LESSON PLAN

Lesson Plan
Teacher: Maghiar Liliana

School: Școala Gimnazială „Luceafărul”
Lesson: Abracadabra! (Unit 8b)
Type of the lesson: teaching new information
Class: 3rd C
Vocabulary: glasses, rabbit, magician, see, hop
Grammar: verb `can` (plural)
Date: 3rd March 2020
Time: 45 minutes
Aims of the lesson:
1. to develop pupils’ listening, speaking and reading skills;

2. to present and activate the vocabulary of the unit (glasses, rabbit, magician, see, hop);
3. to get the pupils involved in acting out the dialogues;
4. to present the plural and the short answers forms of the verb `can`;
5. to provide guidance in practising the vocabulary and grammar structures.
Objectives:
By the end of the lesson, pupils will be better able to:
1) use the new vocabulary in proper contexts;
2) participate actively in a conversation;
3) listen and read for specific information;
4) to talk about ability;
5) practise the plural and the short answers forms of the verb `can`;
6) act out a dialogue.
Materials: laptop, flashcards, textbooks, notebooks, board

Skills: Listening, speaking, reading and writing
Techniques: Exposing, conversation, exercise, explanation, learn by discovering, picture
dialogues, role-play, global reading-scanning
Anticipated problems:
- some pupils might feel nervous and reluctant to participate in the activity, thus they may need
assistance;
- stronger pupils might dominate and want to answer / speak out at most stages of the lesson,
thus they will respond in turn, one by one
Bibliography:
1. Official: The Curriculum for Primary Education
2. Methodical: -Harmer, Jeremy. 2001. The Practical of English Language Teaching. Pearson
Education Limited; -Scrivener, Jim. 2011. Learning teaching. Macmillan Publishers Limited
3. Textbook: Dooley, Jenny; Evans, Virginia. Fairyland 3B. Express Publishing
STAGES OF THE LESSON
1. Warm-up
Aim:
- to revise the language of Unit 8a
Time: 5 minutes
Interaction: T - pupils, pupils -T
Procedure:
Teacher greets the pupils and asks about their mood and the pupils answer. Teacher checks
the attendance, then she mimes an action and asks the class what she can do. Whoever guesses
correctly comes to the front of the class and the game continues.
Eg. Teacher: What can I do? (mimes swimming)

Pupil: You can swim!
2. Homework checking
Aim:
- to check whether the pupils have accomplished their task
Time: 3 minutes
Interaction: T - pupils, pupils -T
Procedure:
T. asks the pupils one by one to read the homework and to check their answers with a
different pen colour.
3. Presentation and practice
Aims:
- to introduce the topic of the lesson
- to present and activate the vocabulary of the unit
Time: 10 minutes
Interaction: T- pupils, pupils -T
Procedure:
Teacher writes a big 12 on the board and asks the pupils to open their textbooks at page 12.
T. asks the class to read the title, she writes it on the board, then asks the pupils to spell and to
write it in their notebooks. T. asks the pupils if they know in what situation this word is used and
elicit answers (during a magic show).
T. puts the flashcards on the board, one at a time. T. points to each flashcard (glasses,
rabbit, magician, see, hop), one at a time, and says the corresponding word(s).
The pupils listen and repeat, chorally and/or individually. T. writes the words and their
meanings on the board and the pupils copy them in their notebooks.
Teacher informs the pupils about the lesson’s aims.
4. Listening and reading
Aim:
- to develop the pupils’ reading and listening skills
- to check the comprehension of the text
Time: 7 minutes
Interaction: T - pupils, pupils –T, pair work
Procedure:
Ex. 1 / page 12. T. reads the instructions and sets the scene by asking questions.
e.g. Teacher: Is Harry a magician?
Pupils: Yes, he is.
Teacher: Where are the boy’s glasses?
Pupils: In the hat.
Teacher: What else is in the hat?
Pupils: A rabbit! Etc
T. announces the class that they are going to listen to the story and reminds them that they
have to follow the lines with their fingers. After that, T. nominates four pupils to read the text,
using the role-play technique. The pupils take roles (Teacher, Harry, the voulunteer and the
public) and act out the dialogues.
Ex. 2 / page 12. T. reads the instructions and explains the task. Then the T. asks the pupils to
find the answers in pairs. T. walks around the classroom and provides help when necessary. T.
asks individual pupils to say the number of the picture each sentence is taken from. T. asks the
rest of the class for checking.
Answers: 1 - Picture 2 2 - Picture 6 3 - Picture 5 4 – Picture 1
5. Extension
Aim:
- to present the plural and the short answer forms of the verb `can`;
Time: 5 minutes
Interaction: T - pupils, pupils - T
Procedure:
Pupils’ books open at page 13. T. asks the pupils to look at the first sentence in the grammar
box. Pupils read the sentence and the T. writes it on the board, explaining them that the verb
`can` is used in all persons (singular and plural).
T. elicits/explains the way the interrogative is formed (inversion) as well as the way the short
answers are constructed, asking the pupils to read the other sentences from the grammar box and
to write them in their notebooks.
6. Guided practice
Aim:
- to provide guidance in practising the vocabulary and grammar structures
Time: 5 minutes
Interaction: T – pupils, pupil – class, whole class
Procedure:
Ex. 3, page 13. T. reads the instructions and explains the task. T. nominates different pupils
to read and to match the numbers with the letter to form correct sentences. T. checks their
answers with the rest of the class.
Answers: 1 b 2d 3a 4c
7. Follow-up
Aim:
- to consolidate the vocabulary and the structure of the unit
Time: 5 minutes
Interaction: T - pupils, Pair work
Procedure:
Ex. 5 / page 13. Let’s sing! T. refers the pupils to the picture and asks them questions.
e.g. Teacher: Are they magicians?
Class: Yes, they are.
Teacher: What can they do?
Class: They can fly. etc
T. refers the pupils to the song and plays the recording. The pupils listen and follow the lines.
T. plays the recording again. The pupils listen and sing along.
8. Feedback
Aims:
- to obtain feedback on individual pupils;
- to reward the pupils for their answers and for having participated actively in class.
Time: 3 minutes
Interaction: T - pupils, pupils - T
Procedure:
T. asks the pupils to tell her how they feel about the unit. T. asks if they can tell her what
they have learnt and which activity they liked the best. Pupils answer individually.
T. praises the pupils for having participated actively in class and rewards them with positive
points in her register.
9. Homework assignment
Aim:
- to provide further practice of the vocabulary and the structure of the unit
Time: 2 minutes
Interaction: T - pupils
Procedure:
Ex. 4 / page 13. T. refers the pupils to the example and to the pictures. T. asks them to write
the questions and the answers in their notebooks at home, but they do it orally in class first.
LESSON SCHEME
1. WARM UP – 5 MIN [ 9:50 – 9:55 ]
- GREETINGS
- THE MIME GAME (VOCABUALRY REVISION)
2. HOMEWORK CHECKING – 3 MIN [ 9:55 - 9:58 ]
3. PRESENTATION AND PRACTICE – 10 MIN [ 9:58 - 10:08]
- BIG 12 ON THE BOARD

- TITLE (WHEN USED? – DURING A MAGIC SHOW) + DATE
- FLASHCARDS WORDS ON THE BOARD  SS COPY
- LESSON’S AIMS
4. LISTENING AND READING - 7 MIN [ 10:08– 10:15 ]
- EX 1 / PAGE 12: GO THROUGHT THE PICTURES ASKING QUESTIONS

- LISTEN TO THE STORY
- ROLE PLAY READING
- EX 2 / PAGE 12: 1 - Picture 2 2 - Picture 6 3 - Picture 5 4 – Picture 1
5. EXTENSION – 5 MIN [ 10:15 – 10:20 ]
- `CAN` PLURAL FORMS: AFF, NEG, INT
6. GUIDED PRACTICE – 5 MIN [ 10:20 – 10:25 ]
Ex. 3 / page 13: 1b 2d 3a 4c

7. FOLLOW-UP – 5 MIN [ 10:25– 10:30 ]
Ex. 5 / page 13. Let’s sing! T. refers the pupils to the picture and asks them questions.
e.g. Teacher: Are they magicians?
Class: Yes, they are.
Teacher: What can they do?
Class: They can fly. Etc
8. FEEDBACK – 3 MIN [ 10:30– 10:33 ]
9. HOMEWORK ASSIGNMENT – 2 MIN [ 10:33 – 10:35 ]
- EX 4 / PAGE 12
BOARD SCHEME
3rd March 2020
Abracadabra!
12 13
glasses = ochelari
rabbit = iepure `Can` – Plural forms
magician = magician + We / You / They can sing = Noi putem / Voi puteți /
Ei, ele pot cânta
to see = a vedea
?  Can we / you / they swim? = Putem noi / puteți voi /
to hop = a țopăi pot ei, ele cânta?
Homework Yes, we can. / No, we can’t.
Ex. 2 / page 12 Ex. 4 / page 13 - We / you / they can’t fly = Noi nu putem / voi nu
1 - Picture 2 puteți / ei, ele nu pot zbura
2 - Picture 6
3 - Picture 5 Ex. 3 / page 13
4 – Picture 1 1-b 2-d 3-a 4-c

LESSON PLAN - Grade 3, Unit 8B - Abracadabra!

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Teacher: Maghiar Liliana

Aims of the lesson:

1. to develop pupils’ listening, speaking and reading skills;

Materials: laptop, flashcards, textbooks, notebooks, board

Eg. Teacher: What can I do? (mimes swimming)

3. Presentation and practice

Teacher informs the pupils about the lesson’s aims.

4. Listening and reading

Answers: 1 - Picture 2 2 - Picture 6 3 - Picture 5 4 – Picture 1

Interaction: T – pupils, pupil – class, whole class

Interaction: T - pupils, Pair work

1. WARM UP – 5 MIN [ 9:50 – 9:55 ]

2. HOMEWORK CHECKING – 3 MIN [ 9:55 - 9:58 ]

3. PRESENTATION AND PRACTICE – 10 MIN [ 9:58 - 10:08]

- BIG 12 ON THE BOARD

4. LISTENING AND READING - 7 MIN [ 10:08– 10:15 ]

- EX 1 / PAGE 12: GO THROUGHT THE PICTURES ASKING QUESTIONS

5. EXTENSION – 5 MIN [ 10:15 – 10:20 ]

- `CAN` PLURAL FORMS: AFF, NEG, INT

6. GUIDED PRACTICE – 5 MIN [ 10:20 – 10:25 ]

Ex. 3 / page 13: 1b 2d 3a 4c

8. FEEDBACK – 3 MIN [ 10:30– 10:33 ]

9. HOMEWORK ASSIGNMENT – 2 MIN [ 10:33 – 10:35 ]

3rd March 2020

rabbit = iepure `Can` – Plural forms

3 - Picture 5 Ex. 3 / page 13

4 – Picture 1 1-b 2-d 3-a 4-c

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