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Lesson Plan

Teacher’s name: Doroftei Andreea- Dumitrița

School: Școala Gimnazială “Doctor Partenie Ciopron” Păltiniș

Level: Beginners

Time: 50 minutes

Textbook: Fairyland 3A, Pupil’s Book

Type of lesson: Lesson of communication of new knowledge

Topic: 1 a Hello!

Vocabulary: related to greetings and introductions

Skills: Speaking, Listening, Reading.

Techniques: conversation, observation, discovery and discussion, dialogues, explanation, exercise, games.

Resources: books, handouts, blackboard, audio-visual materials, pictures.

Interaction: T-S, S-S, pair work, group work,

Anticipated problems: The Ss may not understand some oral commands or tasks; if this happens, they will be
translated into Romanian

Objectives: By the end of the lesson pupils will be able:

- To develop speaking and listening skills;

- To introduce new vocabulary related to greetings and introductions;
- To encourage students to learn the English language through dialogues, games;
- To give students more practice on pronunciation and vocabulary;
- To stimulate students’ imagination.
Stages of the lesson

Stage The teacher’s The student’s Interaction Skills Objectives

of lesson activity activity
The teacher greets the

1.Activity 1 pupils by saying Hello! and The pupils answer and sing Speaking ~To prepare the
presents herself. along. T-S children for the new
Warm-up 3 min.
The teacher plays the theme lesson.
song and encourages
students to sing along.
The teacher pins up the
Fairyland! poster on the
board. The teacher points to The pupils repeat after the T-S Speaking ~To practice the new
2. Activity 2 10 min.
the characters one at a time, teacher. vocabulary.
Lead in and presents them. The pupil who has the
Alternatively, the teacher character holds it up and
hands out the character cut- repeats the name.
outs and says a name.
The teacher says: Open your The pupils open their books
books at page 6 and writes on page 4. ~To check the
number 4 on the board. She T-S Listening students’ ability to
3.Activity 3 5 min.
reads the title and the The pupils listen, repeat and Speaking name the characters;
Speaking 1 students repeat after her. answer the teacher’s
E.g. Teacher: (pointing to questions.
Harry in picture 7) Look!
It's Harry. (pointing to
Mona)Who's this?
Class: Mona!
Teacher: (pointing to Emma
in picture 1) Look! It's…
Class: Emma.etc
The teacher asks the ~ To check the
students to listen to the Listening students’ ability to
4.Activity 4 The pupils listen follow the T-S
dialogue and say which name characters;
Listening 1 lines and complete the task. Speaking
7 min.
picture the sentence was ~ To practice
taken from. Plays the pronunciation;
recording ~To develop speaking
The teacher says the
instructions twice as she
~ To practice
mimes them. The pupils, in pairs, act out the T-S
5. Activity
5 The teacher writes on the dialogues. pronunciation; 10 min.
Reading 2 S-S Reading
board: I am Pat. The ~To develop reading
Pupils repeat after the
teacher. Then she writes:
I'm Pat repeats with What is
and What's. The teacher
Explains to the pupils that
the meaning remains the
same but that we use the
contracted form more often.
The teacher reads out the
dialogue with pauses for the
pupils to repeat chorally.
The teacher explains the
6. Activity
6 ~ To practice
Speaking 3 She gives the cut outs of The pupils enjoy the game. 15 min.
S-S pronunciation;
Mona and Lee to two pupils
and asks them to act out as
in the example.
E.g. Pupil l: Hi, Lee. I'm
Pupil 2: Hi. Erlina. Nice to
meet you.
The teacher writes her name
7. Activity
7 on the board, scrambles the ~ To consolidate
Feed-back letters of her name and The pupils write their magic T-S pupils’ language of the 5 min.
writes her magic name names. S-S lesson.
The writes on the board: My
name is Mrs. Smith. My
magic name is Thims.
The teacher asks students to
write their own magic