Lesson Plan

Unit 4: ‘Can you spell that, please?’

Can David Beckham play football?
Can Hanna Montana sing?

Teacher: BITCAU ALINA

Grade: starter level pupils (5th grade)
Textbook: Snapshot Starter, Longman
Type of lesson: acquiring new information (Vocabulary about activities, the modal -Can)
* The lesson provides grammar practice of “I can”
Skills: Reading, Writing, Speaking, Listening1
Purpose: The purpose of this lesson is to provide students with the vocabulary related to
activities, at a starter level.

Didactic strategies:
 methods and procedures: conversation, explanation, dialogues, miming
 organization: class work, pair work, individual work;
 materials and equipment: textbook, handouts, pictures, photocopies, toys

Lesson Aims:

1. to create interest in the topic of activities that one CAN do;

2. to promote conversation expressing ability
3. to study relevant words for the topic; to use “I can”
4. to practice vocabulary spoken and written;

1
the listening skill was assured by children listening to the song, to the teacher and their colleagues;

1
 PROCEDURE

Warm-up Interaction: T-Ss; Ss-T Timing: 10’

Speaking; Reading

Aim 1: to create interest in the new topic; to promote discussion;

 T. asks Ss about their homework, the letter to their favourite star

 Ss read the homework
 T corrects the homework (in terms of pronunciation)
 T asks the students what their favourite star does, what he/she CAN do, introducing the
new lesson

Activity 1 Interaction :T-Ss; Ss-T Timing: 5’

Speaking

Aim 2: to encourage the Ss to discuss about what they can do(Romanian & English)
Aim 3: to raise expectations and involvement in the speaking task;
Aim 4: to answer by rising hands in order to confirm expectations;

 T. asks the Ss. questions as: Who can …? (miming activities)

 Ss. answer by rising their hands

Activity 2 Interaction: T-Ss; Ss-T ; pair work Timing: 15’

Writing; Speaking

Aim 4: to study relevant words for the topic;

Aim 5: to ask and answer questions

 T. shows the toys, saying: ”Let’s see what they can do”
 T. takes a toy and says “I can…” as it is written on the paper stuck on the toy
 T. asks another toy “What can you do?” and answers the question
 T. asks Ss. to work in pairs, come in front of the class, to ask “What can you do?” and
answer “I can…”
 T. checks the answers and corrects the possible mistakes;

Activity 3 Interaction: individual work Timing: 15’

Writing

Aim 6: to practice vocabulary spoken and written;

 T. draws a table with activities on the blackboard

 T. asks the Ss. to complete the table by putting a star / a cross near the activities that they
can or can’t do
 T. writes on the blackboard the pattern I can …, but I can’t…
 T. asks the Ss. to write in their copybooks the whole sentence, by using their tables

Activity 4 Interaction: individual work Timing: 5’

2
Listening
Ss listen to the song “I can” and try to sing along.

Homework: The T. asks the Ss to continue writing the sentences if they haven’t finished

Assessment: T. appreciates (offering stickers) the Ss. who were active during the entire lesson
and gives advice to the less active ones;