LESSON PLAN

TEACHER: Bostan Laura

DATE: the 22nd of March 2019

CLASS: 3 (4th year of study)

NUMBER OF STUDENTS: 23 (1 student with difficulties in learning)

SCHOOL: “Cezar Petrescu” Hodora

TIME OF LESSON: 10:00-10:50

TEXTBOOK: Fairyland 3, Jenny Dooley, Virginia Evans, Editura Express Publishing

UNIT: Unit 9 (Clothes)

LESSON: My new clothes! (L1)

TYPE OF LESSON: Combined - Speaking

LESSON AIMS:

1. To create a pleasant atmosphere

2. To create interest in the topic
3. To understand the topic of a normally uttered message
4. To introduce new vocabulary items (clothes) and grammar notions (Present Continuous
- Affirmative)
5. To develop listening comprehension
6. To develop speaking comprehension
7. To develop reading comprehension
8. To develop writing comprehension

DIDACTIC STRATEGIES:

a) Methods and skills

- spidergram (in the .ppt presentation)
- Listening
- Speaking
- Reading
- Writing
b) Materials and aids
- Blackboard and chalk
- Students’ notebooks
- Realia (.ppt presentation, flashcards, song, handouts)
- hand-outs
- Bingoletto - Învăţ limba engleză - Haine şi accesorii, Editura Gama
- Fairyland 3 - Activity Book, Jenny Dooley, Virginia Evans, Express Publishing
 - https://www.youtube.com/watch?v=5xq1bfk-2XI

STUDENTS’ GROUPING: individual work, pair work

INTERACTION: T-Ss, S-S, Ss-T

COMPETENCES: 1.1, 1.3, 2.2, 2.3, 3.1

WARMING-UP

AIMS: 1, 2, 3

PROCEDURE:

- T. greets the Ss. and checks if the Bb. is clear and if the date is written

- T. checks the attendance list by asking a S. to name the absents

- T. asks the Ss. to perform "The Body Song" in order to revise the main parts of the body and
create a "bridge" towards the main vocabulary topic of the lesson (clothes)

- T. introduces the topic of the lesson by asking the Ss. what colour her clothing items are.

- T. writes the title of the lesson on the Bb. (“My new clothes!”) and states the main objectives

INTERACTION: T-Ss., Ss. - T

TIMING: 5’

PRE-SPEAKING:

AIMS: 3, 4, 5, 6

PROCEDURE:

- T. shows the Ss. several flashcards with various items of clothing and accessories (T-
shirt, shirt, dress, jacket, skirt, trousers, cap, shoes, schoolbag/backpack, umbrella). The
Ss. are asked to say which of them goes on the head, shoulders, body, legs and feet

- Ss. are asked to identify the objects in terms of colour ("What colour is the cap?", "Which
object is blue? The shirt or the jacket?")

INTERACTION: T.-Ss.; Ss.-T.

TIMING: 10’

EXTENSIVE SPEAKING:

AIMS: 5, 7

PROCEDURE:
 - T. shows the Ss. a .ppt presentation ("Clothes")

- Ss. are asked to copy the new vocabulary items in their notebooks (slides 2-5)

- T. explains slide 6 (forming of Present Continuous - Affirmative)

- Ss. are asked to copy the information in their notebooks

INTERACTION: T.-Ss., Ss.-T.

TIMING: 15’

INTENSIVE SPEAKING:

AIMS: 5, 6, 7, 8

PROCEDURE:

- Ss. are asked to say what the children on slide 7 are wearing

- T. asks for several volunteers to be described by their classmates

- T. writes the examples on the Bb. and the Ss. are asked to copy them

- Ss. are asked to correct the mistakes on slide 8.

INTERACTION: T-Ss., S-S, Ss.-T.

TIMING: 15’

POST SPEAKING:

AIMS: 5, 6, 7, 8

PROCEDURE:

- Ss. watch the video clip (Pinkfong - Clothes) and are encouraged to say the differences
between the words from the song and the words from the lesson ("pants" - American
English, "gloves" - new vocabulary)

- T. explains the difference between pants and trousers

- T. plays the song again and Ss. sing it

- T. asks for feedback

- T. gives homework (Activity Book, page 61/exercises 3 and 4) - See ANNEX 1

INTERACTION: T-Ss., Ss.-T.

TIMING: 5’