LESSON PLAN

School: Scoala Ginmnaziala Nr. 85

Teacher: Ion Cornelia
Grade: 5
Textbook: Limba moderna 1, Limba engleza, ed. Art
Time: 50 minutes
Lesson topic: Home my special place
Teaching aids: CD, textbook, notebooks, blackboard
Teaching techniques: conversation, dialogue, exercises
Grammar: prepositions of place, some/any, there is
Vocabulary: related to house, rooms
Skills: listening, reading, writing and speaking

OBJECTIVES
By the end of the lesson students will be able:
- to write nouns related to furniture and rooms
- to identify the speakers from a listened dialogue
- to match the rooms with the owners
- to talk about their rooms
- to make a dialogue about their favourite place
- to choose the correct answers after listening to the description of a room
- to identify the places described in the text
- to answer the questions about the place described in the text
-to complete an email

Warm-up activity
Time: 3 min
a) checking attendance: The teacher asks students: “Who is absent today?”
b) checking homework: The teacher checks the homework and the students correct their mistakes if
necessary.

Activity 1
Time: 6 minutes
Interaction: T-Ss
Skills: Writing
Procedure:
The first activity helps the Students to revise the vocabulary related to house and furniture. The teacher
asks students to complete a spidergram with these words (spidergram pag. 68). The students write on
the blackboard the words.

Activity 2
Time: 4 min
Interaction: pair work, T-Ss
Skills: Reading and Listening
ex 1/pag 65
The teacher plays the CD. The students listen to the dialogue then take roles and read the text. The
teacher asks students to look at the pictures and match the rooms with the owners.

Activity 3
Time: 3 min
Interaction: pair work
Skills: Listening, Reading and Speaking

Key expressions helps Ss to learn the questions they heard in the dialogue.
The teacher plays the CD so students can listen to the key expressions. Then they can practice the
dialogue using these expressions.

Activity 4
Time: 7 min
Interaction: T-Ss
Skills: Listening
The teacher plays the CD and asks students to listen to Ethan’s description. The teacher asks students to
choose the correct answers (ex. 2/pag 65). The teacher asks students to listen the recording again to find
out more information about Ethan’s bedroom. The teacher asks students questions about his bedroom.
Some students may find difficult to answer these questions. The teacher will play the recording again,
if necessary.

Activity 5
Time: 4 min
Interaction: Pair-work
Skills: Speaking
The teacher asks the Ss to ask their desk mates about their rooms. The students use the phrases in the
Key expressions box.

Activity 6
Time: 8 min
Interaction: T-Ss
Skills: Reading for comprehension
Ex 1,2/ pag.67
Ss read the text and match the pictures. The teacher asks students to read the Glossary, to make sure the
students got the meaning of the new words. Then the teacher asks students to answer the questions.

Activity 7
Time: 6 min
Interaction: T-Ss
Skills: Listening
Ex 3/ pag 67
The teacher asks Ss to listen to the descriptions of three different rooms. Then the teacher asks students
questions to make students guess what rooms are described. So the students can match the rooms with
the owners.
Activity 8
Time: 6 min
Interaction: Pair-work, T-Ss
Skills: Speaking and Writing
Ex 4/ pag. 67
The teacher asks students to write questions in their notebooks for their partners. Then the students
make dialogue with their partner to find out what his/her favourite place is.

Activity 9
Time: 4 min
Interaction: T-Ss
Skills: Writing
Ex 5/pag.67
T asks Ss to look at the picture and complete the email with the given words.

Homework: (pag.67) 2min

T asks Ss to draw their favourite room. They can use the email as a model.

The teacher encourages the students to use what they’ve learned further and shows them appreciation
for their involvement.
 LESSON PLAN

School: Scoala Ginmnaziala Nr. 85

Teacher: Ion Cornelia
Grade: 3
Textbook: Fairyland, Jenny Dooley-Virginia Evans
Time: 50 minutes
Lesson topic: 5b Come out
Vocabulary: related to furniture
Grammar: prepositions of place
Materials: textbook, notebooks, blackboard, worksheets
Teaching aids: CD, textbook, notebooks, blackboard, handouts
Teaching techniques: conversation, dialogue, exercises
Skills: listening, reading, writing and speaking

OBJECTIVES
By the end of the lesson, the students will be able:
- to read the text they listened first
- to listen to a dialogue and identify the meaning of the new words
- to identify furniture
- to complete sentences with prepositions of place
- to read and write sentences using the new vocabulary (furniture)
- to ask and answer questions using the prepositions of place
- to identify the place of objects in a room
-to choose the correct preposition of place

WARMING UP
Time: 3 min
The teacher asks the students if they remember what happened to Harry in the previous lesson. The
teacher makes the students curious to find out more about Harry.

Activity 1
Time: 5 min
Interaction: T-Ss, PW
Skills: Listening and Reading
Procedure
The students listen to the recording, take roles and read the text.

Activity 2
Time: 5 min
Interaction: T-Ss
Skills: Listening, Speaking and Writing
Aim: to introduce the new vocabulary related to furniture
Procedure
Students listen to the tape, repeat the words and write them in their notebooks. The teacher asks
students to look at the pictures. The teacher helps the students to translate the words. The teacher writes
the new words on the blackboard.

Activity 3
Time: 6 min
Interaction: T-Ss
Skills: Reading and Writing
Aim: to introduce the prepositions of place to the students
Procedure
The teacher asks students to look at the text again and try to guess the meaning of the new words (the
prepositions of place). The teacher helps the students to translate the sentences. Then the teacher asks
students to read and match the names with the rest of the sentences. (ex2/pag.38)

Activity 4
Time: 5 min
Interaction: T-Ss
Skills: Reading and Writing
Aim: to introduce the prepositions of place to the students
The teacher writes the prepositions on the blackboard and asks students to look at the grammar box and
guess their meaning. The teacher asks students to read and translate the sentences. Students write the
prepositions in their notebook.

Activity 5
Time: 4 min
Interaction: T-Ss
Skills: Reading and Writing
Aim: to practice the prepositions of place
Procedure
The teacher asks students to look at the picture (ex3/ pag.39), read and complete the sentences. The
teacher asks students to write the prepositions on the blackboard.

The teacher gives handouts to the students. The students use them for the following activities. The
students can practice the new items.

Activity 6
Time: 4 min
Interaction: T-Ss
Skills: Writing
Procedure:
The teacher gives students handouts. The Teacher asks students to look at page with the rabbit. The
teacher asks students : “Where is the rabbit?” The students are asked to match the pictures with the
correct preposition of place. The teacher write on the blackboard the new words and translates them.

Activity 7
Time: 3 min
Interaction: T-Ss, IW
Skills: Writing
Procedure:
The teacher asks students to look at ex 1 from Vocabulary (handout). Students read the words and circle
the correct word. The students can use the new vocabulary (furniture).

Activity 8
Time: 5 min
Interaction: T-Ss, PW
Skills: Writing, Reading, Speaking
Procedure:
The teacher asks students to look at the picture. There is a picture with animals (handout). The teacher
asks students: “Where is the cat?”. Then the teacher encourage the students to ask their deskmate
questions about the other animals. Then the teacher asks students to fill in the blanks with correct
prepositions from the box.

Activity 9
Time: 5 min
Interaction: T-Ss, PW
Skills: Writing, Speaking
Procedure:
ex 3, handout, “Where is Alvin?”
The students ask their deskmates the question: “Where is Alvin?”. They answer the question and
complete the sentences with prepositions of place.

Activity 10
Time: 5 min
Interaction: T-Ss
Skills: Writing, Reading
Procedure:
The teacher asks students to look at the picture which represents a room (handout). The students are
asked to complete the sentences with the correct prepositions. Then the teacher asks questions and they
give answers.

Game
Interaction: PW
Time: 6 min
Aim: to use the possessive pronoun “my” (from the previous lesson)
to practice the dialogue

The teacher asks students to form pairs. One student choose a school object and place it where he
wants. He asks his mate “Where is my pen?”. The other answer with a question: “Is it under the desk?”.
The first student gives short answers and change the place. Then the students change roles.

Homework: ex 4/ pag.39 Students are asked to look at the position of the ball and write sentences. The
students have the opportunity to use (practice) the vocabulary (furniture) and the prepositions of place.

The teacher shows appreciation to students for their involvement in the new studied items and
announce them the next topic “Describing their room”.
 Test paper
Limba engleză, Clasa a IV-a L1

Numele și prenumele elevului ................................................

 Pentru rezolvarea corectă a tuturor cerințelor se acordă 80 puncte. Din oficiu se

acordă 20 puncte.

1. Read and write the shopping list. 10 p

Paul,
I need some things to make a salad. We’ve got some beans, but we haven’tgot any green peppers or
carrots. Can you get some? There’s some cheese in the fridge, but there isn’t any chicken. Can you get
some olive oil, too, please? There’s some money on the table.
Thanks,
Mum

Shopping list:
-green peppers
-…………………………..
-…………………………..
-…………………………..

2. Read about Harry’s breakfast then answer the questions. 10 p

I usually get up at 7 o’clock. Then we have breakfast. I have a cup of milk, an egg and toast. My mum
has a salad. She uses tomatoes, onions and green pepper. My dad has sausages and toast.

1. What time does Harry get up?

……………………………………….

2. What meal do they have in the morning?

………………………………………..

3.What has Harry at breakfast?

……………………………………….

4. What vegetables uses mum for salad?

………………………………………..

5. Who has sausages?

………………………………………..

3. Now write about your daily breakfast. 20 p

……………………………………………..
……………………………………………..
……………………………………………..

3. Read and choose. Circle the correct sentence. 4 x 2,5 =10 p

1 A Can I have a jar of bread?
B Can I have a loaf of bread?
2 A There isn’t some butter.
B There isn’t any butter.
3. A There are a lot of onions.
B There is much onions.
4 A Is there much salt in the food?
B Is there many salt in the food?

4. Read and write must or mustn’t. 5 x 3 p = 15 p

1. You …………….drop litter in the street.
2. You……………..keep off the grass in the park.
3. You……………...eat in the class.
4. You……………...wear a helmet when you ride your bike.
5. You……………...listen to your teacher.

5. How healthy are you? Read and choose. 5 x 3 p =15 p

1 What should you eat every day?

A chocolate B chips C vegetables

2 What should you drink every day?

A water B apple juice C tomato juice

3 You should drink orange juice because it’s got a lot of

A vitamin A B vitamin B C vitamin C

4 Which of these is a healthy snack?

A biscuits B nuts C chips

5 How often should you exercise?

A every weekend B twice a week C every day
 EVALUATION TEST

READING (20 p)
1. Read the texts and answer the questions. 10 p

My family has got a farm in the north of England. I haven’t got a pet like a hamster or a budgie but
we’ve got lots of animals! What animals have we got on our farm? We’ve got cows and sheep and
we’ve also got ducks and chickens. Jock and Shep are two very important animals on our farm. They’re
our sheepdogs. They’re black and white and they’re very intelligent. At the moment, this lamb is my
pet because she hasn’t got a mother!
She’s only one week old! Kirsty, 13

I’m mad about animals! In fact, we’re all mad about animals in my family. We’ve got two dogs: Tash is
a big black dog but she’s very friendly. Dylan is a black puppy. My mum’s got a cat called Freda. She’s
brown and black and she’s quite old now. My sister Maddie has got two rabbits. They’re white and
they’re very cute. What pet have I got? Fish! I’ve got an aquarium with lots of tropical fish in it. My
favourite fish are small and blue and they’re very fast. Nathan, 13

1. Who’s got a farm?

………………………………………..
2. Who’s mad about animals?
………………………………………..
3. Where is the farm?
……………………………………….
4. What animals have they got on their farm?
……………………………………….
5. Who’s got a cat?
……………………………………….
6. Which animals are very important on their farm?
…………………………………………
7. What pet has Kirsty got?
………………………………………….
8. How old is the lamb?
………………………………………….
9. What pets has Nathan got?
…………………………………………
10. How old is Nathan?
………………………………………….

2. Read the texts again. Are the sentences true (T) or false (F)? Correct the false ones. 10 p

1. Kirsty’s farm isn’t in the north of England.

2. Kirsty’s got a hamster and a budgie.
3. Freda is a black puppy.
4. Maddie hasn’t got a pet.
5. Jock and Shep are sheep.
6. Nathan’s favourite fish are small and blue.
7. Kirsty is older than Nathan.
8. Their sheepdogs are very intelligent.
9. The little lamb has got a mother.
10. The two pet rabbits are very cute.

GRAMMAR AND VOCABULARY (50 p)

3. Translate the following words into English: 10 p

horse
mouse
parrot
rabbit
bear
chicken
duck
frog
sheep
snake

4. Match the questions to the answers. 10 p

1. Have you got your own room?
2. What’s it like?
3. What colour are the curtains?
4. Is there a bookcase?
5. Are there any posters on the wall?

A No, but there are some pictures of animals.

B They’re yellow and white.
C It’s quite small but it’s very comfortable.
D Yes, I have.
E Yes, it is.

5. Choose the correct answers. 10 p

1. There / Their / They’re five people in my family.

2. There / Their / They’re really nice T-shirts.
3. There / Their / They’re sports bags are in the classroom.
4. There / Their / They’re my best friends.
5. Is there / their / they’re a pizza for me?

6. Complete the sentences with some or any. 10 p

1. Are there…………………..chairs in the hall?

2. There are…………………..nice photos in the room.
3. There aren’t ……………….books in the bookcase.
4. Are there…………………...rugs?
5. We haven’t got………………...armchairs.

7. Write the sentences in the interrogative using the prompts and the verb have got. Then give short
answers. 10 p

1. she / a bike ……………………………………………….…………?

Yes, …………………………….
2. I / a new tablet………………………...……………………………..?
No, ……………………………..
3. we / a horse…………………………..………………………………?
Yes,…………………………….
4. they / a lot of homework……………………………………………..?
Yes, ……………………………………
5. Anya / a pet……………………………………………………………?
No, …………………………………….

WRITING (20 p)

Describe your house. Use names of rooms, furniture and prepositions of place. Write no more than 100.

10 p granted
 EVALUATION TEST
5th grade
MARKING SCHEME

Any other correct answers get points.

No fractions of points are awarded.
10 points granted.

READING - 20 points, 1 points for each correct answer

1. 10 points, 1 point for each correct answer
2. 10 points, 1 point for each correct answer
1-F, 2-F, 3-F, 4-F, 5-F, 6-T, 7-F, 8-T, 9-F, 10-T

GRAMMAR AND VOCABULARY - 50 points

3. - 10 points, 1 point for each correct answer

4. -10 points, 2 for each correct answer

1-D, 2-C, 3-B, 4-E, 5-A

5. - 10 points, 2 points for each correct answer

1- There, 2- They’re, 3- There, 4- They’re, 5- Is there

6. -10 points, 2 points for each correct answer

1- any, 2- some, 3-any, 4- any, 5- any

7. -10 points, 1 point for each correct question, 1 point for the each correct answer

WRITING - 20 points
8 points for task achievement
 language functions: describing, explaining
 opening and closing remarks
 meeting length requirements
4 points for correct grammar structures
4 points for the use of appropriate vocabulary and register
2 points for cohesion and coherence
2 points for the general impression
 PERFORMANCE LEVEL DESCRIPTORS

1) READING 15 points
10-15 PROFICIENT: The response achieves all the goals set for the task.
5-10 SATISFACTORY: The response achieves the goals set for the task only for 2 items.
0-5 NEEDS IMPROVEMENT: The response achieves none/one of the goals set for the task.

2) GRAMMAR 24 points
18-24 PROFICIENT: The response achieves all the goals set for the task.
12-18 CAPABLE: The response achieves the goals of the task for 6-9 sentences.
6-12 SATISFACTORY: The response achieves the goals set for the task only for 3-6 sentences.
0-6 NEEDS IMPROVEMENT: The response achieves none/few of the goals set for the task.

3) GRAMMAR 15 points
12-15 PROFICIENT: The response achieves all the goals set for the task.
6-12 SATISFACTORY: The response achieves the goals set for the task only for 2-4 sentences.
0-6 NEEDS IMPROVEMENT: The response achieves none/few of the goals set for the task.

4) VOCABULARY 16 points
12-16 PROFICIENT: The response achieves all the goals set for the task.
8-12 CAPABLE: The response achieves the goals of the task for 4-6 words.
4-8 SATISFACTORY: The response achieves the goals set for the task only for 2-4 words.
0-4 NEEDS IMPROVEMENT: The response achieves none/few of the goals set for the task.

5) WRITING 20 points
16-20 PROFICIENT: Sentence variety, supportive information, precise word choices. The letter
reflects a personal approach. There are few errors in writing conventions.
12-16 CAPABLE: The topic is developed with relevant information and it is organized in complete
sentences. Spelling and capitalization are correct. A few grammar mistakes appear.
8-12 SATISFACTORY: The main topic is developed with relevant information, and well organized.
Errors in spelling and punctuation do not interfere with the reader’s ability to understand the text. There
are some grammatical mistakes.
4-8 DEVELOPING: The writing is minimally developed, with few supportive details or personal
reactions. There are errors in spelling, punctuation or capitalization and grammar.
0-4 NEEDS IMPROVEMENT: The writer attempts to develop the topic, but multiple errors in spelling,
sentence structure, verb tenses, punctuation and paragraphing significantly interfere with the reader’s
ability to understand the text.