Lesson Plan

Teachers name: Mihai Stefania

School: Scoala Gimnaziala com. Gheorghe Lazar
Date: 8th of April, 2016
Textbook: Snapshot Starter
Grade: 5th grade; (L1)
Level: Medium
Topic: There is/ there are, Fast Rewind Units 8 and 9 in the textbook
Time allowed: 50 minutes
Type of lesson: Revision, grammar practice, vocabulary
Grammar focus: there is, there are, there isnt, there arent
Approach: communicative
Aims:

To give students more practice in the use of the verb there is, there are, by indicating places (on the map)
To consolidate their knowledge so far regarding sentence structure and prepositions of place
To provide opportunities for the practice of new vocabulary: places in towns, leisure activities.
To create the appropriate atmosphere for lowering anxiety;

Objectives: By the end of the lesson, the students will be able to:

Use there is and there are appropriately, by asking and saying where places are.
Solve activities related to syntax and sentence structure (see exercise 8, page 57, in the textbook);

Materials used: textbook, chalk, blackboard;

1

Skills: integrated skills;

Assumptions:

The students are familiar with most of the grammar issues involved;
They have prior practice in exercises with the verb to be in the present simple;
They have little knowledge of syntax and sentence structure;
Since the expression there is/are usually has no equivalent in other languages, students sometimes use have instead.

e.g. Have a lot of food on the table. incorrect

It has a lot of food on the table. incorrect
There have a lot of food on the table. incorrect
There is a lot of food on the table. - correct
Evaluation: Students will be evaluated based on the participation in classrooms discussions;
Types of interaction:

Teacher-whole class
Teacher- Student
Student- Student
Student-Teacher

whole class
individually
group work activity

Class management:

PROCEDURE

Nr.
crt.
1

Stages of the
lesson

Teacher`s activity and

language

Students`
activity and
language

Skills

Warm up
Speaking activity
Pre-teaching
grammar issue

The teacher greets the

students and asks: How are
you today? Are there any
absents today?, that way
the teacher can prepare the
students through
conversation.

Students will
answer the
teachers
questions:
Were fine!
Thank you!.
There are/is
no absent
today.

Listening
Speaking

Semi controlled
grammar
teaching( inductiv
e teaching
strategy)

The teacher checks the

homework and then presents
the students with the title of
the new lesson: There
is/There are which is a
common phrase in English,
used to indicate that
something "exists or is in a
certain location. The main
subject follows the verb
when there is/are is used.

Students will
participate in
the
development of
the lesson by
listening to the
teacher and
also, writing in
their notebooks.

Speaking
Writing

Interaction

T-S
S-T

T-S

Time

Rationale

Warm up activity is an effective

practice since it builds an
affective relationship between
teacher and students. It is also
better to be used in order to
create a bridge to the new lesson.

Inductive strategy has a more

student-centered approach.
Grammar teaching is introduced
with students support. The
students role changes and they
become active in the teaching
process.

There is an apple on the

table. There are some apples
on the table.

3.

Vocabulary focus- Teacher explains to the

practice
students that in order to
indicate the location of
certain things they will have
to remember what the
prepositions of place are. T
points to a student and the
students answer the Ts
questions.
To verify the students
learning, the teacher will
ask them to solve exercise
4/pg.59, the task being that
of completing the sentences
with the correct preposition
in the brackets. T points to a
student and the students
answer the Ts questions.

4.

Grammar
practice- semicontrolled
practice activity

Teacher prepares the next

task by means of
conversation.
Students are asked to open
their books at page 57 and
read the task from exercise
8. Practice.
Teacher presents the
students with a model to
work on, and then asks them
to work in pairs.
The task is to look at the
map and ask and answer
about places in St Jamess

Students will
Writing
work
Speaking
individually and Reading
they have to
come up with
answers.
The
prepositions of
place are:
behind, next
to, in/on (a
road), near,
opposite, in
front of, on
the corner of,
between
and, in the
centre of.

T-S
S-T

Students will
Writing
write in their
Reading
notebooks the
Speaking
answers.
Afterwards, the
teacher will
point to
students to
write on the
blackboard their
answers.

T-S
S-S
(pair work
activity)

10

Grammar practice- controlled

grammar practice has the role of
focusing on form.

Street.
T. monitors the writing
activity and gives feedback
to the students.
5.

6.

7.

Free practice

Evaluation

Assignment

The teacher will give the

students the opportunity to
express their own ideas
using there is
(nt)/are(nt), by indicating
where objects in the
classroom are.

Students write
Speaking
down a few
sentences on the
notebooks and
then say them
out loud.

Teacher will evaluate their

activity based on the
participation in the
classroom.

Students will
evaluate
themselves and
will also
evaluate their
colleagues.

Grammar exercises- T gives

homework to the students.

Teacher writes
the homework
on the
blackboard. Ss
write the
homework in
their notebooks.

Exercises 3 and 8/page 59.

Also, they will have to read
the text from page 60: Six
of a Kind, and write down
any unknown words.

T-S

10

Realia has a very important role

here.

13

Homework has an important

role, it stands for practicing at
home and consolidating what has
already been taught.

S-T

T-S
S-T
S-S

Speaking

T-S