MINISTRY OF EDUCATION OF REPUBLIC OF MOLDOVA

DEPARTMENT OF SCIENCE, YOUTH AND SPORT OF DROKIA

GYMNASIUM PERVOMAISCOE

Didactic Project
Topic: “Holiday Table”
The 7th Form

Prepared by:
Alesya Scutelnic,
English Teacher

2015, December, the 4th

 “At a dinner party one should eat wisely
but not too well, and talk well but not
too wisely”.
(W. Somerset Maugham)

Didactic Project
Date: the 4th of December

Teacher: Alesya Scutelnic

Institution: Gymnasium Pervomaiscoe

Form: 7th

Topic: “Holiday Table”

Unit: 2/ Lesson: 4

Communicative Area: Talking about how to lay a holiday table

Vocabulary: tableware, poultry, pork, cabbage rolls, beverage, sour, tinned/canned.

Type of Lesson: Mixed

Allowed Time: 45 minutes

o Specific Competence Indicators: Reading, Spoken Interaction, Written Interaction, Vocabulary Skills.
 o Sub – Competences:

Pupils will be able to develop the following sub – competences:

- Deducing the meaning of unfamiliar words from the context.

- Selecting from the text the information necessary to solve a simple task.
- Informative writing using logical connectors and linking words.
- Formulating simple questions and sentences in everyday life situations appropriately using vocabulary and
discussion points.

o Operational Objectives:

Students will be able:

- to use correctly the phonetic knowledge when speaking on the topic of the lesson;
- to make grammatically correct sentences with the new words from vocabulary;
- to read a text correctly and fluently;
- to answer the questions;
- to stimulate students imagination and creativity.
 o Methods and Techniques:
- Brainstorm, conversation, interrogation, reading, interrogation, explanation, star bursting, whole class
work, pair work.

o Materials:
- Blackboard, chalk, laptop, pupils’ textbooks, copybooks, pens, crayons, handouts, worksheets, printouts,
pictures, images.

o Bibliography:
- Afanasie MANIC, Tatiana MUSTEAȚA, Larisa GLAVAN, Timothy SCHNEIDER. „English for You and Me”.
Editura Prut Internațional, Chișinău. 2015.

Strategies
Stages of the Lesson Resources (methods, Evaluation Time Notes
 (Learning Activities) (materials) techniques, forms
Teacher’s Activity Students’ Activity of activity)
1. Evocation
 Warm Up Activity
Teacher organizes the class.
Sheet of
Let’s make a phonetic Whole class work The ability to
paper with
gymnastics with our tongues. read a phonetic
- Students read as phonetic
Reading exercise.
1’
Read as quickly as you can
quickly as they exercise
(Appendix 1).
A proper cup of coffee from a proper can the phonetic
copper coffee pot. task.
How many cookies could a good cook
cook, if a good cook could cook cookies.

 Checking the homework.

T checks the homework – ex. - Students read Copybooks Reading The ability to 3’
1 p. 32 (to write a paragraph of at their homework: write a recipe
least 50 words to describe favorite they read about of a dessert.
dessert). their favorite
dessert.
 Motivation for the new lesson
On the blackboard there is
a quotation: “At a dinner party one
- Students read Quotation Reading. The ability to
should eat wisely but not too well, and comment a
the quote and try 3’
talk well but not too wisely”.
to comment on it Commentation. quotation
(W. Somerset Maugham)
Read it. (Appendix 2). Comment on it in in no more than 3
no more than three sentences. How sentences.
you understand the lesson quote?

Teacher announces the - Pupils listen, Different The ability to

objectives and the theme of the write the date forms with understand the 1’
lesson (the objectives of the lesson are and the theme of the Whole Class Work objectives of
written on different forms). the lesson in objectives the lesson.
their copybooks. of the
lesson.
2. Realization of meaning
 Work with Vocabulary.
Today we’ll read a text - Students write
about holiday table, but first of all the new words in Explanation
let’s make acquaintance with the new their
words: tableware, poultry, pork, vocabularies, Images
10’
cabbage rolls, beverage, sour, make up
tinned/canned (Appendix 3). sentences, read Pictures Translation The ability to
Students practice their them and the understand the
pronunciation chorally and best sentences meaning of the
individually, make up own sentences write in their Information vocabulary.
with new learnt items. Read them. copybooks. Whole Class Work
The best sentences are written on
the board.
Translate the sentences. Be
attentive to the underlined words.
- Students receive
(Appendix 4) Handouts Translation The ability to
by a sentence
-The cabbage rolls’ delicious smells make understand the
your mouth water. and translate it. 3’
sentence and
-I remember eating tinned/canned
translate it.
cucumbers with honey when I was little.
-Of beverages, cola was preferred most.
-Pork can be bought at the butcher’s.
-The lemon has a sour taste
-The tableware was already ready.
-Who cooked this tasty poultry, I wonder?
 Work with the New
Text.
Teacher directs the class to
the text (ex. 1, p. 33). Teacher reads - Students follow Textbooks
the text as a pattern. Students in their The ability to
follow in their textbooks. textbooks. develop reading
Question: How was the Whole Class Work skills.
house?
- Answer the
After that T reads once Question Random Reading
question.
again, pausing after each sentence.
T asks to read the text
in random/chain reading, correcting Chain Reading
the mistakes, if it is need. - Read in random
Tasks on the text: or in chain the The ability to
1.The class is divided in 2 groups. text. develop
15’
The 1st group have to write all the Printout Writing listening and
words connected with MEALS and - Write the words reading skills.
the 2nd group – TABLEWARE connected to
(Appendix 5) . MEALS and
2.Pupils are asked to answer the TABLEWARE.
question using the text (Appendix 6).
-Name the characters of the text. The ability to
-How many people are presented at give
the dinner table? Typed Answering the appropriate
-What did Laura do? questions questions responses to
-What did Carrie do? the questions.
-What did Pa do? - Answer the
-What kind of meals were at the questions.
dinner?
3. Reflection. - Students make
 Vocabulary up questions Textbooks The ability to
Reinforcement. using the new Star Bursting make up
Teacher reinforces the new learnt items and: Copybooks questions
word bank, asking the students to WHO? WHAT? using the new
make up questions containing new WHEN? Pens learnt items.
learnt items and using the method of WHERE? HOW?
star bursting (Appendix 7). They read the Blackboard Pair Work
questions & write
some of them in
their copybooks.

 Text Titles
T asks pupils to brainstorm a
list of appropriate titles to the text. 8’
- Students propose Textbooks Think – Pair – Share The ability to
The best titles are written on the their own titles. Brainstorming propose
board. another text
title.
4. Extension.
 Feed back.
Students are divided into 2 Printouts
groups of three. T encourages each - Students try to Brainstorming The ability to
group to explain the proverb “Tastes explain the Markers write a brief
differ” (in 5 sentences). (Appendix 8). proverb and then autumn
When they are ready. T asks one present it to the Sheets of description.
pupil from each group to present the class. paper
story to the class. Application of
what was
 Evaluation. learnt.
Teacher sums up the lesson, - Students get
evaluates and estimates students’ grades and 8’
work. evaluation.

 Homework. Information
Teacher gives the homework,
explaining the tasks: - Pupils write their
 1. Ex. 1 (IV), p. 33 – control homework in Explanation
reading of the text; copybooks and
2. Vocabulary – learnt by heart. listen the
3. Ex. 2 (III) p. 33 – fill in the explanations.
blanks using the given words.

 Warm down.
Our lesson is over.
Did you like it? If you like it you
choose the stick with the smile and
stick it on the blackboard. If you
don’t like it, choose the sad one.
Thank you for your active work.

See you next lesson.

Goodbye!