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LESSON PLAN

NAME: Daniela Dobrican


SCHOOL: Alexandru Ivasiuc Secondary School, Baia Mare
DATE: 3rd of April, 2009
CLASS: 3rd B, 2h/week
NO.OF Ss: 21
TIMING: 50 min
TEXTBOOK: Way Ahead, Macmillan
Unit 17: I can run.

LESSON AIMS:
To express ability
To talk about what animals can/cant do
Skills: Reading, Speaking, Listening, Writing (Integrated skills)
Grammar:

- modal verb can


- verbs of movement
- relative pronouns (I, She, He)

Vocabulary:

- animals

Didactic strategies:

methods and procedures: explanation, dialogues, conversation,


independent work, elicitation;

materials and equipment: pictures, flashcards, worksheets, textbook

organization: lockstep, individual work; pair work

pair work,

PROCEDURE
ACTIVITY 1 WARM-UP
AIMS:
to focus the Ss attention
to get Ss involved into the topic
PROCEDURE
- Introductory conversation
- Game: Ss throw a dice which has 6 animals drawn on it,
they have to name the animal and say what it can do.
-Ss write the sentences on Bb
Parrots can fly.
Rabbits can hop.

INTERACTION
T-Ss
Ss- T
lockstep

TIMING
5 min

INTERACTION
T-S
S-S

TIMING
10 min

ACTIVITY 2 Presentation speaking, writing, matching


AIMS:
to express ability, using can
to enrich their vocabulary with verbs
PROCEDURE
- Teacher asks the Ss if they can do those things: Can you
hop? Can you fly? And writes on the Bb examples:
I can hop. X I cant fly.
- Ss answer according to the example what they
can/cannot do
- T sticks pictures on the Bb representing various actions
( swim, ride the bike, run, draw, sing) on one column and
the verbs representing the actions on another column
- Ss , with the help of the T will match the two columns
- Ss copy the verbs in their copybooks

ACTIVITY 3

Practice- guess the character (game) listening, matching

AIMS:
to practise the newly learnt structure (can, cant)

to use the new verbs

PROCEDURE
- T shows four pictures , each picture representing one
character from the textbook with different objects,
suggesting what they can/cant do (example a bike suggests
that they can ride a bike, a towel suggests that they can
swim; the lack of these objects from the picture suggests
what they can not do )
-Ss have to guess who says the sentences : (T reads the
sentences and sticks them on the Bb)
I can ride a bike and I can sing. I can swim. I cant draw. I
cant run.- Tom
I can run and I can swim. I can draw. I cant sing. I cant
ride a bike. Meg
I can swim and I can sing. I can run. I cant ride a bike.Andy
I can draw, I can sing. I can ride a bike. I cant run I cant
swim.- Sue
-T says the sentences and Ss guess saying the name of the
character

ACTIVITY 5

INTERACTION TIMING
T-Ss
10 min
Speaking

Production - speaking, writing

AIMS:
to talk about things using the newly learnt structure
PROCEDURE
- Ss say what each character can/.cant do
- Ss write the sentences on the Bb and in their copybooks.
Tom can ride a bike. He cant draw.

INTERACTION
T-S
Writing
Speaking
Ss-Ss

TIMING
10 min

INTERACTION
T-S
Writing
Speaking
Ss-Ss

TIMING
10 min

ACTIVITY 6
Production- speaking
AIMS:
to ask about what their classmates can do
to talk about what their classmates can/cannot do
PROCEDURE
- T gives the Ss worksheets with Find someone who can
and explains that they have to ask their classmates if they
can do one or more of the things on the worksheet and
write names next to the action
-When they finish Ss report to the class what they have
found:

Mihnea can sing.


Razvan can draw an elephant.
Ending the lesson
HOMEWORK: to provide consolidation of language and grammar so far
Write 5 things that you can do and 5 things that you cannot do.
T. assigns the homework by giving clear instructions.
Assessment: T. praises all the Ss. for their participation during the entire lesson. T gives a
plus to the most active Ss.