Lesson plan

Textbook:
Teacher: Alexandra-Maria Petrică
Class: I B
Level: Beginner
Date: May 15th 2018
Topic: Food and animals
Type of lesson: Review
Time: 50 minutes
Materials: Copybooks, work sheets, chalk, board.

Language skills: - Speaking ( productive skill );

- Reading ( receptive skill );
- Writing ( productive skill );
- Listening ( receptive skill ).

General aims: - to arouse the Ss’ interest in the subject of the new lesson;
- to improve and revise their vocabulary;
- to improve their knowledge about animals and food
- to develop communication during class;
- to make Ss use their previous knowledge;
- to check if the Ss have assimilated the vocabulary;

Specific aims - by the end of the lesson, the Ss will be able to:
 recognize wild animals, domestic animals and the various types of food.
 to be able to say a few things about their favourite animal or their pet.

Teaching techniques:
- Conversation;
- Reading;
- Listening;
- Matching exercises;
- Bingo game with foods and animals.

I. 1) Warm up ( 5 minutes)
Aims: to create a relaxed atmosphere;
to prepare the Ss for the class;
Language: all and any;
Activity organization: all the Ss participate in the conversation and activity;
Skills: speaking,
Possible problems: the Ss may be noisy and fuss.
Interaction: T-S, S-T

The teacher greets the class and asks them the routine questions:
 How are you today?
 Are they any absentees today?
 I also need you to write your names on a piece of paper, so

2) Checking homework ( 7 minutes)

Aims: to correct any errors that may occur during speaking and in writing;
to encourage Ss to develop self – discipline in taking responsibility for their own
learning and organisation.
Language: all and any;
Activity organisation: the Ss answer individually;
Skills: speaking, vocabulary, grammar;
Possible problems: the Ss may not have thoroughly revised the previous lesson before
solving the homework.

The T asks the Ss to write the exercises on the board.

The T tries to involve weaker and shyer Ss also.
The T expresses her opinions about the way the Ss have accomplished their homework.

II. 3) Lead in ( 2 minutes )

Aim: to arise Ss’ interest in what they are about to study;
Language: all and any;
Activity organisation: the T speaks to the whole class;
Skills: speaking;
Possible problems: the Ss may fuss.

The T asks: “What was your previous lesson about?”

Expected answer: “We talked about food/ animals.”
The T says: “ Today we are going to review what you have learned in this Unit.”
The T writes on the board: “Food and animals - Revision”

4) Context: a text with various animals and food: ( 15 minutes )

Aims: to consolidate the Ss’s knowledge about what they have learned;
to improve Ss’ vocabulary;
to improve Ss’s speaking skills;
Language: all and any;
Activity organisation: the Ss do the exercise individually and in pairs;
Skills: vocabulary, speaking, writing;
Possible problems: the Ss may not know some of the vocabulary;
the Ss may find it difficult to express themselves in English orally.

The T gives the Ss handouts with a text called “Visiting my grandparents”, and discusses
it with the Ss. The T tells the Ss to take a look at the second exercise of the handout and asks
one of them to read the instructions, translating any unknown vocabulary. The T explains to
the Ss that, in order to do the exercise, they will have underline with one line the animals and
circle the food. Then she asks the Ss to do the exercise in 5 minutes.
 The exercise is checked on the board so that the T can check possible form or spelling
mistakes ( As a feedback activity ).

5) Context: an exercise with animals: matching actions with the animals in the image
( 7 minutes )
Aims: to improve Ss’s knowledge about animals;
to improve Ss’ vocabulary;
to improve Ss’s speaking skills;
Language: all and any;
Activity organisation: the Ss do the exercise individually and in pairs;
Skills: vocabulary, speaking, writing;
Possible problems: the Ss may not know some of the vocabulary;

The T tells the Ss to take a look at the second exercise of the handout and asks one of
them to read the instructions, translating any unknown vocabulary, then she explains to the
Ss that, they have to pay attention to the images and the actions. After that, she asks them to
do exercise two, which is checked orally, after the Ss have finished doing it.

III. Follow up ( 12 minutes )

Context: a Bingo-game with animals and food
Aims: to revise the animals and food;
to make rules;
to encourage communication during class;
to make the Ss use their previous knowledge about food and animals
to make Ss use their previous vocabulary knowledge;
to make Ss think creatively;
Language: all and any;
Activity organisation: the Ss do the exercise individually;
Skills: vocabulary and speaking;
Possible problems: the Ss may not know some of the vocabulary;
the Ss may make mistakes in matching the names with the images;
the Ss may find it difficult to express themselves in English orally.

The T gives each student a card with six items (food and animals) and as she reads from
the notes the words, the Ss have to cross it with an “X” and when somebody has all the
images signed, he or she has to say “Bingo!”.
T checks if all the words crossed were said.

7) Assigning homework ( 2 minutes )

The T tells the Ss that they have to do exercise no 3 on the work sheet as homework. The T
explains what they have to do in order to solve the exercises correctly.

At the end of the class, the T congratulates the Ss using encouraging words and says
“Good-bye!”.