Lesson Plan: Speaking

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LESSON PLAN
Teacher: Roxana – Delia Onit

Grade: 4th
Level: elementary
Frequency: 2 hours / week
Textbook: Fairyland 4, Express Publishing
Lesson: Waterland
Type of lesson: acquiring new information (Vocabulary and Grammar) and practising
communicative skills (Speaking)
Skills: reading, writing, speaking, listening1
Purpose: the purpose of this lesson is to introduce sports to pupils
Didactic strategies:
 Methods and procedures: observation, reading aloud, translation, match and say,
make sentences, questions and answers, didactic games, conversation practice
 Organization: pairwork, lockstep, individual work
 Materials and equipment: textbook, blackboard, audio files, coloured chalk,
notebooks
Objectives:
1. To create interest in the topic of prepositions of movement and to introduce
vocabulary related to sports to Ss
2. To use the target language in communication
3. To enrich pupils’ vocabulary and general knowledge
4. To practise vocabulary / grammar spoken and written
5. To apply the information received from the teacher in a verbal exchange
6. To verify reading comprehension through a text-related task
7. To promote self-correction gestures and peer correction
8. To identify and select the necessary information in order to carry on with a task
9. To enhance cooperative learning among pupils
10. To allow structured feedback at the end of the lesson
Timing: 50’
PROCEDURE
Recent work: the students have been studying Present Continuous through discovery
activities followed by language practice
Warm-up Interaction: T-Ss; Ss-Ss

Timing: 6’
Speaking
Aims: 2, 7, 9
__________
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1 The listening skill is ensured by pupils listening to audio files, to the teacher and to their colleagues during the
cooperative learning process
 The pupils and the teacher greet each other
 The pupils present their homework orally
 The teacher has the role of an observer and interferes only if necessary
 Peer observations and corrections are encouraged
Lead-in Interaction: T-Ss; Ss-Ss Timing: 10’

Speaking, reading and writing
Aims: 1, 2, 3, 4, 7, 8
 T writes the title on the blackboard and elicits what it is about; Ss translate it
 T indicates exercise 1 on page 16. Ss read the short dialogue and translate it
 Then, Ss are told to role-play the conversation. The new words are read aloud,
translated and written on the blackboard.
 T asks Ss to make up sentences with the new words
 Then, T tells Ss they are going to speak about prepositions of movement
Activity 1 Interaction: T-Ss; Ss-Ss; Pairwork Timing: 10’

Listening and speaking
Aims: 1, 2, 3, 6, 8, 9
 T points to exercise 2 on page 16

 T explains that Ss have to say whether the sentences written there are True or
False
 Following the example, Ss must work in pairs and say: The children are in
Waterland. YES
 Ss report back to the class at the end of the activity
Activity 2 Interaction: T-Ss; Ss-Ss; Timing: 10’

Writing and reading
Aims: 2, 4, 7, 8, 9
 T begins this activity by directing Ss’ attention towards the first exercise on page
17
 Ss have to choose the appropriate preposition of movement out of the two choices
in bold
 Then, Ss read aloud and translate the new sentences
 Other Ss are paying attention to correct any possible mistakes
 T has the role of an observer and a feedback provider
3
Activity 3 Interaction: Ss-Ss; Pairwork Timing: 8’

Speaking and writing
Aims: 2, 4, 7, 8, 9
 Ss are told to look at exercise 4 on page 17

 T tells the class that they are going to ask questions and give answers about the
sports in the pictures
 Ss have to work in pairs and follow the example offered by the teacher
 Ss write down their mini-dialogues as in: What’s he doing? He’s playing
badminton.
 Ss report back to the class in the end
Follow-up activity Interaction: T-Ss; Ss-Ss; Timing: 6’

Speaking and writing
Aims: 2, 3, 10
 Together with Ss, T quickly revises the new structures taught during this lesson
 T encourages Ss’ feedback at the end of the lesson
 T assigns the homework for the next English class: exercise 5 on page 17. Ss must
complete the sentences about their own sports activities.

Lesson Plan: Speaking

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1

Teacher: Roxana – Delia Onit

Warm-up Interaction: T-Ss; Ss-Ss

Lead-in Interaction: T-Ss; Ss-Ss Timing: 10’

Activity 1 Interaction: T-Ss; Ss-Ss; Pairwork Timing: 10’

 T points to exercise 2 on page 16

Activity 2 Interaction: T-Ss; Ss-Ss; Timing: 10’

Activity 3 Interaction: Ss-Ss; Pairwork Timing: 8’

 Ss are told to look at exercise 4 on page 17

Follow-up activity Interaction: T-Ss; Ss-Ss; Timing: 6’

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