Lesson plan

Teacher: Bartoc Nicoleta

Date: 8th March, 2023

Grade: 4thGRADERS

Number of students: 18

Level: Elementary (L2)

Module 4, Unit 7- Animal elections

Topic: animals, habitats, the comparative form of adjectives

Type of lesson: Listening, language acquisition and vocabulary practice

Skill Focus: INTEGRATED SKILLS

Techniques: conversation, observation, explanation, dialogue, discovery and discussion, game

Classroom interaction: individual work, pair - work

Resources: notebooks, whiteboard, marker, handouts, textbook, video projector, cards, flashcards

Students’ book: Manual de Limba Engleza, clasa a IV-a, Uniscan

Time allowed: 50 minutes

Objectives: to get the students involved in the topic;

- to develop students’ ability to use language in real life situations;

- to develop students’ writing, speaking, reading and listening skills;
- To develop awareness and understanding of the topic (animals, comparisons);
- to give students more practice on grammar, pronunciation and vocabulary.
Competences:
- identifying the overall meaning of common and familiar, clearly articulated oral
messages;
- establishing social contacts based on simple conversational functions;
- showing interest in taking part in a dialogue;
- writing simple, short messages;
- describing aspects related to everyday life using simple sentences.

Anticipated problems:
 some activities may take longer than predicted;

 The teacher will try to coordinate the activities in such a manner that Students can rely on their
peers’ help, being prompted to work together. Furthermore, the teacher herself will act as
monitor, supporter and advisor throughout the learning session.

 some students may not recall some words related to the topic;

 some students will tend to be more involved than others;

 some students may have difficulty in understanding the rules of the game;

 some students may become a bit noisy when working in pairs.

Students’ problems:

I anticipate that the following may cause some problems:

- They may encounter some problems with the adjectives ending in a short vowel and a
consonant (e.g thin-thinner-we double the consonant of these adjectives);
- They may encounter some problems with the adjectives ending in –y after a consonant
(happy-happier-in this situation we change –y to I and add –er );
- They may have some problems in confusing long and short adjectives and the degrees of
comparison;
- Students may not have much to say about the topic.

Evaluation: - continue - through activities, observation, error correction

 - final - through feed-back

Introduction
In this simple lesson the students have the chance to describe animals and not only, using the
comparative of adjectives while guiding them (with their help) to the best available grammar forms in
order to do so. It is intended as a lesson of acquiring new knowledge.

Aim(s) of the lesson:

- To learn about the comparative forms of adjectives and appropriately use these forms in
conversations;
- To develop and practise new vocabulary related to animals.
- To spell the new words correctly;
- To develop students’ ability to use language in real life situations;
- To develop students’ speaking and reading skills concerning the new structures.

Stages of the Activities : Teacher and Students Reasons for the Materials Timing
lesson activities
1.Organizational Teacher enters the class, greets the -to assure the 2’
moment/2 min. students, and then T asks if there are any introductive part of
absentees. the lesson.
The students greet the teacher and tell the
absentees if there are any.

2. Checking The teacher checks the students’ Revision of specific 3’

homework/ 3min. homework than makes a short revision of structures introduced
the previous lesson. (vocabulary related to the previous lesson
food)

3.Lead-in This activity involves using adjectives to The teacher makes The 10’
(Warm-up) describe animals. There’s a twist, though: I sure that students are whiteboard
will later reveal that the students are not writing nouns by
Piece of
actually describing themselves. The teacher mistake. paper
tells the students to think of three animals
they like. They are asked to write the
animal names on a piece of paper. For
example, a student might choose tiger,
panda, cheetah. Then the teacher asks them
The
to write three adjectives to describe each whiteboard
animal e.g. tiger-strong, fast, aggressive.
The teacher writes the example on the The teacher
board but she also organizes a introduces the
brainstorming session where students come students in the
up with their own adjectives describing the activity
animals.
The teacher tells the students to read their
adjectives with the following phrases:
 I think I am a….
My friends think I am a…
I am really…. .
Board
4.Presentation Then the teacher writes the title of the Solving the riddles 8’
lesson on the board Animal elections Introducing the new
The teacher gives the students some riddles vocabulary related to Riddles
and asks them to read them aloud. Then animals.
she asks the students to say why the lion is
called ‘the king of the jungle’.
After solving the riddles containing the key
vocabulary, the teacher writes the new
words on the board under the flashcards. Flashcards
She also asks them why the lion deserves
to be the president of all the animals.
She plays on the video projector the story
OHP
‘Animal elections’ Practicing
She also draws attention that there are individually the
many adjectives in the comparative and structure
asks the students to identify them. After Textbook

that she tells them to solve ex. 2 pag. 64.

5. Elicitation The teacher asks two students of different 6’

hair lengths to come to the front of the The teacher prepares
classroom. The teacher says, ‘’Look! X’s the students for the
hair is long. Y’s hair is longer than X’s activity
hair’’.
The teacher explains to her students that
the first sentence is a statement. She tells
them to look at the second one. Is there any
comparison made? With whose hair is X’s
hair compared to?
 She explains that long is an adjective in the
positive form, longer is an adjective in the
comparative form.
The students do the The teacher presents on the board a chart -to study the rules Chart for
10’
following for comparatives and she explains the comparativ
Controlled activity difference between short and long es

adjectives and shows their forms of

comparative. Furthermore, she presents the
changes that occur when adding –er in the
comparative.

Semi-controlled The teacher puts the students into pairs and Checking the worksheet 5’
activity gives them a worksheet containing understanding of the
exercises regarding the degrees of grammar structure
comparison. taught

3’
Free practice
The students are asked to solve an exercise
on WordWall . -to practise the
structures

The teacher asks the students the

1’
following questions:
Organising feedback
Did you like the lesson?
 Was it interesting?
Worksheet

1’
The Ss are asked to solve the exercises from
Setting homework -to consolidate and
their books.
use the new acquired
(Ex. 3 and 5 pag. 63) knowledge

Evaluation T appreciates Ss` activity both verbally - 1’

praising the activity of the Ss and also by giving -to increase Ss` self-

marks. confidence and

encourage them in
their study of English.