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PLAN DE LECŢIE

OBIECTUL: Limba Engleza


CLASA: a V-a
TEMA: How many objects do you see?
SUBIECTUL LECŢIEI: The plural of nouns
PROF.: Pițigoi Oana Georgiana

I. MOTIVAŢIA:

1. Prezentarea unui obiect / unei persoane /mai multor obiecte/personae prin identificare –
- Oferirea de răspunsuri la întrebări de tipul: Cate obiecte/personae sunt in imagine?
- Jocuri cu obiecte din universul apropiat
2. Identificarea semnificaţiei globale a unui text simplu pe teme familiare
- Oferirea de răspunsuri la întrebări de tipul: ”Despre ce este vorba în text?”
- Exerciţii de tip adevărat / fals, cu alegere multiplă
- Alegerea unei imagini potrivite dintr-un set pentru a ilustra semnificaţia textului

II. OBIECTIVE:

La sfârşitul activităţi, elevii vor şti:


1. să spună regulile de formare a pluralului substantivelor comune
2. să folosească forma de plural a substantivelor regulate oral și în scris
3. utilizarea lui There is/ There are în propoziții
4. să construiască propoziții folosind noile structuri

III. CONDIŢII PREALABILE:


In prealabil elevii trebuie să aibă:
 Cunoştinţe gramaticale de bază
 Cunoştinţe minime despre substaniv
 Deprinderi de a lucra individual şi în perechi
PROBLEME ANTICIPATE:
Elevii ar putea
- întâmpina dificultăți în scrierea pluralului substantivelor care se termină în "-ch", "-sh", "-y".
- să se confrunte cu lipsa de timp

 Timp de lucru: 45 minute


 Resurse materiale: manual şcolar, fişe de lucru, tablă, cretă, foaie flip-chart, CD-uri, proiector, videoclipuri;

ACTIVITIES

WARM UP
AIM *creating a pleasant atmosphere for the English class;
*helping students feel relaxed.
INTERACTION *T – Ss
*Ss - T
PROCEDURE *T asks Ss How are you today? / Is anybody absent? / Are you ready to
start the English class?;
*Ss answer T’s questions;
* The teacher checks up homework and makes error corrections, if
necessary. She gets the students into the topic by asking them to count
from 1 to 10, then shows the pupils a candy and asks Ss to tell how
many candies there are. Further on, T shows them 2 and then more
candies and asks Ss again to tell what they can see;
* Ss answer the questions using the singular and the plural;
* T announces the theme and the title of the lesson and writes it on the
blackboard. ‘’The plural of nouns’’.
ESTIMATED TIME * 5minutes

PRESENTATION: A.

1. LEAD IN (pre-reading/pre-
speaking/pre-writing/pre-
listening)
AIDS *blackboard
AIM *introducing the new topic to the Ss.
COMPETENCES 1.3.
INTERACTION *T – Ss
PROCEDURE * T explains Ss that when we have 1 object this
is the singular form, and when we have 2 or
more objects we call it plural form. T also
explains that according to the way they form the
plural, nouns can be : A- Regular, B- Irregular.
* T asks Ss to play a game. T says a regular
noun in the singular form, ask Ss to say the
plural in choir.
* Ss write in their notebooks and then play the
game.

ESTIMATED TIME *5 minutes


2. B.
AIDS *blackboard; flipchart;notebooks;
AIM tell the rules for making plural regular
nouns
COMPETENCES 3.2.
INTERACTION *Ss – Ss
*Ss - T
PROCEDURE *T asks Ss to think what the rule for making
the plural is and writes it on the blackboard:
We form the plural of most nouns by adding
-(e)s to the y singular. Example: boy-boys,
window-windows.
*T explains and writes on the blackboard the
rules of spelling plural nouns, as follows:
-nouns ending in consonant followed by y
change into i and then adds -es ending: baby-
babies, city-cities
- for the nouns ending in: -ch, -sh, -s, -ss, -x,
-o, we add -es: church-churches, brush-
brushes, bus-buses, princess-princesses, fox-
foxes, tomato-tomatoes;
*Ss write in their notebooks and repeat
outloud the plural form for each noun T writes
on the blackboard;
Next, T writes on the blackboard the noun
‘’knife’’ and its plural ‘’knives’ then explains
that nouns ending in -fe,-f, in the plural form
 -ves, as in the examples;
For practice, T asks Ss to solve exercise 2 on
page 38. Then T plays the CD and asks Ss to
repeat the plural nouns they hear in exercise 3
on page 38
ESTIMATED TIME *15 minutes

3. B.
AIDS *flipchart
AIM * use there is/there are in sentences
COMPETENCES 3.2.
INTERACTION *Ss – Ss
*Ss – T
PROCEDURE T shows Ss a flipchart with 4 images with the
captions there is/there are, according to the
number of objects presented: There is a cat in
the garden/ There are two cats in the garden.
T explains Ss that they can use there is with
singular nouns and there are with plural ones.
Ss wirte in their notebooks, practicing the new
structures in oral sentences.
ESTIMATED TIME *5minutes

PRODUCTION/
FEED-BACK
(post-reading/post-
speaking/post-
writing/post-
listening)
AIDS *handouts
AIM * making sentences using plural nouns and there is/there
are
COMPETENCES 1.3.
INTERACTION *Group Work
*Ss - Ss
PROCEDURE T divides the class into four groups
T tells Ss that they are going to see an image with more
objects, and explains them that they have only 1 minute to
look at the picture very carefully.Then T covers the picture,
and asks Ss to remember as many objects as they can in 3
minutes, and make sentences as in the example, using there
is/there are. E.g: There are three computers in the picture.
Every group chooses a leader who will report the sentences to
the class.
T corrects the mistakes and announces the winner.
ESTIMATED TIME *10 minutes

Emotional
Feedback/ Aims’
checklist
AIMS *getting feedback from the Ss
INTERACTION *Ss - T
PROCEDURE T gives each S a candy and a round piece of paper, asking them to draw
a face expressing their degree of understanding the structures that have
been taught.
ESTIMATED TIME *2 minutes

Assigning
Homework
AIM *practice structures in real life situations
INTERACTION *T - Ss
PROCEDURE *T gives Ss their homework (ex.5 on page 39)
ESTIMATED TIME *3 minutes
Flipchart 1.
There is a cat in the garden.
There are two cats in the garden
There is a ball in the box. There are 2 balls in the box.

Flipchart 2.
Handout 1.

There are three computers in the picture.


There ___________________ in the picture.
There ___________________ in the picture.
There ___________________ in the picture.
There ___________________ in the picture.
There ___________________ in the picture.
There ___________________ in the picture.
IV. DESFĂŞURAREA LECŢIEI

ce fac aici???? Ma depaseste..nu stiu cum vin in tabel cele de mai sus in forma tabelului de mai jos ....sunt praffffffff :((((
Obiectivele Momentele activitatii Timp Continutul Strategia Evaluarea
operationale activitatii didactica
1.Warm-up to revive the spirit of the T gives Ss stickers to write their names on T-Ss 5’
class and then to put on their clothes.
(stickers)

2.Lead-in to introduce vocabulary T asks Ss if they have animals at home and


related to the topic where they can usually see animals. T-Ss 5’
Ss-T

3. Introducing to introduce new T shows Ss flashcards with farm animals


vocabulary vocabulary and asks them to repeat the words they
to familiarize with the hear. (flashcards) 5’
words
T show Ss a PPT presentation to help Ss T-Ss
4. Practice to verify the familiarize with the words.
comprehension of the T helps Ss to identify the images.
vocabulary 8’

Ss have to guess the animal they hear in the T-Ss


to consolidate the PPT exercise .
vocabulary T gives Ss handouts with missing vowels
that they must complete .
(complete and identify) 16’

T-Ss

Each student receives a card with two


to verify and animals on it. T asks “Who likes ….?/ 6’
consolidate grammar Who doesn’t like …?” and Ss have to
structures choose one animal they like and another
I LIKE … - I DON’T LIKE … one they don’t like.
(like - don’t like)

T gives Ss a cut and paste activity about 2’


5.Setting the to consolidate the new farm animals. T-Ss
homework acquired information (homework - cut and paste)
3’
6.Evaluation to increase Ss’ self T appreciates Ss’ activity. T-Ss
confidence