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LESSON PLAN

NAME: Danalachi Denise-Iuliana


SCHOOL: Nr. 1 Bragadiru
DATE: 18.05.2011
CLASS: 3rd D, 2h/week
TIMING: 45 min
TEXTBOOK: Way Ahead, Macmillan
Unit 17: I can run.

LESSON AIMS:
• To express ability
• To talk about what animals can/can’t 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, pair work,


independent work, elicitation;

• materials and equipment: pictures, flashcards, worksheets, textbook

• organization: lockstep, individual work; pair work


PROCEDURE

ACTIVITY 1 WARM-UP
AIMS:
• to focus the Ss’ attention
• to get Ss involved into the topic

PROCEDURE INTERACTION TIMING


- Introductory conversation T-Ss 5 min
- Game: T. shows Ss. a paper which has 6 animals drawn Ss- T
on it; they have to name the animal and say what it can lockstep
do. ( in romanian)
-Ss write the sentences on Bb
Parrots can fly.
Rabbits can hop.

ACTIVITY 2 Presentation – speaking, writing, matching


AIMS:
• to express ability, using can
• to enrich their vocabulary with verbs

PROCEDURE INTERACTION TIMING


- Teacher asks the Ss if they can do those things: Can you T-S 10 min
hop? Can you fly? And writes on the Bb examples: S-S
√ I can hop. X I can’t 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, can’t)
• to use the new verbs

PROCEDURE INTERACTION TIMING


- T shows four pictures , each picture representing one T-Ss 10 min
character from the textbook with different objects, Speaking
suggesting what they can/can’t 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 can’t draw. I
can’t run.- Tom
I can run and I can swim. I can draw. I can’t sing. I can’t
ride a bike. – Meg
I can swim and I can sing. I can run. I can’t ride a bike.-
Andy
I can draw, I can sing. I can ride a bike. I can’t run I can’t
swim.- Sue
-T says the sentences and Ss guess saying the name of the
character

ACTIVITY 5 Production - speaking, writing


AIMS:
• to talk about things using the newly learnt structure
PROCEDURE INTERACTION TIMING
- Ss say what each character can/.can’t do T-S 10 min
- Ss write the sentences on the Bb and in their copybooks. Writing
Tom can ride a bike. He can’t draw. …… Speaking
Ss-Ss

ACTIVITY 6 Production- speaking


AIMS:
• to ask about what their classmates can do
• to talk about what their classmates can/cannot do

PROCEDURE INTERACTION TIMING


- T gives the Ss worksheets with Find someone who T-S 10 min
can… and explains that they have to ask their classmates Writing
if they can do one or more of the things on the worksheet Speaking
and write names next to the action Ss-Ss
-When they finish Ss report to the class what they have
found:
Mihnea can sing.
Razvan can draw an elephant.

ACTIVITY 7
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.