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LESSON PLAN

DATE:

SCHOOL:

CLASS : V, L1

NO. OF STUDENTS: 24

TEACHER:

COURSEBOOK: Right on!, Uniscan Express Publishing

UNIT: Home... sweet home

LESSON: There is/are; Prepositions of place; Public places

TYPE OF LESSON: listening , language practice and vocabulary practice, revision

MATERIALS/RESOURCES: worksheets, guidebook, youtube sites;CD.

COMPETENCES: 1.2, 1.3, 2.3, 2.4, 3.2,3.3, 4.2, 4.3.

AIMS: 1. To activate previously acquired vocabulary

2. To practise the vocabulary structures studied before

3. To develop their communicative skills by sharing ideas on the topic

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Stages of Timing Interaction Competences Teacher does Students do Observations

lesson
Warm up 5 min T-Ss 2.3 T gets everyone to line up behind the Students follow the T
„Snake teacher. T also gets everyone to forming a line like a snake.
Follow” shout "Where are you going?" and
game on that prompt the teacher shouts
back "Over here!" - then starts
walking to a different part of the
classroom, with everyone following
in a line behind her (like a snake).
Lead in 5 min PW 2.3 Teacher provides the students with Students pass the flashcards
(Introducing 3.3 flashcards for the different places in around each other and
new the song: school, the park, the shops, pronounce the words.
vocabulary) the beach, my friend’s house, the
station, the zoo, home.
T holds up each flashcard and elicits /
teaches the word.T also has students
pass each flashcard around the class
with each student saying the word as
s/he passes the card.
Guided 10 min IW 1.1 T proposes the students to play Students pay attention to
practice 1.2 "Flashcard Slam" – lays all the their T and answer her
„Flashcard 2.1 flashcards, picture up, on the floor questions.
slam”& 3.2 and gets everyone to sit around the
„Missing cards in a circle (for large groups,
flashcard” have a few sets of flashcards so you
can do this in groups). Teacher says
"Touch the station!" and everyone
must quickly slam their hand down
on the correct card. T plays this until
every card has been practiced. Then
T proposes to play "Missing
Flashcard" – with the cards all laid
out on the floor, tell everyone to
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close their eyes. Then the teacher

takes away one card. T says "Open
your eyes!" and everyone must shout
out the missing card. T continues to
play with other missing cards until all
vocab has been practiced.
Further 8 min 1.2 T needs two sets of the places Students work in pairs to They practise
practice PW 2.3 flashcards for this game, which complete the task. public places by
„I’m going 3.1 practices the key structures "Where Students search for the means of an
to”game are you going?" and "I’m going to …". cards they have received. interactive
T gets everyone to close their eyes as game.
she places each card from the first
set around the room (e.g. place the
zoo card in the corner, the park card
under a desk, etc.). Next, T tells
everyone to open their eyes; gives a
card (e.g. zoo) from the second set to
a student; has the following
conversation (model):
Teacher: "Where are you going?"
Student: "I’m going to the zoo"
Teacher: "Ok then. Goodbye"
Student: "Goodbye"
The student must then search for the
zoo flashcard. When s/he finds it
s/he can return to the T for another
card. As the first student is searching,
T gives another card (e.g. the beach)
to another student and has the same
conversation. Eventually,T will have
students searching all over the place
and returning for another card.

„Where are 10 min GW 1.1 T sings the "Where are you Going?"
you going?” 1.2 song. She puts the places flashcards
song 1.3 on the board in the order of the
song. T then gets everyone to stand
up and show them the gestures.
Then run through the song a few
times.
Lyrics for the "Where are you
going?"
Chorus: Where are you going?
Where are you going?
Where are you going right now?
Verse 1: I’m going to school,
I’m going to the park,
I’m going to the shops,
I’m going to the beach.
Chorus: Where are you going?
Where are you going?
Where are you going right now?
Verse 2: I’m going to my friend’s
house, I’m going to the station,
I’m going to the zoo,
I’m going home.
Classroom 5 min T-Ss 1.2 Teacher invites students to pay
reader 1.3 attention to the story „Where’s
„Where’s 1.4 mother?”
mother?” 2.1 T gets the students really involved in
the story by asking lots of questions
about the features of each place. T
also asks follow up questions about
the features of the places in the
students' neighborhoods.
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Students pay attention to
their T and follow their
indications by miming the
actions mentioned in the
song.
During the chorus the pupils
do the ‘question gesture’
(both palms up, looking
quizzical) whilst swaying in
time with the music.
Pupils either walk around
the classroom or walk on
the spot – in time with the
music.
The pupils listen carefully to The students
the story and answer the T’s may come up
questions about the story with
and their public places. observations,
questions and
possible
comments.
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Homework 2 min T-Ss 2.3 Teacher asks students to do a project The pupils take down the
4.3 about their town or village in which notes.
they have to present the features of
each public place mentioned in their
project.
T also congratulates the pupils on the
lesson and rewards the best ones.
1.1 Desprinderea sensului global al unui mesaj articulat clar, emis cu o viteză normală

1.2 Identificarea unor informaţii specifice dintr-un scurt mesaj audiat, articulat clar şi rar

1.3 Sesizarea ordinii evenimentelor relatate într-un text scurt

*1.4 Identificarea informaţiilor esenţiale dintrun discurs standard pe subiecte familiare

2.1 Descrierea persoanelor și a unor evenimente

2.2 Cererea și oferirea unor informații despre sine, despre persoane, despre activități din universul imediat

*2.3 Comunicarea interactivă într-un schimb simplu de informații

2.4 Relatarea, pe scurt si fluent, a unui eveniment

*3.1 Identificarea mesajului global al unui text

3.2 Recunoașterea informaţiilor esenţiale dintr-un text citit în gând

3.3 Asocierea informaţiilor factuale dintr-un text citit cu o imagine/ un set de imagini

*3.4 *Selectarea unor informaţii dintr-un text citit pentru a le insera într-o schemă

4.1 Solicitarea și oferirea unor informații despre sine

4.2 Redactarea unor paragrafe despre evenimente și persoane, după un plan dat

*4.3 Redactarea unor texte scurte pe teme familiare

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