Lesson plan

Teacher: Chirvăsuță Ionela Mirela

Date: 15th of January, 2020
Class: V B
Level: A1
Number of pupils: 24
School: `Dimitrie Sturdza` Secondary School, Tecuci
School subject: English
Textbook: Limba modernă 1. Limba engleză. Clasa a V-a, autori: Clare Kennedy,
Chiara Soldi, Cristina Rusu, Diana Todoran, Editura Art, București, 2017
Lesson title: There is/ There are
Teaching point: grammatical: there is/ there are
Lesson type: fixation of knowledge
Time allotted: 50’
Skills: speaking, writing

Main objectives: By the end of the lesson, the students will be able to:
-use correctly in sentences there is/there are.

Learning objectives: By the end of the lesson, the students will be able to:
O1: identify the difference between there is/there are;
O2: talk about rooms in their house using there is/there are.

Lesson aims:
-to relate to the students’ lives;
-to elicit students’ vocabulary;

Methods and strategies: explanation, exercise, didactic game

Grouping and seating: pairs, individual
Interactions: T-Ss,Ss-T,S-S
Timetable fit: The lesson is part of unit 4: There’s a huge garden and it focuses
on fixing there is/there are through exercise and games.
Assumptions: Students already know there is/there are and it will be easy for them
to solve the exercises.
Predicted problems and possible solutions:
1.The students do not seem to fully understand the instructions –The teacher
checks the understanding of the instructions (by asking a pupil to say what the
steps of the activity are). Where necessary, she explains the instructions again or
makes a demonstration.
Aids: cousebook, laptop, projector
References:
 Harmer, J., The Practice of English Language Teaching, Longman, 1983
 The Curriculum for Secondary Education
No. Stage activities Time Teacher’s activity Students’ activity Purpose Interaction Skills Evaluation

1. Personalisation 10’ The teacher greets the The students bring their -to put the T-Ss Speaking
students and tries to own contribution to the students in a good Ss-T
create a motivational teacher’s initiative. The mood;
atmosphere through students check if they
conversation in order to have done their homework
create a proper mood. correctly.
The teacher checks the The students answer the
attendance and the teacher’s questions about
students’ homework. The rooms and furniture
teacher also checks the vocabulary.
students’ knowledge of
rooms and furniture
vocabulary.
2. Guide to meaning 8’ The teacher writes on the The students complete the -to explain the T-Ss Speaking Oral
whiteboard a few sentences with is/ are and difference Ss-T Writing feedback
sentences with there explain the difference between there
is/there are and asks the between them. The is/there are;
students to complete students write the -to identify the
them with is/are. The affirmative, negative, three forms of
teacher asks the students interrogative forms and there is/there are.
what’s the difference the short answers in their
between them. The notebooks.
teacher teaches the
negative, interrogative
form and the short
answers.
3. Highlight the 8’ The teacher projects on The students identify the -to use in T-Ss Writing Oral
meaning the whiteboard two differences and write sentences there is/ Ss-T feedback
pictures of the same room sentences using there is/ there are.
but they contain several there are.
differences. The teacher
 asks the students to
identify them and to
make sentences using
there is/ there are.
4. Initial practice 8’ The teacher asks the The students work in pairs -to use in T-Ss Writing Systematic
students to work in pairs and write questions about sentences Is S-S Speaking observation
and to write questions their deskmate’s house there/Are there; Ss-T
about what they would using is there/ are there.
want to know about their
deskmate’s house.
5. Secondary 8’ The teacher asks the The students complete the -to practise there T-Ss Writing Oral
practice students to solve exercise sentences, then they is/there are. Ss-T feedback
1, page 62: Complete the choose the correct
sentences with there is or answers.
there are. Use the short
form where possible. and
exercise 4, page 62:
Choose the correct
answers..
6. Guided creativity 6’ The teacher asks the The students write the T-Ss Writing Oral
students to solve exercise affirmative or negative -to practise there Ss-T feedback
6, page 62: Write the form of there is/there are, is/there are.
affirmative or negative then they put the words in
form of there is/there are order.
to make true sentences
about yourself. and
exercise 7, page 63: Put
the words in order to
make sentences.
7. Assignement 2’ .The teacher asks the The students pay attention to -to further practise
students to solve exercise 2, the teacher’s instructions. there is/there are.
page 34: Choose the correct
answers., exercise 4, page
34: Complete the sentences
with there isn’t or there
aren’t., exercise 6, page 34:
Look at the pictures and
complete the questions. and
exercise 7, page 35: Look at
the pictures from exercise 6
and answer the questions
with short answers.