LESSON PLAN

SCHOOL : Scoala Gimnaziala Nr.1, Ticleni

TEACHER: Nicoara Roxana Andreea

GRADE : III A

DATE: 28.02.2018

LEVEL : beginners

TEXTBOOK : FAIRYLAND 3B

LESSON : Talent Show

TIME: 45 min

Aims: to talk about actions, to express ability

• Vocabulary: play the piano, dance, jump, fly, ride a horse, swim, draw
• Language focus
Structures: verb ‘can’ (singular)
Language in use: Mona, can you sing? Yes, I can! Can you play the piano? I can play the
guitar! I can’t sing or play the piano. I can help you, Harry!

BEGINNING THE LESSON (5 min)

Greet the pupils as they arrive.
(Activities to revise the language of Unit 7c.)
Ask the pupils to describe their deskmate. Give an example (e.g. Roberta’s got dark hair and blue
eyes.)

PRESENTATION & PRACTICE (10 min)

Listen, point and repeat.
(An activity to present and activate the vocabulary of the unit.)
Pupils’ books closed. The teacher shows flashcards with different actions (play the piano,dance,
jump, fly, ride a horse, swim, draw), one at a time, and say the corresponding word. The pupils
listen and repeat, chorally and individually. Points to the actions in random order. Individual pupils
say the actions. Asks the rest of the class for verification.
Pupils’ books open. The teacher writes a big 10 on the board and asks the pupils to open their
books at page ten. Reads the title of the unit and write it on the blackboard.
The teacher writes on the blackboard the new words and their translation and the pupils copy them
in their notebooks.

READING (10 min)

(Activities to develop the pupils’ listening and reading skills.)
The pupils role read the fragment in their textbooks and translate it in their native language, then
solve exercise 2
answers.
1c2a3b

Structures (15 min)

(Activities to present and practise the verb ‘can’.)
Pupils’ books closed. The teacher says and writes on the board: I can swim. A frog can jump.
Underlines the words can.
Elicit from the pupils that can is the same in all persons(I, you, he, she, it). Say and write on the
board. Can I swim? Yes, I can. Can a spider swim? No, it can’t. Underlines the words can. Explains
the way the interrogative is formed as well as the way the short answers are constructed. Finally,
says and writes on the board: He can’t dance. Underlines can.
Under this sentence writes: He cannot dance. Explains how the negative is formed and that
cannot should always be written as one word.
Pupils’ book open. Read through the grammar box.
The teacher reads the instructions and the example and explains the task. Asks the pupils to look at
the pictures and explains that they have to complete the sentences with can or can’t according to
what the pictures show. Allow the pupils time to complete the task in
their notebooks. Checks their answers.
2 can 4 can 6 can
3 can’t 5 can’t

ENDING THE LESSON

(An activity to consolidate the vocabulary of the unit.)
The teacher gives pupils worksheets from the activity book and explains them orally the exercises.