Lesson Plan A 5-a.docx

LESSON PLAN NAME: SCHOOL: CLASS: 5th NUMBER OF STUDENTS: TEXTBOOK: Limba modernă 1 DATE: TOPIC: There’s a huge garden

AIMS OF THE LESSON: -to practice the use of there is/are; -to learn about and practice the use of space prepositions to indicate where house objects are placed; -to promote language awareness and encourage meaningful interactions; S-Students T-Teacher

PHASES OF LEARNING 1 Lead-in. Rooms in a house.

2 Match it!

3 Is there a lamp in your bedroom?

PROCEDURE

INTERACTION

SOCIAL FORM Plenary Individual

MATERIALS

AIM OF ACTIVITY

TIME

T places a picture of a house on the BB and a set of different rooms on the desk. S are invited to go to the desk, pick up a room and place it where it needs to be in the house. Each student receives a piece of paper with a related object written on it. T writes a couple of rooms on the BB and tells the S that they have to go to the BB and write down the word next to the appropriate room. The others carefully observe and step in whenever necessary to make corrections. T gives each student a picture of two rooms (a bedroom and a living room) and a couple of statements, (There are four lamps in the bedroom) that the S have to read and determine if they’re true or false by writing: Yes, there is/are. No, there isn’t/aren’t. After this

T-Ss

Flashcards; Blackboard;

-to engage students and activate their schemata;

3

T-Ss

Individual plenary

Blackboard Sheets of paper

-to actively enhance the rhythm of the lesson, providing a meaningful lexical base;

6

T-Ss; T-S; Ss-Ss

Plenary; individual

Flashcards;

-to stimulate a productive background; -to practice the use of there is/are;

10

4 The lamp is on the desk.

5 How many?

6 Feedback

the T reads the statements and calls out random students to read their answers. T presents three space prepositions (next to, on, under) and then pulls out a picture of a particular room. He then asks the S where the lamps are placed in that room. T writes down the answers on the BB and S in their notebooks. Again the T sticks a picture of a room on the board and start writing questions about how many objects can be seen in that room. (eg. How many socks are there? There are...) T chooses certain S to write their answer on the board making sure that the rest of the class make any necessary adjustments. T starts asking questions about the number of objects in their classroom .

T-Ss; T-S; S-S; Ss-Ss

Plenary; individual;

Flashcards; Blackboard;

-to practice using space prepositions;

10

T-S; S-S

Plenary; individual

Picture; Blackboard;

-to practice using there is/are...; -to promote language awareness;

15

T-Ss; T-S

Plenary; individual

- to track down any knowledge gaps;

6