LESSON PLAN

Teacher: Mihaela Constantina VATAVU

School: coala Gimnazial Gteti
Date: February, 17th
Grade: 4th
Time: 50 min
Classroom management: student centred
Level: Pre - Elementary
Coursebook: Set Sail 4
Unit of Learning: Food
Composition of the class: 22 students aged 10-11
General description of the class: The 4th form students are intelligent, eager to learn and very
enthusiastic. They have benefitted from an extra English hour per week and this has resulted in
Skills: reading, listening (receptive), speaking writing (productive)
Evaluation: - Continue - through analysis of answers, observation, error correction.
-

Final - through feedback and written homework.

Lesson Aims:

To review the vocabulary related to food

To understand the difference between countable and uncountable nouns related to food
To review the plural of the nouns
To introduce new vocabulary: food containers
To express prices in British currency
To get the students make up a short dialogue related to shopping for food
To boost students confidence in their abilities

Lesson Objectives: By the end of the lesson, the students

will be able to distinguish countable nouns from uncountable ones

will be able to use them in a correct way, with the suitable verb form (in plural or in
singular)
will be aware that the uncountable noun can too be used with a verb in the singular, by
means of some words: a box of, a bottle of.

Language functions:

role-play (asking for food and answering in a shop)

Anticipated problems: - Ss may encounter problems in finding the right form for expressing
themselves.
- may be shy or have concentration problems
- may have different problems with the time allotted for each activity.
Materials: Students book, worksheets, PowerPoint presentations, textbook, board
Strategies: ORAL/WRITTEN COMMUNICATION
Types of interaction: T S, S S, pair work, individual work, whole class work
LESSON STAGES
ACTIVITY 1: WARM UP

AIM: to get students ready for the English class by having an informal conversation
(greetings, teachers ice-breaking, How are you?)
TIMING: 2 minutes
TYPE OF INTERACTION: T S, S T
PROCEDURE: Teacher greets Students, asks them how they are. Pupils respond to
informal question. Teacher tells a joke to break the ice.

ACTIVITY 2: HOMEWORK CHECK-UP

AIM: to check whether the students have accomplished their task.

TIMING: 5 minutes
TYPE OF INTERACTION: T S, S T
PROCEDURE: Teacher asks Have you done your homework?, Was it difficult?, Who
wants to read? and then names a few students to read their homework and asks the
others to check and correct if necessary. Students respond individually. Teacher involves
all the class. Homework is checked.

ACTIVITY 3: TRANSITION TO THE NEW LESSON Reviewing food vocabulary and

plurals

AIM: to review the vocabulary related to food, with an emphasis on countable and
uncountable nouns
TIMING: 10 minutes
TYPE OF INTERACTION: T S, S T
PROCEDURE: Teacher draw a table on the blackboard with two columns: We can
count and We cant count. Then T presents a PowerPoint presentation with images of

food. Then teacher hands out small stripes of coloured paper with nouns in the singular
on them
TASKS: Ss have to say the name of the food and fill in the table with the word in the
appropriate column. Then Ss have to write the plural form of the nouns they were given
by T.
ACTIVITY 4: PRESENTATION OF THE NEW VOCABULARY: FOOD
CONTAINERS
AIM: to make students use the new vocabulary
TIMIMG: 10 minutes
TYPE OF INTERACTION: T S, S T
PROCEDURE: Teacher announces the new topic: food containers
STEP 1: LEAD-IN/ELICITATION

Teacher asks Ss to give the plural of some foods (countable nouns). Then T asks students
whether we can count the uncountable nouns. After that she shows students a few pictures
representing different types of containers and repeats the pronunciation in chorus.
STEP 2: EXPLANATION
Teacher tells the students that these new words will help them ask for food in a shop. In
order to of the weather and writes them on the blackboard
STEP 3: ACCURATE REPRODUCTION
Students are asked to solve exercise 1 from the worksheet.
ACTIVITY 5: PRACTISING NEW LANGUAGE

STAGE 1:
AIMS: to make students make up a short conversation in a food shop.
TIMING: 10 minutes
TYPE OF INTERACTION: T S, S T, S S
PROCEDURE: Teacher asks students to read exercise 4, page 44 in their textbook
and then asks two students to role play a two-line short conversation in a food
shop:
Can I have ......, please?
Yes here you are. Thats .........
STAGE 2: FEEDBACK
AIM: to check students understanding of the communicative task.
TIMING: 5 minutes
TYPE OF INTERACTION: T S, S S

PROCEDURE: Teacher pairs some students, gives them some cue cards and asks them to
role play food shop conversations, according to the model.

ACTIVITY 6: ASSESSMENT
AIM: to evaluate students work
TIMING: 6 minutes
TYPE OF INTERACTION: T S
PROCEDURE: Students are asked to solve exercise 2 from the worksheet.

ACTIVITY 7: HOMEWORK ASSIGNMENT

AIM: to assign students homework

TIMING: 2 minutes
TYPE OF INTERACTION: T S
PROCEDURE: For the next time students have to write exercise 5, page 44 from their
textbooks.

ACTIVITY 8: DISMISS CLASS

Teacher says goodbye to the students and thanks them for their attention.