LESSON PLAN

TEACHER: Florentina-Rebeca Filimon SCHOOL: coala General Lazr Tmpa Alma DATE: 28th May 2012 CLASS: the 4th LEVEL: 2nd year of study NO. OF HOURS PER WEEK: 2 NO. OF STUDENTS: 23 TEXTBOOK: Way Ahead 2 - Macmillan UNIT 19: SHE IS FIRST! LESSON: Lessons 1 and 2: Ordinal numbers (1st to 10th) and Describing actions. STRUCTURES: Where is/are he/she/they? What is/are she/he/they doing? Which one is it? Is he/she first? FUNCTIONS: Telling ordinal numbers Talking about present activities VOCABULARY: ordinal numbers, describing actions. SKILLS: speaking, reading, listening to the teacher, writing OBJECTIVES: by the end of the lesson students will be able to: 1. to discriminate between cardinal and ordinal numbers 2. to participate actively in a dialogue 3. to form questions using the present continuous tense 4. to give short answers using the present continuous tense TEACHING AIDS: textbook, worksheets, pictures, crayons, a ball, coloured chalk, blackboard TEACHING TECHNIQUES: conversation, explanation, dialogue, game, role-play, exercise, TIME: 50 LOCATION: the classroom

Stages of the lesson

ORGANISATION OF THE CLASS : * T greets the Ss and asks, introduces herself and asks them a few ordinary questions. * T asks the S on duty to tell the absentees and writes them in the catalogue; Aim - to make a pleasant atmosphere for the lesson. Time - 3 minutes ACTIVITY 1 (Warming-up) : * T asks Ss to introduce themselves and say how many brothers or sisters they have, passing a ball from one student to another. Hello. Im Tyna and I have two sisters a brother. * Ss play the game and throw the ball from one S to another giving the required information. Time 5 min ACTIVITY 2 (Presenting the new lesson) : * T shows to the Ss two pictures which will lead them into the subject of the lesson and ask them a few questions to see what they think the lesson will be about. * T tells them that they are having a new lesson in which they will learn to use and say the ordinal numbers. * T writes on the blackboard the new title (Ordinal Numbers Numerale Ordinale) and asks the Ss to do the same in their notebooks. * T writes on the blackboard the (cardinal) numbers from 1 to 10 and explains to the Ss the difference between the cardinal and ordinal numbers, then she writes the form for each ordinal number + the short form. T uses coloured chalk to underline the specific ending for ordinal numbers. T gives them additional vocabulary. Time 20 min ACTIVITY 3 (Consolidation of the Ordinal Numbers) : *T gives the Ss the ball once again and asks them to tell her what is their ordinal number as a child in their family. (Only 10 children) I am the second child in my family. Time 2 min

ACTIVITY 4 (Describing actions, asking and answering questions) : * T tells the Ss to open their books at page 96 (ex. 2) and look at the picture and asks them what are the children doing? T gives them the unknown vocabulary, and they solve together the task. * T asks Ss to look at the next exercise and read the example and then solve this task too. Time 10 min ACTIVITY 5 (Group work activity) : * For this activity the Ss are divided in three groups. * The teacher gives them worksheets and students have to fulfil the tasks. G 1: Colour the shapes in the correct ordinal number G 2: The dogs are in a race G 3: My tasty scoops of ice cream Ss solve the tasks in their groups. At the end of the activity each group has to present their worksheets. T will praise all Ss and will give a medal to each group for their activity. Time 9 min ASSIGNING HOMEWORK: * T tells the Ss to do ex 3/ 97. Time 1 min.