LESSON PLAN

NAME:

SCHOOL:

CLASS: 5th

NUMBER OF STUDENTS:

TEXTBOOK: Limba modernă 1

DATE:

TOPIC: There’s a huge garden

AIMS OF THE LESSON:

-to practice the use of there is/are;

-to learn about and practice the use of space prepositions to indicate where house objects
are placed;

-to promote language awareness and encourage meaningful interactions;

S-Students

T-Teacher

PHASES OF PROCEDURE INTERACTION SOCIAL MATERIALS AIM OF ACTIVITY TIME

LEARNING FORM
1 Lead-in. Rooms T places a picture of a house on the BB T-Ss Plenary Flashcards; -to engage 3
in a house. and a set of different rooms on the Individual Blackboard; students and
desk. S are invited to go to the desk, activate their
pick up a room and place it where it schemata;
needs to be in the house.
2 Match it! Each student receives a piece of paper T-Ss Individual Blackboard -to actively 6
with a related object written on it. T plenary Sheets of enhance the
writes a couple of rooms on the BB and paper rhythm of the
tells the S that they have to go to the BB lesson, providing
and write down the word next to the a meaningful
appropriate room. The others carefully lexical base;
observe and step in whenever necessary
to make corrections.
3 Is there a lamp in T gives each student a picture of two T-Ss; T-S; Ss-Ss Plenary; Flashcards; -to stimulate a 10
your bedroom? rooms (a bedroom and a living room) individual productive
and a couple of statements, (There are background;
four lamps in the bedroom) that the S -to practice the
have to read and determine if they’re use of there
true or false by writing: Yes, there is/are;
is/are. No, there isn’t/aren’t. After this
 the T reads the statements and calls out
random students to read their answers.
4 The lamp is on T presents three space prepositions T-Ss; T-S; S-S; Plenary; Flashcards; -to practice using 10
the desk. (next to, on, under) and then pulls out a Ss-Ss individual; Blackboard; space
picture of a particular room. He then prepositions;
asks the S where the lamps are placed in
that room. T writes down the answers
on the BB and S in their notebooks.
5 How many? Again the T sticks a picture of a room on T-S; S-S Plenary; Picture; -to practice using 15
the board and start writing questions individual Blackboard; there is/are...;
about how many objects can be seen in -to promote
that room. (eg. How many socks are language
there? There are...) T chooses certain S awareness;
to write their answer on the board
making sure that the rest of the class
make any necessary adjustments.
6 Feedback T starts asking questions about the T-Ss; T-S Plenary; - to track down 6
number of objects in their classroom . individual any knowledge
gaps;