LESSON PLAN

NAME: Mdlina Andronache

DATE: March 28th 2016
CLASS: 4 TH GRADE
NO. OF HOURS PER WEEK: 2h
SCHOOL: LUDOVIC COSMA
TIMING: 50 MIN
TEXRBOOK: WAY AHEAD 2
UNIT: There are lots of people
STRUCTURES: THERE IS/THERE ARE
AIMS: to develop Ss ability to use language in real life situations and to
enlarge Ss vocabulary
OBJECTIVES
By the end of the lesson Ss will be able to:
recycle vocabulary connected to animals and the plural of the nouns
describe some pictures using sentences with there is and there
are..
engage in conversation, provide and obtain information
communicate appropriately, in different ways spoken or written,
using the target language, English.
acquire and apply new vocabulary words
Assumptions:
Ss wont have problems with the grammar structure there is/ there are
and they will easily grasp their meaning
Anticipated problems:
Some of the students may be shy and they could find it difficult to speak
English. The teacher will encourage them to speak even there may appear
minor mistakes.
SKILLS INVOLVED: Listening, Speaking, Writing, Reading
TYPES OF INTERACTION: Teacher-Whole class
 Teacher-Students
Students-Students
Students-Teacher
Group work

MATERIALS: task sheets, blackboard, CDs, videos

EVALUATION: Continuous: through activities, observation
FINAL: through oral and written feedback and homework
TEACHING AIDS: Textbook, worksheets, handouts, pictures
 Activity 1
Warmer
Aims: to warm students; to check Ss homework, to greet them, to create
an appropriate atmosphere for the lesson
Timing: 4
Class management: Individual work
Interaction: Teacher-Whole class
SS-SS
SS-T
Procedure: T greets Ss and asks Whos missing today?; T checks
homework; T asks Ss to group themselves and find a name for their team.
Activity 2
Home on the Range Movie Segment
Aims: to introduce the topic of the text and to provide a context through
which to teach the grammar
Timing:15
Interaction: Teacher-Whole class
SS-SS
SS-T
Group work
Procedure: Ss watch the movie segment Home on the Range and after
that the T asks her students to say sentences about what they see,
using there is and there are. In groups, Ss think of sentences together,
generating a list with the revised vocabulary. Then the T asks the Ss to
share their sentences with the class.
 Activity 3

Presentation

Aims: to raise students' awareness of the difference between there is

and there are in the affirmative, negative and interrogative form

Timing: 7

Interaction: T-S, S-T, S-S, Group Work

Procedure: By inductive teaching, the T makes use of student noticing.

Instead of explaining the new grammar structure and following this
explanation with examples, the teacher presents students with a lot of
examples showing how it is used and then the T, helped by her SS, writes
the new grammar structure on the blackboard.

Activity 4
Scrambled sentences
Aims: to encourage students practice using the phrases there
is and there are in the affirmative, negative, and question forms.
Timing: 7
Interaction: T-S, S-T, S-S, Group Work
Procedure: Parts of the sentences are scrambled and Ss have to arrange
them into the correct order and make sentences using There is, There are

Activity 5
Practice
Aims: to describe four images using there is/ there are sentences and
write them on the blackboard and to give Ss the opportunity to reinforce
and practise the new grammar structure
Timing: 15
Interaction: T-S, S-T, S-S, Group Work
Procedure: T gives some examples; T asks pupils to give examples of
their own; they talk about what they can see in their groups picture; they
ask and answer the questions
Activity 7
Assigning Homework
Aims: to encourage Ss to use their previous knowledge
Timing: 2
Interaction: T-S, S-T, S-S
Procedure: T congratulates Ss using encouraging words and sets
homework