LESSON PLAN

DATE: 14th March 2018

SCHOOL: Scoala Gimnaziala Homoriciu, com Izvoarele
CLASS: 4th Graders
NO. OF STUDENTS: 20
TEACHER: Dumitru Raluca
COURSEBOOK: “Uniscan Grup”, Ed. Express Publishing
UNIT: Unit 4
LESSON: ‘’ Animal elections”
TYPE OF LESSON: listening, language acquisition and vocabulary practice
MATERIALS/RESOURCES: activity sheets, flipchart, books, CD,

COMPETENTE:
1.1 Identificarea indicarea mesajelor clar articulate, mesaje simple în contexte cunoscute.
1.2 Urmărirea unor instrucțiuni simple de orientare, în vederea atingerii unui obiectiv
1.3.Manifestarea interesului pentru înțelegerea de detalii dintr-o varietate de mesaje orale
simple, articulate clar și rar (filme, cântece pentru copii)
3.1 Identificarea informaţiilor în texte simple.
4.1.Completarea unui chestionar cu detalii personale (nume, prenume, adresă, vârstă,pasiuni)

AIMS:
To develop and practice:
-new vocabulary related to animals
-animals description
-structure: comparative of the adjectives
-integrated skills: listening, speaking, writing, reading
STAGES OF THE LESSON:

1 WARM UP: Teacher greets the students, verifies their homework and reactivates previous
information
TIMING: 5 min
INTERACTION: T-Ss, S-s, S-T
COMPETENCES: listening, writing, speaking, reading
TEACHER DOES: The teacher gives the students some riddles and asks them to read them
aloud. (Annex 1)
Then, she asks the students to say why the lion is called ‘the king of the jungle’.
The teacher also asks them if they think that the lion deserves to be the president of all the
animals.
She writes on the blackboard the title of the lesson ’’Animal elections’’ and announces the
objectives.
STUDENTS DO: Students come up with answers and personal opinions related to the given
topic.

2. LEAD IN
(INTRODUCING NEW VOCABULARY)
TIMING: 10 min
INTERACTION: T-Ss, S-s, S-T
COMPETENCES: listening, speaking, reading, writing
TEACHER DOES:
She plays on the video projector the story ‘’Animal elections’’.
After listening the story, the students are asked to fill the gaps of an exercise on the flipchart.
STUDENTS DO: choose the appropriate words which describe the animals.
OBSERVATION: The worksheet contains elements of vocabulary that were presented in the
story.

3. PRESENTATION
(INTRODUCING NEW VOCABULARY)
TIMING: 10 min
INTERACTION: T-Ss, S-s, S-T
COMPETENCES: listening, speaking, reading, writing
TEACHER DOES:
The teacher asks the students to translate the written exercise and also asks them if they
can see any difference in the way the adjectives are written.
 She offers the students the theoretical information about the comparative form of the short
adjectives.

If we want to compare one thing with another, or a person with another, we have to add ‘’er’’
at the end of the adjectives and the word ‘’than’’ which helps to compare.

E.g: smart-smarter

If the adjective has before the final letter , a vowel, we have to double the final letter.
E.g.: big-bigger
If the adjective ends in ‘’y’’ , we change the letter into ‘’i’’ and we add ‘’er’’
E.g. happy-happier

If the adjective ends in double letter , we add only’’er’’.

E.g. tall-taller

STUDENTS DO: Write in their notebooks the new information

OBSERVATION: The theoretical information are given in their own language foe a better
understanding. The teacher also repeat the information if it is necessary.

4. GUIDED PRACTICE
TIMING 10 min
INTERACTION: Ss-Ss, T-S, T-Ss
COMPETENCES: writing, reading, speaking, listening
TEACHER DOES: Teacher gives students a worksheet with exercise to practice the new
information. (Annex 2)
STUDENTS DO: In pairs, students solve the exercise.
OBSERVATION: They practice the comparative of the adjectives.

5. FURTHER PRACTICE
TIMING: 10 min
INTERACTION:S-S, Ss-Ss, T-S, T-Ss
COMPETENCES: Speaking, listening
TEACHER DOES: She tells students that they will solve another exercise. (Annex 3)
Students get worksheets and in turn they have to form sentences.
STUDENTS DO: Solve the exercises.
OBSERVATION: They practice the comparative of the adjective.

6. CONSOLIDATION/REINFORCEMENT
TIMING: 3 min
INTERACTION: S-T, Ss-Ss, T-Ss
COMPETENCES: speaking, listening
TEACHER DOES: Asks students which animal they think will be the new president and
why. They write their answers on their notebooks.
She plays the end of the story in which it is revealed the new president of the animals.
STUDENTS DO: Express preferences freely.
OBSERVATION: Some of them may need help from the teacher to express ideas. The other
students may come up with observations, questions or comments.

6. FEEDBACK

TIMING: 3 min
INTERACTION: T-Ss
COMPETENCES: Listening, reading
TEACHER DOES: Assesses the lesson.
STUDENTS DO: Express their opinions freely.

7. HOMEWORK:

TIMING: 2 min

Teacher ask students to choose a president for their class but also to have arguments for their
choice.
 ANEXIS 1

This is something black and white

But it’s not an old TV
It’s a type of animal
That starts with the letter Z (The Zebra)

If you see one when you’re camping

It might give you a big fright
They can be black, brown or grizzly
And pandas are black and white (The bear)

Some people are scared of this creature

Because it can have a big bite
So be careful out in the ocean
One of its kind is a Great White (The Shark)

I am a large animal
Some might say I’m jumbo
I was once in a movie
Which had the name Dumbo (The Elephant)

This is a brave animal

And we know this because
He has a courage medal
From the Wizard Of Oz (The Lion)
 ANNEX 1’

This is something black and white

But it’s not an old TV
It’s a type of animal
That starts with the letter Z

If you see one when you’re camping

It might give you a big fright
They can be black, brown or grizzly
And pandas are black and white

Some people are scared of this creature

Because it can have a big bite
So be careful out in the ocean
One of its kind is a Great White

I am a large animal
Some might say I’m jumbo
I was once in a movie
Which had the name Dumbo

This is a brave animal

And we know this because
He has a courage medal
From the Wizard Of Oz
 Annex 2

Look in the table, make questions and give short answers. Then complete the table.

small tasty fast heavy tall long happy lazy big

funny friendly short slim

fat dark noisy thin healthy smart hot

tasty - tastier small-smaller big - bigger

 Annex 3

Say the difference:

1. Cat/mouse/small
2. Dolphins/parrots/smart
3. Rabbit/tortoise/fast
4. Kangaroo/giraffe/tall
5. Crocodile/dolphin/short
6. Whale/seal/long

1. The mouse is smaller than the cat.

2.
3.
4.
5.
6.
 Annex 2

Look in the table, make questions and give short answers. Then complete the table.

small tasty fast heavy tall happy lazy big

funny friendly short slim

fat dark noisy thin healthy smart hot

tasty - tastier small-smaller big - bigger

heavy-heavier tall-taller slim-slimmer

happy-happier fast-faster fat-fatter

friendly-friendlier short-shorter thin-thinner

lazy-lazier dark-darker hot-hotter

noisy-noisier smart-smarter

healthy-healthier

funny-funnier
 Annex 3’

Say the difference:

1. Cat/mouse/small

2. Dolphins/parrots/smart

3. Rabbit/tortoise/fast

4. Kangaroo/giraffe/tall

5. Crocodile/dolphin/short

6. Whale/seal/long

7. The mouse is smaller than the cat.

8. The dolphins are smarter than the parrots.

9. The rabbit is faster than the tortoise.

10. The giraffe is taller than the kangaroo.

11. The dolphin is shorter than the crocodile.

12. The whale is longer than the seal.