LESSON PLAN

Teacher: Mihaela Constantina VATAVUSchool: coala Gimnazial GtetiDate: February, 17th Grade: 4thTime: 50 minClassroom management: student centredLevel: Pre - ElementaryCoursebook: Set Sail 4Unit of Learning: FoodComposition of the class: 22 students aged 10-11General description of the class: The 4th form students are intelligent, eager to learn and very enthusiastic. They have benefitted from an extra English hour per week and this has resulted in Skills: reading, listening (receptive), speaking writing (productive)Evaluation: - Continue - through analysis of answers, observation, error correction. Final - through feedback and written homework.Lesson Aims: To review the vocabulary related to food To understand the difference between countable and uncountable nouns related to food To review the plural of the nouns To introduce new vocabulary: food containers To express prices in British currency To get the students make up a short dialogue related to shopping for food To boost students confidence in their abilities Lesson Objectives: By the end of the lesson, the students will be able to distinguish countable nouns from uncountable ones will be able to use them in a correct way, with the suitable verb form (in plural or in singular) will be aware that the uncountable noun can too be used with a verb in the singular, by means of some words: a box of, a bottle of. Language functions: role-play (asking for food and answering in a shop)Anticipated problems: - Ss may encounter problems in finding the right form for expressing themselves.- may be shy or have concentration problems- may have different problems with the time allotted for each activity.Materials: Students book, worksheets, PowerPoint presentations, textbook, boardStrategies: ORAL/WRITTEN COMMUNICATIONTypes of interaction: T S, S S, pair work, individual work, whole class work

LESSON STAGESACTIVITY 1: WARM UP AIM: to get students ready for the English class by having an informal conversation (greetings, teachers ice-breaking, How are you?) TIMING: 2 minutes TYPE OF INTERACTION: T S, S T PROCEDURE: Teacher greets Students, asks them how they are. Pupils respond to informal question. Teacher tells a joke to break the ice. ACTIVITY 2: HOMEWORK CHECK-UP AIM: to check whether the students have accomplished their task. TIMING: 5 minutes TYPE OF INTERACTION: T S, S T PROCEDURE: Teacher asks Have you done your homework?, Was it difficult?, Who wants to read? and then names a few students to read their homework and asks the others to check and correct if necessary. Students respond individually. Teacher involves all the class. Homework is checked.ACTIVITY 3: TRANSITION TO THE NEW LESSON Reviewing food vocabulary and plurals AIM: to review the vocabulary related to food, with an emphasis on countable and uncountable nouns TIMING: 10 minutes TYPE OF INTERACTION: T S, S T PROCEDURE: Teacher draw a table on the blackboard with two columns: We can count and We cant count. Then T presents a PowerPoint presentation with images of food. Then teacher hands out small stripes of coloured paper with nouns in the singular on them TASKS: Ss have to say the name of the food and fill in the table with the word in the appropriate column. Then Ss have to write the plural form of the nouns they were given by T.

ACTIVITY 4: PRESENTATION OF THE NEW VOCABULARY: FOOD CONTAINERS AIM: to make students use the new vocabulary TIMIMG: 10 minutes TYPE OF INTERACTION: T S, S T PROCEDURE: Teacher announces the new topic: food containers STEP 1: LEAD-IN/ELICITATIONTeacher asks Ss to give the plural of some foods (countable nouns). Then T asks students whether we can count the uncountable nouns. After that she shows students a few pictures representing different types of containers and repeats the pronunciation in chorus.

STEP 2: EXPLANATIONTeacher tells the students that these new words will help them ask for food in a shop. In order to of the weather and writes them on the blackboard

STEP 3: ACCURATE REPRODUCTIONStudents are asked to solve exercise 1 from the worksheet.

ACTIVITY 5: PRACTISING NEW LANGUAGE STAGE 1: AIMS: to make students make up a short conversation in a food shop. TIMING: 10 minutes TYPE OF INTERACTION: T S, S T, S S PROCEDURE: Teacher asks students to read exercise 4, page 44 in their textbook and then asks two students to role play a two-line short conversation in a food shop:Can I have ......, please?Yes here you are. Thats .........

STAGE 2: FEEDBACK AIM: to check students understanding of the communicative task. TIMING: 5 minutes TYPE OF INTERACTION: T S, S S PROCEDURE: Teacher pairs some students, gives them some cue cards and asks them to role play food shop conversations, according to the model.

ACTIVITY 6: ASSESSMENT AIM: to evaluate students work TIMING: 6 minutes TYPE OF INTERACTION: T S PROCEDURE: Students are asked to solve exercise 2 from the worksheet.ACTIVITY 7: HOMEWORK ASSIGNMENT AIM: to assign students homework TIMING: 2 minutes TYPE OF INTERACTION: T S PROCEDURE: For the next time students have to write exercise 5, page 44 from their textbooks.

ACTIVITY 8: DISMISS CLASSTeacher says goodbye to the students and thanks them for their attention.

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