LESSON PLAN

Class: English
Date: the 22nd of November
Grade: 5th A
Name:
Unit 3: Have you got a pet?
Lesson 6: Practicing the verbs to be and to have
Textbook: Limba modernă 1. Limba engleză. Clasa a V-a, autori: Clare Kennedy, Chiara
Soldi, Cristina Rusu, Diana Todoran, Editura Art, București, 2017
Type of lesson: review and systematization of contents lesson
Time: 50 minutes
Purpose: The purpose of the lesson is to practice the verbs “to be” and “to have” using
different activities

Specific competences:
1.1 Identify the overall meaning of clearly articulated every day messages and
dialogues
1.3 Develop interest in specific aspects of the culture of the language studied
2.3 Express preferences
3.2 Select information from a short text accompanied by illustrations
3.3 Identify information in simple written messages from friends or peers
3.4 Show curiosity for reading navigational texts
4.1 Write short, simple messages
4.3 Show willingness to exchange simple written messages

Cognitive Objectives:
a) To revise the main words and structures learnt so far: pets and animals, to be,
to have;
b) To encourage students to learn the English language through games, dialogues;
c) To give students more practice on pronunciation and vocabulary;
Affective objectives:
a) To create a warm atmosphere for learning;
b) To appreciate their work and efforts;
c) To make students enjoy using the English language;
 d) To feel more positive when expressing their ideas in English.

Operational objectives: By the end of the lesson the pupils will be able:

O1 - to use the affirmative/negative/interrogative forms of the verbs to be and to

have;
The aim is considered achieved if each child uses at least two forms of each verb.
O2 - to write sentences in the correct order;
The aim is considered achieved if each child writes at least two correct sentences.
O3 - to find information in the text;
The aim is considered achieved if each child finds at least two pieces of information in
the text.
O4 - to ask and answer questions;
The aim is considered achieved if each child asks and answers at least two questions.

Teaching strategies
1. Techniques: the bunch method, conversation, explanation, exercise,
dialogue.
2. Means of instruction: textbook, notebook, blackboard, chalk, worksheets,
marker, laptop, video projector, notes, scotch tape, scissors.
3. Types of interaction: frontal, individual, group

Resources:
- Human resources: 21 students;
- Temporal resources: 50 minutes;
- Spatial resources: classroom;

Techniques of evaluation:
- Oral assessment;
- Written assessment;

Bibliography:
- “Programa scolară pentru disciplina LIMBA MODERNĂ 1, clasele a V-a – a
VIII-a, Limba Engleza, Conform cu Anexa nr. 2 la ordinal ministrului
educației naționale Nr. 3393 / 28.02.2017”.
- Limba modernă 1. Limba engleză. Clasa a V-a, autori: Clare Kennedy,
Chiara Soldi, Cristina Rusu, Diana Todoran, Editura Art, București, 2017
- Raymond Murphy. Essential Grammar in Use. Second Edition. Cambridge
University Press, Cambridge, 2006.
- www.islcollective.com
- www.didactic.ro
 Teaching strategies
Lesson stages Objectives Activities Types of Means of Evaluation Time
Techniques
interaction instruction
The teacher greets the children and ensures the optimal
conditions for the activities.
Arrangements Good morning, children! – Good morning teacher! Conversation Frontal Oral 2’
How are you? – I’m fine, thank you.
What’s the weather like today? – it’s (sunny).
Reviewing the The teacher checks homework, explains the mistakes.
Conversation
previous The pupils correct their homework. Frontal Oral 3’
Explanation
knowledge Previous knowledge is revised.
The teacher shows the children a poster on which there
is two bunches. One of them uses the verb “to be” and The bunch
the other one uses the verb “to have”. The teacher method Poster ,
Warm up O1 Frontal Oral 10’
gives the children a list of words written on notes and Conversation marker
the children pick the notes and match each word to the Explanation
correct verb. (Appendix 1)
The teacher announces the subject of the lesson
“Today we are going to review and practice the verbs
Conversation
Formulation of to be and to have.”
Frontal Pictures Oral 3’
the subject She writes the date and the title on the blackboard.
Explanation
She presents the operational objectives adapted to the
children’s understanding level.
Fixation of The class is divided into five groups. The teacher tells
knowledge the children that she will give each group a set of
O1 affirmative sentences with the verbs to be or to have.
Then she tells each group their tasks. Each group’s task Explanation Frontal Worksheets Written 9’
is to rewrite the sentences into negative or interrogative Conversation Group Oral
forms of these verbs. When the groups finish their Exercise
tasks, the leader of each group comes in front of the
class and presents the affirmative sentences and their
 negative / interrogative forms. If there are
misunderstandings the teacher or the other groups help
that group. (Appendix 2)

The teacher gives each group three sets of notes. On

O1 the notes are written different words. The groups
O2 unscramble the notes in order to form correct
sentences. They paste the notes on a paper and when Conversation Frontal Notes 8’
they finish a member of each group comes in front of Exercise Group Papers Oral
the class and presents their sentences. On the board Explanation Scotch tape
there are pasted five papers, one for each group. When Scissors
group A, for example, comes and presents their
sentences the teacher turns the paper for group A, one
the next side there are the correct answers in order to
help the other groups to see the correct answers. This
activity is repeated for each group. (Appendix 3)

The teacher gives the children a text. She also shows Worksheet/ 8’
the text on the video projector. She explains the Exercise Individual text Written
O3 children to read carefully the text and then to tick the Frontal Video Oral
correct answers. When they finish the exercise they projector
check the exercise together. (Appendix 4)
The teacher tells the children that they will do some
dialogues. She asks them to use the verbs to be or to Individual Oral
Feedback O4 have. Then the teacher asks two children from different Dialogue Frontal 4’
groups to stand up and to start asking and answering
the questions. The exercise is repeated for some times.
Pupils take notes about their homework, to realize
Giving
three dialogues as they did during the lesson.
homework and Conversation Frontal Oral 3’
The teacher praises the most active children and
assessment
encourages the others.
Appendix 1

To be and to have

Tom has
Lily is

BALL – SCHOOLBAG – 10 YEARS OLD – DOG – BEAUTIFUL – TALL –

PHONE – INTELLIGENT – IN THE PARK – MANY BOOKS – SISTER – A GIRL
Appendix 2

Group A

1. Rewrite the following affirmative sentences using the negative form. – the verb TO BE
a. She is my sister. 
b. I am a doctor. 
c. You are my friend. 
d. They are my parents. 
e. He is William. 

Group B

1. Rewrite the following affirmative sentences using the interrogative form. – the verb TO BE
a. She is my sister. 
b. I am a doctor. 
c. You are my friend. 
d. They are my parents. 
e. He is William. 

Group C

1. Rewrite the following affirmative sentences using the negative form. – the verb TO HAVE GOT
a. We have got many books. 
b. I have got a new car. 
c. She has got a dog. 
d. He has got a skateboard. 
e. They have got red bikes. 

Group D

1. Rewrite the following affirmative sentences using the interrogative form. - the verb TO HAVE GOT
a. We have got many books. 
b. I have got a new car. 
c. She has got a dog. 
d. He has got a skateboard. 
e. They have got red bikes. 

Group E

1. Rewrite the following affirmative sentences using the negative form. – the verb TO HAVE GOT
a. We have got many books. 
b. I have got a new car. 
c. She has got a dog. 
d. He has got a skateboard. 
e. They have got red bikes. 
Appendix 3

Form correct sentences using the following notes

Group A

1. My / sister / doll / has / a / got.

2. cat / She / got / a / black / has.
3. are / from / We / Canada.

Group B

1. dog / My / have / a / grandparents /got.

2. I / blonde / got / hair / have.
3. She / best / is / my / friend.

Group C

1. are / in / They / park / the.

2. from / She / Italy / isn’t.
3. ten / got / You / have / cousins.

Group D

1. a / is / hamster / It.
2. has / umbrella / got / an / Tom.
3. red / got / hasn’t / jacket / Mary / a.

Group E

1. pet / parents / got / a / My / haven’t.

2. at / We / school / are.
3. cap / Harry / a / has / got / green.
Appendix 4

What have you got?

1. Read the text and then tick () only the objects that belong to Lily.

PETS
- Have you got a pet Lily?
- Yes, I have.
- Have you got a dog?
- No, I haven’t.
- What pet have you got?
- I’ve got a hamster. His name’s Honey.
- OK. Have you got any other pets like a budgie, a goldfish or a guinea pig?
- No, I haven’t. I’ve only have a hamster.
- Thanks! Now – Have you got a bike?
- Yes, I have. I’ve got a new bike.

OK. MUSIC
- Have you got any CD’s?
- No, I haven’t. I’ve got music on my phone.

COMPUTERS
- Have you got a laptop?
- No, I haven’t. I’ve got a tablet.

Tick () only the objects that belong to Lily.

1.Dog

2.Hamster

3.Budgie

4.Bike

5.Guitar

6.Tablet