ȘCOALA PROFESIONALĂ "ȘTEFAN CEL MARE" COTNARI

LESSON PLAN : HE CAN'T COOK! AT ALL!

Textbook: Limba modernă 1 – Limba engleză: clasa a V-a . Make it! Level 1. Authors: Clare Kennedy,
Chiara Soldi, Cristina Rusu, Diana Todoran
Unit 7: I can cook very well!, pp. 98 – 109

Teacher's name: Date: Week: Starting time:

th
Tănase Cristina-Ștefania 19 May 2021 26? 10.00 AM

Level: Length: Type of Lesson:

A1 50 minutes Listening, Viewing and Reading Comprehension Skills

Class profile:

Lesson aims: Contents:

Outcomes for students:

By the end of the lesson, students will have

Personal aims:

Anticipated problems: Solutions:

Personal objectives:

Materials:
worksheets, PowerPoint presentation, video, laptop, printed pictures of abilities, sports (the ones in the
textbook) and fun activities (to be used in case of power outage)

ELT bibliography:

Peachy, Nick. "A framework for planning a listening skills lesson".

https://www.teachingenglish.org.uk/article/a-framework-planning-a-listening-skills-lesson

Gallacher, Lynn. “Video and young learners 1”. https://www.teachingenglish.org.uk/article/video-young-

learners-1

Gallacher, Lynn. “Video and young learners 2”. https://www.teachingenglish.org.uk/article/video-young-

learners-2

Thornburry, Scott. “G is for Gist”. https://scottthornbury.wordpress.com/tag/reading-for-gist/,

 27.11.2011

Lesson Plan for “HE CAN'T COOK” date Teacher: Eu-

gen-Mihai Balaj
time
Tănase Cristina-
Ștefania
class name: a v-a
class information number of students:32
overall class English level: A1

lesson information Lesson Type: Listening, Viewing and Reading Comprehen-

sion Skills
Topic: numbers and opposites
Duration:40 minutes
Lesson aims by the end of the lesson Ss will be able to:
1. describe facts and figures;
2. use the present simple in context;
3. differentiate semantic relationships of opposites.
sub-aim:
4. practice team-work
5. develop communicative abilities to disperse information
and make guesses
personal aim:

Possible issue that might arise during Solutions to the issues that might
class: arise:
1. as I am familiar with the class I know that 1. try to create a welcoming environ-
their English level is somewhere at an A2 ment.
and this poses issues;

2. students might communicate during class 2. T will try to discourage this by

in their L1; showing encouraging students to
make mistakes and use their L2;

3. Ss might not know the vocabulary. 3. T will monitor the Ss in-class and
will adjust the lesson when neces-
sary. Do vocabulary exercises

4. As this is a young class their attention span 4. Try and create varied activities
might not be longe.

5. Some students might not finish in time 5. Permit them to work at home
and then check their progress dur-
ing the next class.
Materials: Methods: conversation, explanation,
1. worksheets, group work, individual work, “tour of the
gallery” method
2. PowerPoint presentation,

3. laptop,

4. cards with abilities( is it just the textbook)

.
 LESSON PROCEDURE:
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LESSON PROCEDURE:

STAGE AIM TIME INTERACTION PROCEDURE

Lead-in To arouse Ss' interest T - Ss T reminds Ss about the topic of the previous lessons which is
in the class abilities and sports by showing them the pictures in the textbook
Activate the schemata and eliciting what people are doing in those pictures: What is
she/he doing? What are they doing? Ss take turns to answer:
Cooking./He is cooking. Dancing./She is dancing. Acting./She is
acting. In case the Ss give one-word answers, T will encourage
them to give full answers, by scaffolding if necessary.

T asks Ss: “What do you do after school for to have fun?

T tells Ss: I go home and watch a film. T asks Ss: What do you
do? Ss take turns to answer the question. T asks SS to ask each
other in pairs and then elicits one or two answers.
Expected answers: I play football / video games. I meet my
friends. I watch TV. If Ss are not able to find their words, T
prompts them to respond by showing them pictures and model
sentences for Ss to choose from and answer the question.

Pre-viewing ContextualisationP To help students to T - Ss T shortly explains what afternoon clubs are in Britain and shows
re-teach contextualise the appropriate pictures to Ss T shows pictures of an afternoon club,
vocabulary listening and access then asks Ss: Are these activities fun? When do they take place?. T
 STAGE TIME AIM INTERACTION PROCEDURE

LESSON PROCEDURE:

STAGE AIM TIME INTERACTION PROCEDURE

their existing asks Ss to guess what kind of afternoon clubs they are: theatre,
knowledge and cookery, science, sports, photography etc. T asks Ss to work in
expectations to help teams and to try and figure out the activities. T asks Ss to repeat
them understand the the afternoon club names twice. T asks Ss if they go to afternoon
text. To reduce the clubs in Cotnari (the chess club, Astroclubul Pegas).
number of
unfamiliar words
T - Ss T
encountered and
facilitate greater
comprehension

While Viewing for To improve Ss' 1. What's in the video?

viewing Skimming: GIST ability to skim for
task the very general idea a) Animals. b) Children. c) Toys.
of a video clip.
2. Where are they?
a) In a school. b) In a park. c) At home.

3. What are they wearing?

a) Shorts and T-shirts. b) Uniforms. c) Winter clothes.
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4. What are they?

a) Doctors. b) Policemen. c) Students.

5. What are they doing?

a) Playing. b) Talking. c) Sleeping.

Scanning Exercise 2, page 103 in the textbook: Read the dialogue again
and answer the questions.
1. When are the after-school clubs?
2. Who can act?
3. Who can sing?
4. Which club do Jazmin and Sarah choose?
5. What can’t Ricky do?
6. When is Cookery Club?

ISL colletive????

Jazmin:1 ________ you act?

Sarah: Yes, I 2 ________. What about you?

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JazminYes, I 3________ act 4 ________ well.

5 ________ you dance?

Sarah: No, I 6 ________, but I 7 ________ sing.

Post viewing Speaking practice To improve Ss' Pairwork T tells Ss they are going to talk about what they can or can't do.
(Conversation abilities to talk about T uses suitable picture in the PowerPoint presentation to enable
drill) what they can or Ss to understand the task, talking with a partner. T instructs Ss
can't do to form pairs using gestures and very simple language: “You
To improve Ss' two, you two, you two.”
fluency in general
To build Ss' Teacher shows the conversation model in exercise number 6 on
confidence while the PowerPoint presentation or writes it on the blackboard. T
speaking asks Ss to listen and repeat the model conversation. T asks Ss to
replace the verb dance in the conversation model with another
verb. T asks Ss to listen and repeat the new model.

T shows Ss a piece of paper with a verb and a picture that

illustrates it. T instructs Ss to use the verb on the piece of paper
to complete the model conversation.
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T models the activity with a stronger S first, and then with a

weaker one.

T hands out pieces of paper with suitable, helping pictures and

the verbs from exercise 6 and other verbs known to students for
Ss to use them together with the verb can . T asks ICQ questions
to check understanding and might use L1 as a last resort. Ss take
turns in asking and answering about their abilities. T monitors
the activity without correcting Ss mistakes, letting students
communicate without interfering. T helps Ss who seem to be
struggling with the task.

Exercise 6, page 103

In pairs, act out the dialogue in exercise 4 using the verbs in the
box. Give answers that are true for you.
swim sing ski cook dive dance ice-skate play the
piano
A: Can you dance?
B: No, I can’t. What about you?
A: Yes, I can dance very well.
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Homework

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