITY 3: Farm animals, babies, house and food (10`)

Procedure: T tell the student that they need to find the mother and the baby and
to put them on the board. They care in turns and they find the right pairs.
Then, they need to fin the place where they live because the babies are tired and
they need to go to bed. Ss come in turns and find the right flashcards.
Then the babies are hungry and Ss need to come and feed them.

Aims: - to have fun and relax;

- to check Ss’ visual skills;
- to present the kids the farm animals;
- to create a pleasant atmosphere;
Skills: listening, watching
Techniques: discussion
Interaction: T->S; S->T.

ACTIVITY 4: Riddles(10’)
Procedure: T tells kids that she has a challenge for them: riddles. Kids love
riddles so T says that it’s time to start.

Aims: - to put the Ss in touch with the topic;

- to make Ss attentive;
- to reinforce and enrich the vocabulary
- to learn words related to the topic;
- to develop speaking and listening skills;
- to enrich Ss’ vocabulary.
Skills: listening, speaking
Techniques: discussion
Interaction: T->S; S->T.
ACTIVITY 5: EVALUATION (2`)
Procedure: T appreciates all the Ss and gives them applause and a special
reward for their great job. All the Ss get some special stars as a reward.
Aims: - to increase Ss` self confidence and encourage them in their study of
English;
- to give feedback to the class;
- to say how well the Ss performed the tasks
Interaction: T->Ss.