LESSON PLAN

NAME: Lavinia Aramă

SCHOOL: “Ion Băncilă” Secondary School, Brăila
DATE: February 21, 2020
CLASS: 5th grade (V A)
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

OBJECTIVES:
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:
1.1 Identifying the overall meaning of common and familiar, clearly articulated oral messages;
1.2 Identifying the significance of common verbal exchanges in simple, clearly articulated oral messages;
2.2 Establishing social contacts based on simple conversational functions;
2.4 Showing interest in taking part in a dialogue;
3.2 Identifying details within simple texts;
3.4 Showing interest in reading for specific details;
4.1 Writing simple, short messages;
4.2 Describing aspects related to everyday life using simple sentences.

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 in front of personal computers
- 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 – Checking homework – textbook, page 99 exercise 2 - (3 minutes)

a) Context: completion exercise
b) Activity/Class organization: The students filled in the blanks with various activities related to sports and
abilities.
c) Aids: textbook
d) Interaction: T-->C
e) Possible problems & solutions: Some students may have used some words in the wrong place. The other
students will provide the correct answer, while the teacher will draw attention to the specific information that
made the answer correct.

ACTIVITY 2 - OBJECTIVE 1: (estimated time: 7 minutes)

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 platform (wordart.com) After the wordcloud is created, the teacher introduces the
topic of the lesson: can/can’t used to express abilities.
c) Aids: TV, computer
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.

2
ACTIVITY 3 - OBJECTIVE 3: (estimated time: 3 minutes)
(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: 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 4 - OBJECTIVE 3: (estimated time: 5 minutes)

(a) Context: answering questions
(b) Activity/Class organization: The students watch the video again 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 5 – OBJECTIVE 1: (estimated time: 3 minutes)

(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. (textbook, page 100, exercise 1)
(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 6 – OBJECTIVE 4: (estimated time: 4 minutes)

(a) Context: extracting information from a written text
(b) Activity/Class organization: The students read a short text and make a list of things the main character can and
cannot do.
(c) Aids: worksheets
3
 (d) Interaction: T-->C, S,S,S
(e) Possible problems: The students may not identify all the necessary information. The teacher will elicit
supplementary information from the class.

ACTIVITY 7 – OBJECTIVE 2: (estimated time: 5 minutes)

(a) Context: ordering words to form a sentence (“Game”)
(b) Activity/Class organization: The students use the platform learnenglishkids.britishcouncil.org to play a game
that requires them to arrange the words in the appropriate order to make up sentences.
(c) Aids: TV, computer
(d) Interaction: T-->C, S -->C, S-->computer
(e) Possible problems: The students may not identify the appropriate word order. The computer will provide the
correct answer, and the teacher will elicit supplementary information from the class.

ACTIVITY 8 - OBJECTIVE 2: (estimated time: 5 minutes)

(a) Context: writing sentences
(b) Activity/Class organization: The students write sentences about what they can and cannot do, using the clues.
(c) Aids: worksheets
(d) Interaction: T-->C
(e) Possible problems & solutions: Some students may not use the modal verbs correctly. The teacher will provide
the correct version.

ACTIVITY 9 – OBJECTIVE 2: (estimated time: 5 minutes)

(a) Context: multiple choice (“Horse Race”)
(b) Activity/Class organization: The students choose the correct version of questions associated with can / can’t
onto the platform learningapps.org.
(c) Aids: TV, computer
(d) Interaction: T-->C, S -->C, S-->computer
(e) Possible problems: The students may choose such answers as using –ing/-s at the end of can or at the end of
the verb placed after can. The computer will provide the correct answer, and the teacher will elicit
supplementary information from the class.

ACTIVITY 10 – OBJECTIVES 2&5: (estimated time: 5 minutes)

4
 (a) Context: basic interaction on routines
(b) Activity/Class organization: The students use the sentences they wrote and the clues given to ask questions
about their abilities.
(c) Aids: worksheets
(d) Interaction: T-->C /S<-->S
(e) Possible problems: The students may not remember the English equivalent for certain words or may use the
incorrect word order in questions. The desk mate or the teacher will provide the correct version.

ACTIVITY 11 – Feed-back: (estimated time: 5 minutes)

(a) Context: matching
(b) Activity/Class organization: The take turns in matching each picture to the correct description of certain
abilities.
(c) Aids: TV, computer
(d) Interaction: T-->C, S -->C, S-->computer
(e) Possible problems: The students may have difficulty with certain vocabulary items. The computer will provide
the correct answer, and the teacher will provide supplementary information.

SUPPLEMENTARY ACTIVITY

ACTIVITY 12: (estimated time: 5 minutes)

(a) Context: The Millionaire Game/multiple choice
(b) Activity/Class organization: The students answer a short quiz involving the use of the modal verb can.
(learningapps.org)
(c) Aids: TV, computer
(d) Interaction: T-->C, S -->C, S-->computer
(e) Possible problems: The students may have difficulty with certain vocabulary items. The computer will provide
the correct answer, and the teacher will provide the necessary explanations.

HOMEWORK: textbook, page 103 exercise 5

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. https://learningapps.org