Lesson Plan

School: coala general nr.11

Class: 5th grade
Number of students: 32
Name: Borta Sandra Ana-Maria
Teacher in charge: Ciogu Zoia
Teaching points: Reading for pleasure: The story of Chicken Licken
Teaching the modal MUST
Teaching Subject and Object Pronouns
Skills practised: Reading
Speaking
Grammar
Objectives:
By the end of the lesson, students will be able to:
anticipate the events in a story by looking at the pictures;
recognize the modal MUST;
use MUST in controlled and free practice;
make the difference between subject and object pronouns;
identify the pronouns in a text;

Materials: The course book

Anticipated problems:
Students may be noisy.
Students may not pay attention.
Students might refuse to do an activity.
Solutions:
If the students are noisy, the teacher will identify and stop the disruptive behaviour.
If the students don't pay attention, the teacher will play a quick game with them: the teacher will tell them to
stand up, raise their left hand, raise their right hand, rub their head and belly at the same time, in order to get
them energetic and in high spirits.
If the students refuse to do an activity, the teacher will give them important tasks in order to get them
involved as much as possible: they can help distribute the exercices or check other's answers.

Stage

Ti Interaction
m
e

T's activity

L's activity

Objectives

Intr.
moment

2' Teacher-Class

''Hello! How are you today?''

''Hello! We are fine, thank

you!''
Today is/are absent...
Today is...
It's...

-to start the class;

-to get them to speak
English.

A: We had to describe in
writing our favourite wild
animal.
A student raises his/her hand.

- to get them to speak in

English;
-to give feedback on the
homework;

''Who is absent today?''

''Let's write the date!''
''What's the weather like?''
Checking 7' Teacher-Class
the
homework

''What was your homework?''

''Who wants to read us the
homework? Please read only the
description, do not tell us the name
of the animal. We will guess.''

Student-Class

Lead in

2' Lockstep

The student reads.

The others listen and guess.

Tell me three birds that can be

found on a farm.
Who's the enemy of hens?
Today we are going to read a moral
story. What's a moral story?
Do you know any moral stories
involving animals?

The new
15' Lockstep
lesson:
The story
of Chicken
Licken

A: hens(chickens), ducks,
geese.
The fox.
A story that teaches us a
lesson.
A: The bear tricked by the
fox, The goat and her three
kid-goats, The three piglets.

Let's open the book and look at the Students open their books.
pictures from the text in 2D.

- to activate their
schemata;
- to get them to speak in
English.

Pre3' Lockstep
listening +
New words

Listening

3' Lockstep

Postlistening

1' Lockstep

Reading/
Speaking

3' Role-play

Postreading

2' Lockstep

What can you see in the pictures?

What animals?

Some animals.
A chicken, a hen, a goose, a
duck, foxes.
Which of them is Chicken Licken? The yellow one, the chicken.
Where are they?
On a farm, in a village.
What can you see in the first
The chicken is near a pond.
picture?
He is eating.
A nut falls down on his head.
Now let's look at the last picture.
A pile of bones and some
What can you see there?
feathers.
The foxes are full and happy.
They ate the birds.
Now we are going to listen to the
story recorded. It is read by native
speakers.
Pay attention, look at the text and Students listen.
listen carefully. I'm going to ask
you some questions after we listen.
Look at the text and tell me:
Where are Chicken Licken and his To see the king and tell him
friends going? Why?
the sky is falling down.
Why don't they get there?
Because Foxy Loxy and his
family eat them.
Now you are going to read the
Students assume their roles
story by roles. We need a narrator, and read.
the chicken, the hen, the duck and
the fox.
Are there other unknown words?
Yes/No
Now, tell me, what's the moral of That we shouldn't jump to
the story? What can we learn from conclusions too soon. First
it?
check then say.
That we shouldn't trust
everything we are told. We
should think for ourselves.Etc
Did you like the story?
Students answer.

- to anticipate the events

in a story;
- to describe pictures;
-to work in pairs;
-to identify information in
a text;
- to get them to speak
English.

2' Pair-work

You will now work in pairs and

Students get in pairs and
match the words from exercise 2
solve the exercise.
with the pictures in the story. Most
of the words may match more than
one picture.
You have 2'.

1' Lockstep

Now let's check.

Students pay attention and

check.

Look at exercise 3a and read

silently the sentences. Then look at
the text and identify the sentences
from exercise 3a.
What do they all have in common?
What do you think it means?

Students identify the

sentences.

Follow-up

Feedback

Grammar
MUST
Theory

15'
3' Lockstep
Classwork

Write in your notebooks the word

MUST(in capital letters, with
colours). I'll write it on the
blackboard.
MUST is always followed by the
verb in the infinitive without TO.
It's wrong to say must to do.
Practice

12' Lockstep
3'

If I say, for example, that I'm

hungry. I'll write it down. What
must I do?
-thirsty
-sleepy
-hot
-cold
-late for school

The word MUST.

Something that is urgent, is
very important.
Students write.

Students pay attention and

write in their notebooks.
I must eat.
I must drink water.
I must go to sleep.
I must eat ice cream.
I must drink tea.
I must hurry.

- to understand when and

why they use MUST;
- to identify MUST
sentences;
- to be able to use MUST
in given contexts;
- to work in pairs;
-to get them to speak
English.

3' Pair- work

Feedback

Grammar
Object VS
Subject
Pronouns

Look at exercise 3b, match the

cues to the pictures and use must.
Wok with your deskmate.
You have 2'
Let's check.

Students solve the exercise.

3' Individual
work

Write in your notebooks two things Students write.

you have to do this week.
You have 2'.

3' Feedback

Let's see. Everybody has to say at

least one thing they must do this
week.
So what's the most common
activity you must do this week?

7' Lockstep

Every student answers.

(the sentence that appeared
more often)

I'll draw 2 columns on the

Students pay attention.
blackboard. One has the title
Subject Pronouns, the other Object
Pronouns. Look at me. Do not
write anything in your notebooks.
What's a Subject Pronoun?
Does the action.
What's an Object Pronoun?
Suffers the action.
Look closely at exercise 4a. You
have there 2 sentences.
Tell me in what column we can put
THEY.
HE
HIM
THEM
Now look in the text and tell me
other Subject and Object Pronouns.

Subject Pronouns
Subject Pronouns
Object Pronouns
Object Pronouns
Students look at the text and
identify.

- to understand the
differences between
Subject and Object
Pronouns;
- to identify
Subject/Object Pronouns;
- to get them to speak in
English.

Teacher writes on the blackboard.

Let's repeat.
Copy the table in your notebooks.
Let's repeat.
End of the
class

2' Homework

Lockstep

Note down your homework:

exercise 4c in the book.
Let's see what you have to do.
Class is over. Good bye, class.

Students repeat.
Students write.
Students repeat.
Students note down their
homework and pay attention
to the explanations of the
teacher.
Good bye, teacher.

- to assign the homework;

- to end the class.