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LESSON PLAN

DATE: 14th March 2018


SCHOOL: Scoala Gimnaziala Homoriciu, com Izvoarele
CLASS: 5th Graders
NO. OF STUDENTS: 9
TEACHER: Dumitru Raluca
COURSEBOOK: Limba Engleza L1, “Uniscan Grup”, Ed. Express Publishing
UNIT: Unit 3
LESSON: ‘’ My Home”
TYPE OF LESSON: listening, language acquisition and vocabulary practice
MATERIALS/RESOURCES: activity sheet, flashcards, books, CD

COMPETENTE:
1.1. Identificarea sensului global al unor mesaje și dialoguri uzuale, clar articulate
1.2. Identificarea semnificaţiei unor schimburi verbale uzuale și clar articulate, în situaţia în
care interlocutorul oferă ajutor pentru a facilita înţelegerea
2.4. Manifestarea disponibilităţii pentru participarea la dialog
3.2. Extragerea informaţiilor dintr-un text scurt, însoţit de ilustraţii
4.1. Redactarea de mesaje simple și scurte

AIMS:
To develop and practice:
-structure: The difference between ‘’There is/There are’’ and how to use them in order to talk
about rooms in their home and the things in their room
-vocabulary: Rooms in the house/furniture
-integrated skills: listening, speaking, writing, reading

STAGES OF THE LESSON:

1 WARM UP:
Teacher greets the students, verifies homework and reactivates previous information
TIMING: 5 min
INTERACTION: T-Ss, S-s, S-T
COMPETENCES: listening, writing, speaking, reading
TEACHER DOES: Give students a worksheet in which they have to solve a puzzle using
previous information in order to discover the title of the lesson. She will write the title of the
lesson on the board and announces the objectives (My home) (Annex 1)
STUDENTS DO: Students come up with answers and personal opinions related to the given
topic.
2. LEAD IN
TIMING: 10 min
INTERACTION: T-Ss, S-s, S-T
COMPETENCES: listening, speaking, reading, writing
TEACHER DOES:
She will play the story ‘’My Home’’ from a CD . Then she asks the students to complete on
the flipchart the exercise with information from the story. If it is necessary (for a better
understanding of the topic) she will play the story again. (the info from the flipchart are given
in the (Annex 2)
STUDENTS DO: Choose the objects for each room.
OBSERVATION: The worksheet contains elements of vocabulary that were presented in the
story.

3.PRESENTATION
TIMING: 10 min
INTERACTION: T-Ss, S-s, S-T
COMPETENCES: listening, speaking, reading, writing
TEACHER DOES:
She asks the students if they can understand how and when we use ‘’there is/there are’’.
She gives necessary information :
We use there is/there are to say that something exist.
There is ( 1 thing) a book/there is an apple –on the table
There are (2 things) two books/there are apples on the table.
Asking questions:
Is there (1 thing) a book?
Are there (2 things) apples on the tables?
Negative answers:
There are not
There is not
Short answers- There aren’t
There is not

4. GUIDED PRACTICE
TIMING 10 min
INTERACTION: Ss-Ss, T-S, T-Ss
COMPETENCES: writing, reading, speaking, listening
TEACHER DOES: The teacher asks the students to solve on the blackboard the exercise
number 1 from the page 54.
STUDENTS DO: Students solve the exercise.
OBSERVATION: They practice the forms of the verb to be.

5. FURTHER PRACTICE
TIMING: 10 min
INTERACTION:S-S, Ss-Ss, T-S, T-Ss
COMPETENCES: Speaking, listening, writing
TEACHER DOES: She tells students that they have to work in pairs to solve the exercise
from the worksheet. They write questions on their notebooks and ask other group to answer.
Students get worksheets and solve the exercise. (Annex 3)
STUDENTS DO: Solve the exercises.
OBSERVATION: They practice uses of there is/there are in the affirmative, interrogative and
negative.

6. CONSOLIDATION/REINFORCEMENT
TIMING: 5
INTERACTION: S-T, Ss-Ss, T-Ss
COMPETENCES: speaking, listening
TEACHER DOES: Asks students to describe their own house (or bedroom)
STUDENTS DO: Express freely.
OBSERVATION: Some of them may need help from the teacher to express ideas. The
other students may come up with observations, questions or comments.

7. FEEDBACK AND HOMEWORK


TIMING: 2 min
INTERACTION: T-Ss
COMPETENCES: Listening, speaking
TEACHER DOES: Assesses the lesson
Annex 3

What is there in your room?

Use: Yes, there is.


Yes, there are.

Is there?
Are there?

No, there isn’t.


No, there aren’t.
Annex 1’

S U P E R
M A N
S T O R
Y
M O T
H E R
B E D R
O O M
M O U S E
S T R E E T

B
1. A character who has superpowers
2. ‘’The Fisherman and the fish’’ is a…….
3. The person who takes care of me every day.
4. The room where I usually sleep
5. A small handheld device but also a small animal.
6. A public road in a city
Annex 1

1. A character who has superpowers


2. ‘’The Fisherman and the fish’’ is a…….
3. The person who takes care of me every day.
4. The room where I usually sleep
5. A small handheld device but also a small animal.
6. A public road in a city
Annex 2

In the big house there is a living room and a kitchen.

In the kitchen there is a cupboard, a cooker and a fridge.

We also have a beautiful garden a garage for our car.

In the small house there is a small kitchen and a living room upstairs.

My parents’ bedroom has got a big bed and lots of pillows.


Annex 2

In the big house there is a l……………and a k………………

In the kitchen there is a c………, a c………. and a f……………...

We also have a beautiful g…………….and a g……………. for our car.

In the small house there is a s……………. kitchen and a l………….. upstairs.

My parents’ bedroom has got a big b……….. and lots of p……………….