LESSON PLAN

Proposed Teachers of English: SECU IRINA-NICOLETA and ȘERBAN ELENA-

ANDREEA
Grade: 2th
Number of students: 28
Time: 45 minutes
Classroom Management: STUDENT- CENTRED LEARNING
Strategies: ORAL and WRITTEN COMMUNICATION.
Types of interaction: T  S, S  T
Level: ELEMENTARY
Subject: ENGLISH
Unit of learning: THE SEASONS AND THE WEATHER
Main focus: LANGUAGE FOCUS
Date: March, 26th

Aims:
 to give students practice in speaking and comprehension skills;
 to introduce the new vocabulary: seasons ( spring, summer, autumn, winter),
weather (sunny, snowy, windy, cloudy, etc);
 to make pupils feel more positive about using English in short conversations;
 to practise the revised vocabulary.

Language functions:
 Introducing the new vocabulary.
 Describing the seasons and the weather.
 Asking / answering questions about the classification of seasons and weather.

Assumed Knowledge: Students are familiar with:

 Oral commands like: Please, stand up. Go to the board.
 Verbs: to like, to be, to have, to do.
 Numbers: one, two, three, four, five, six, seven, eight, nine, ten.

Anticipated problems: If there are any unknown words or students have difficulties in
understanding, the teacher will clarify them.

Materials: video projector, flashcards, whiteboard, worksheets, notebooks.

LESSON STAGES

ACTIVITY 1: WARM UP
 AIM: to get students ready for the English class by having an informal
conversation (greetings, How are you today?)
 TIMING: 2 minutes
 TYPE OF INTERACTION: T  S, S  T

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  PROCEDURE: Ts greet the Ss, Ts introduce themselves. Ts check if a student is
absent.

ACTIVITY 2: HOMEWORK CHECK-UP

 AIM: to check if students did the homework and can reproduce the vocabulary
taught at the lesson Food and drink.
 TIMING: 3 minutes
 TYPE OF INTERACTION: T  S, S  T.
 PROCEDURE: Ts ask some Qs like “Have you done your homework?” “Was it
difficult?”, “Who wants to read?” and then Ts name a few pupils to read their
homework and ask the others to check their homework and correct it if necessary.
Pupils respond individually. Teachers involve all SS. Everybody’s HW is
checked.

ACTIVITY 3: TRANSITION TO THE NEW LESSON

 AIM: to make the connection between the information that pupils already have
and the new information (seasons and weather vocabulary)
 TIMING: 10 minutes
 TYPE OF INTERACTION: T  S, S T.
 PROCEDURE: Ts write on the whiteboard the seasons and the weather and then
the pupils have to match and put the right pictures on the words. If they need, Ts
will help them. After that, Ts give Ss worksheets and explain them what they have
to do. We will correct the worksheets and if there are any unknown words or
students have difficulties in understanding, teachers will clarify them. (Annexe1)

ACTIVITY 4: PRESENTATION (NEW LESSON PROPER)

 AIM: to introduce and explain the new words of the new vocabulary (seasons and
weather).
 TIMING: 17 minutes
 TYPE OF INTERACTION: T  S, S  T, SS.
 PROCEDURE: Teacher announces the new topic: THE SEASONS AND THE
WEATHER.

 STEP 1: LEAD-IN / ELICITATION

Ts show images of seasons and weather. They listen to the words, repeat them and
write them in their notebooks with the Romanian translation. Teacher also writes
them on the board.

 STEP 2: EXPLANATION.
Ts mention the four seasons and the types of weather. They write them in their
notebooks with the Romanian translation.

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  STEP 3: ACCURATE REPRODUCTION
Ts will introduce to Ss a clip with the weather. Ts ask Ss if they have liked the
clip with the weather and they will repeat the new vocabulary with the Ts’ help.

STAGE 2: FEEDBACK
 AIMS:
- to consolidate what was learned during the class and to recycle some
vocabulary.
-to offer more practice
 TIMING: 5 minutes
 TYPE OF INTERACTION: TT  S, S  T
 PROCEDURE: Ts ask Ss which the four seasons and and the types of weather
(spring, summer, autumn, winter; cloudy, cold, foggy, hot, raining, snowing,
stormy, sunny, windy).

ACTIVITY 5: ASSESSMENT
 AIM: to evaluate Ss’ work
 TIMING: 5 minutes
 TYPE OF INTERACTION: T  S, S  T.
 PROCEDURE: Ts make on the whiteboard a chart with the four seasons. Ss write
on the whiteboard the weather of each season . (Annexe 2)

ACTIVITY 6: HOMEWORK ASSIGNMENT

 AIM: to assign Ss’ HW
 TIMING: 3 minutes
 TYPE OF INTERACTION: T  S
 PROCEDURE: “For the next time you have to do the exercises 1 and 2 from the
worksheet given. (Annexe 3)”. At exercise 1 they have to match the weather with
the seasons and for the exercise 2 they have to respond with YES or NO.

ACTIVITY 7: DISMISS PUPILS. Teacher grades the students. Greetings.

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ANNEXE 1

Name:…………………………………….

THE SEASONS

Write the missing letters:

1. S _ _ I N G

2. W_ _ _ _ R

3. S _ _ M _ _

4. A _ T _ _ N

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 ANNEXE 2

IT’S CLOUDY! IT’S HOT!

IT’S RAINING! SPRING SUMMER IT’S SUNNY!

IT’S STORMY! AUTUMN WINTER IT’S

SNOWING!

IT’S WINDY! IT’S COLD!

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ANNEXE 3

Name:……………………………………….

1. Look and match the weather with the seasons:

IT’S SNOWY! IT’S SUNNY! IT’S RAINY! IT’S WINDY!

SUMMER SPRING WINTER AUTUMN

2. YES / NO
I like sunny days! ……
I don’t like winter! ……
I like rainy days! ……
I don’t like hot days! ……