LESSON PLAN
NAME: Pop Ionela
SCHOOL: Școala Gimnazială Repedea
DATE: March 21st, 2023
CLASS: 5th grade (V C)
TEXTBOOK: Limba modernă 1 / Limba engleză / clasa a V-a, (Editura Art)
Unit 7
Lesson: I can cook very well!
Type of lesson: communication of new knowledge
Time: 50 minutes
Recent work: free time activities, Present Tense Simple
GENERAL AIM: to acquire the capacity to express abilities
Aims:
1. to develop awareness and understanding of the topic (abilities);
2. to develop the capacity to express abilities;
3. to practise listening for specific information;
4. to practise reading for specific information;
5. to practise basic interaction about daily activities.
COMPETENCES:
2.3. Comunicarea interactivă într-un schimb simplu de informații
3.3 Asocierea informaţiilor factuale dintr-un text citit cu o imagine/ un set de imagini
1.2 Identificarea unor informaţii specifice dintr-un scurt mesaj audiat, articulat clar şi rar
1.2. Identificarea unor informaţii specifice dintr-un scurt mesaj audiat, articulat clar şi rar
2.2. Cererea și oferirea unor informații despre sine, despre persoane, despre activități din
universul imediat
3.2. Recunoașterea informaţiilor esenţiale dintr-un text citit în gând
3.4. Selectarea unor informaţii dintr-un text citit pentru a le insera într-o schemă
4.3. Redactarea unor texte scurte pe teme familiare.
TYPES OF INTERACTION:
T-->C / S-->C / S, S, S / S<-->S / S-->computer
1
CLASS MANAGEMENT:
-seating arrangement: the students seating next to each other.
-whole class
-pair work
ANTICIPATED PROBLEMS:
- Some students may not recall some words related to the topic.
- The students may have difficulty with understanding some words or phrases.
- The students may have difficulty with getting their ideas across or with the correct word
order in questions.
CONTENTS
ACTIVITY 1 – Warm-up Popular Sports in the class (estimated time-5 minutes)
2.3.Comunicarea interactivă într-un schimb simplu de informații
a) Context: questions about sports
b) Activity/Class organization: The teacher asks the students if they practice any type of sport
and what kind of sports. The teacher writes some of the answers on the blackboard so they
discover the most popular sport in the class.
c) Aids: textbook
d) Interaction: T-->C
e) Possible problems & solutions : Some students may mispronounce some words. The
teacher helps them pronounce them correctly.
ACTIVITY 2 -What can you do? (estimated time: 10 minutes)
3.3 Asocierea informaţiilor factuale dintr-un text citit cu o imagine/ un set de imagini
a) Context: mind-mapping / wordcloud
b) Activity/Class organization: The teacher asks the students what abilities they have / what
they can do and writes each verb onto the blackboard. After the wordcloud is created, the
2
teacher introduces the topic of the lesson: can/can’t used to express abilities. Then the
teacher shows the students flashcards with images representing various abilities. She then
tapes them onto the blackboard. Students come to the blackboard to match the names of
the activities with the correct pictures. She then plays a recording of the words and asks
students to repeat.
The teacher gives students an exercise to complete the space in the sentences with these
verbs.
Extra activity The teacher asks them to change the sentences as much as they can.
For example: People ski in Scotland in winter… becomes….My brother skis in Repedea
in December.
The students respond orally.
c) Aids: blackboard, flashcards, tape, cards with verbs representing activities.
d) Interaction: T-->C
e) Possible problems & solutions: Some students may not come up with words related to the
topic. The other students will help.
ACTIVITY 3 -Listen and match. (estimated time-6 minutes)
1.2 Identificarea unor informaţii specifice dintr-un scurt mesaj audiat, articulat clar şi
rar
Listen and match the people with the activities they are doing.
The teacher informs the students that they are going to listen to a short recording about
people talking about the activities they are doing. Students are asked to match the activities
to the names of people.
(Exercise 5)
ACTIVITY 4-Dialogue-(estimated time-7 minutes)
2.2. Cererea și oferirea unor informații despre sine, despre persoane, despre activități din
universul imediat
In pairs, students are being asked to choose an activity from the flashcards then ask and
answer questions about it as in the given example:
A: Do you play the guitar?
B: Yes, I do.
A: When do you play it?
B: I play it in my music lessons at school and at home.
3
ACTIVITY 5 -Find out the extra activity: (estimated time: 5minutes)
1.2. Identificarea unor informaţii specifice dintr-un scurt mesaj audiat, articulat clar şi rar
(a) Context: video (“He can’t cook at all!”)
(b) Activity/Class organization: The teacher informs the students that they are going to watch a
short video and asks them to find out what extra activities are chosen by one of the
characters in the story (Ricky).
(c) Aids: computer, textbook
(d) Interaction: T-->C
(e) Possible problems: The students may have difficulty with understanding certain details. The
teacher will elicit the correct response by getting other students to help.
ACTIVITY 6-: Reading comprehension (estimated time: 5 minutes)
3.2. Recunoașterea informaţiilor esenţiale dintr-un text citit în gând
(a) Context: answering questions
(b) Activity/Class organization: The students read the transcript of the video and extract the
information in order to answer the questions. (textbook, page 101, exercise 2)
(c) Aids: TV, computer, textbook
(d) Interaction: T-->C
(e) Possible problems: The students may have difficulty with understanding certain details. The
teacher will elicit the correct response by getting other students to help.
ACTIVITY 7 –: Grammatical patterns (estimated time: 5 minutes)
3.4. Selectarea unor informaţii dintr-un text citit pentru a le insera într-o schemă
(a) Context: grammatical patterns
(b) Activity/Class organization: The teacher has the students extract from the dialogue written in
the textbook examples of affirmative, negative and interrogative sentences that express
abilities. The three forms are written on the board and the teacher draws the students’
attention to such details as not to use long infinitives, -ing or -s at the end of the modal verb
can, or at the end of the verb(s) that follow it.
Yes, I can.
No, I can’t.
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Can I…?
(c) Aids: textbook, board
(d) Interaction: T-->C
(e) Possible problems: The students may not identify the requested information in the text. The
teacher will run through the dialogue again with the whole class and will point out the
sentences.
ACTIVITY 8-: Call my bluff-GAME (estimated time: 7 minutes)
4.3. Redactarea unor texte scurte pe teme familiare.
(a) Activity/Class organization: The students write 3 sentences about themselves using the verb
CAN. Two of the sentences have to be true and one is going to be a lie. They read the
sentences and the other students have to guess the lie.
(b) notebook
(c) Interaction: T-->C, S -->C
(d) Possible problems: The students may find it hard to come up with false sentences about
themselves. The teacher offers some funny examples.
1. The teacher hands out some simple exit slips for students to complete-
Today, I learned…
1.
2.
HOMEWORK: textbook, page 102, exercise 1
BIBLIOGRAPHY:
1. Limba modernă 1, Limba engleză, Clasa a V-a, Clare Kennedy with Chiara Soldi, Cristina Rusu
and Diana Todoran, Editura Art
2. http://learnenglishkids.britishcouncil.org
3. Make it! (manualedigitaleart.ro)
