ŞCOALA GIMNAZIALĂ NR.

1 PANIC
DISCIPLINA LA CARE SE SUSTINE INSPECTIA : LIMBA ENGLEZĂ
TEACHER: TAMÁS ANDREA AMÁLIA
DATA: 28.02.2024.

LESSON PLAN
DESCRIPTION OF THE CLASS:

 CLASS/ PROFIL: 2nd and 4th

 NUMBER OF CLASSES PER WEEK: 2h
 NUMBER OF STUDENTS: 14
 TITLE OF THE LESSON: The very hungry caterpillar, by Eric Carle
 TOPIC: Food
 LEVEL: Beginner
 LESSON TYPE: Combined / Mixed lesson
FUNCTIONS: Students will consolidate their previous knowledge regarding the names of the days,
colors, food
Students will exercise their skill of reading and interpreting a text.

Vocabulary:
Nouns: caterpillar ,egg, leaf, apple, pear, plum, strawberry, orange, cupcake,
lollipop, sausage, chocolate cake, pickle, ice cream, watermelon, moon, sun, the days
of the week
Verbs: to lay, to eat ,to start, to build ,to be
Adjectives: tiny, little , warm, red, green, orange, purple

OBJECTIVES:
By the end of the lesson the students will be able to:

 to revise some fruit names;

 to identify healthy and unhealthy food
 to sequence the events
 to answer simple questions
 to use complete sentences
 to observe and discuss the lifecycle of a butterfly

LANGUAGE/SKILLS TAUGHT (during the lesson):

reading, speaking, writing, listening.

MATERIALS: copies of The Very Hungry Caterpillar book, copies of sequence paper, index cards,
puppets, handouts, task cards, pictures ,flashcards,

Teaching techniques: discovery, exercise, conversation, explanation, brainstorming, dramatization

ASSUMPTIONS: -students should know vocabulary related to days of the week and counting
-they have some familiarity with the simple present tense

ANTICIPATED PROBLEMS AND SOLUTIONS:

- students may have difficulty understanding some adjectives( tiny, big, little)
Solution: teacher will dramatize and mime size
 - students may have difficulty to remember all vocabulary and sequencing.
Solution: each child will receive word cards and pictures

Materials from the internet:

http://www.youtube.com/watch?v=_4HI7q38VmQ
http://www.youtube.com/watch?v=NWfy2CC8few
The Official Eric Carle Web Site
http://www.eric-carle.com/home.html
http://www.eric-carle.com/ECbooks.html#anchor707516

DEVELOPMENT OF THE LESSON

ACTIVITY 1: WARM UP
OBJECTIVE: To be prepared for the lesson
To create a free and relaxed atmosphere for the English class.
INTERACTION: T- Ss
DIDACTIC STRATEGY: Learning by doing/ Frontal lecture

SKILLS INVOLVED: speaking

EVALUATION: - T checks pronunciation
- T supervises /supplies error correction
ESTIMATED TIME: 2’
DESCRIPTION OF THE ACTIVITY:
After greeting pupils, the teacher and students sing the Hello friends song. The teacher asks about
the weather.

ACTIVITY 2: Checking homework and previous knowledge

OBJECTIVE: To check their knowledge about the learnt topic

To reinforce the Ss’ knowledge on the previous lesson.
To consolidate the usage of names of some food.
TEACHING TECHNIQUES:conversation , discovery, word association

INTERACTION: T- Ss, S-Ss.

DIDACTIC STRATEGY: Learning by doing/Check
SKILLS INVOLVED: Reading, Speaking

ANTICIPATED PROBLEMS: Students may have difficulty to remember all vocabulary about
food
SOLUTIONS TO PROBLEMS: We will use a commonly used method of drilling, the choral
repetition.
ESTIMATED TIME: 5’
EVALUATION: -T makes appreciations
- T checks pronunciation
- T supervises /supplies error correction
MATERIALS: flashcards
DESCRIPTION OF THE ACTIVITY: The teacher checks homework
Teacher shows the students some flashcards with food and asks the pupils: Are these foods
healthy or unhealthy? T. places two pictures of a dog named Rascal. On the first picture the dog
enumerates some names of foods which it likes and on the other picture foods that it doesn’t.
Fourteen of the cards have pictures and fourteen of the cards have words .The Ss have to match
the word and the picture. They continue until they have eight pairs. T. asks them to name their
favorite food.

ACTIVITY 3: Lead in

OBJECTIVE: to introduce the topic/to set the context

to identify healthy and unhealthy food

TEACHING TECHNIQUES:conversation

INTERACTION: T- Ss
DIDACTIC STRATEGY: Learning by doing/ Frontal lecture

SKILLS INVOLVED: speaking

EVALUATION: -T makes appreciations
- T checks pronunciation
- T supervises /supplies error correction
ESTIMATED TIME: 5’

MATERIALS: flashcards, the book

DESCRIPTION OF THE ACTIVITY:
T gives each pupil a flashcard of a plum, a pear ,an apple ,an orange or a strawberry. The teacher
goes around and asks each child to name the fruit he or she is holding .The T. shows the Ss the
cover of the book and what the book is about. T. writes the title of the lesson on the board and the
students in their notebooks.

ACTIVITY 4: Pre-reading

OBJECTIVE: to introduce new vocabulary

TEACHING TECHNIQUE:conversation , brainstorming

CLASS ORGANISATION: T- Ss, pair work

DIDACTIC STRATEGY: Learning by working

SKILLS INVOLVED: speaking, writing

EVALUATION: -T makes appreciations
- T checks pronunciation
- T supervises /supplies error correction
ESTIMATED TIME: 10’
MATERIALS: flashcards
DESCRIPTION OF THE ACTIVITY: T divides the board and writes healthy and unhealthy food.
Students have to put the pictures representing words from the story to the right place. ( apple-
healthy, lollipop- unhealthy……) T writes the words on the blackboard and pupils in their
notebooks.
T gives students some flashcards related to the story and in pair work they have to ask each
other : Do you like apples? Yes, I do/ No, I don’t

ACTIVITY 5: While-reading

OBJECTIVE: to familiarize the Ss with the topic of the reading task.

to allow Ss to practice their reading comprehension skills.
to support learners’ comprehension of text
to help learners stay actively engaged in the task
to help learners actively interact with the text
to answer simple questions

TEACHING TECHNIQUE: reading aloud, silent reading, learning together

CLASS ORGANISATION: T- Ss, pair work

DIDACTIC STRATEGY: Learning by doing/exercising

SKILLS INVOLVED: reading, listening

EVALUATION:Systematic observation
-T monitors Ss’work.

ESTIMATED TIME: 12’

MATERIALS: the text of the story, The very hungry caterpillar book
DESCRIPTION OF THE ACTIVITY: T makes a demonstration of reading the text.
True/False questions ! Ss read the questions first and then they read the text once trying to find
the answers.(scanning) T asks students to read the text. Each student reads a sentence.Ss are
paired and they are asked to read the text again (silent reading) and to answer the questions on
the handout.

ACTIVITY 5: After Reading

OBJECTIVE: to check students’ comprehension of the text
to reinforce language and content knowledge gained from the text
to practice language skills gained or modeled in the text
to extend students’ understanding about the text
to sequence the events

TEACHING TECHNIQUE: dramatization, conversation

CLASS ORGANISATION: T- Ss, group work

DIDACTIC STRATEGY: Learning by doing/exercising

SKILLS INVOLVED: reading, listening
EVALUATION: -T makes appreciations
- T checks pronunciation
- T supervises /supplies error correction
ESTIMATED TIME: 15’

MATERIALS: sequence paper, puppets

DESCRIPTION OF THE ACTIVITY: T groups the Ss and distributes the sequence paper for the
Hungry Caterpillar. Asks the Ss to put the sentences in the right chronological order and then
retell, dramatize the story using puppets made by the teacher.

ACTIVITY 5: Finishing the lesson, assessment and assigning homework

OBJECTIVE: to consolidate the knowledge from the lesson.

TEACHING TECHNIQUE: conversation

CLASS ORGANISATION: T- Ss

SKILLS INVOLVED: speaking, listening

ESTIMATED TIME: 1’
DESCRIPTION OF THE ACTIVITY: T evaluates students’ activity and tells them about what
they have to do for the next time. T explains what and how they have to do their tasks and wishes
them a nice day.
HANDOUT The 28th of
January, 2024
THE VERY HUNGRY CATERPILLAR, by Eric Carle Wednesday

COMPREHENSION
Exercise 1

Answer T(true) or F(false).

1. The caterpillar is always hungry.

2. He likes eating fish.
3. He eats one apple on Monday.
4. He eats two pears on Friday.
5. He stays in the cocoon for more than 5 weeks.
Exercise 2

Answer the questions.

1. What does the caterpillar eat on Monday?

On Monday he eats…………………………………….

2. How many pears does he eat on Tuesday?

On Tuesday he eats……………………………….

3. How many plums does he eat on Wednesday?

On Wednesday he eats………………………….

4. Does he eat five oranges on Friday?

……………………………………………………….

5. Why does he have a stomachache on Saturday?

He eats………………………………………….

6. What does he eat on Sunday?

On Sunday he eats………………………………………
 IN THE LIGHT OF THE MOON A
Sequencing
LITTLE EGG LAYS ON A LEAF

ON MONDAY HE EATS
ON TUESDAY HE EATS

ON WEDNESDAY HE EATS ON THURSDAY HE EATS

ON FRIDAY HE EATS ON SATURDAY HE EATS

ONE GREEN LEAF

ONE APPLE
ON SUNDAY HE EATS

TWO PEARS THREE PLUMS

FOUR STRAWBERRIES FIVE ORANGES

ON SATURDAY HE EATS TOO MUCH FOOD: one ice-cream,one

pickle, one cupcake, salami, chocolate cake,

cheese,

cherry pie ,one lollipop, one sausage, watermelon.

He has stomach ache.

ON SUNDAY morning the warm TWO WEEKS LATER OUT OF THE

sun comes up and out of the CACOON COMES A

egg comes a little caterpillar. BEAUTIFUL BUTTERFLY
 .

The Very Hungry Caterpillar, by Eric Carle

In the light of the moon a little _ egg lays on a leaf .

One Sunday morning the warm sun comes up and – pop! – out of the egg
comes a tiny and very hungry caterpillar .

He starts to look for some _ food.

On Monday he eats one apple, but he is still hungry___.

On Tuesday he eats two pears, but he is still hungry.

On Wednesday he eats three plums, but he is still hungry.

On Thursday he eats four strawberries, but is still hungry.

On Friday he eats five oranges, but he is still hungry.

On Saturday he eats one piece of chocolate cake , one ice cream, one

pickle, one slice of cheese, one

slice of salami , one lollipop, one piece of cherry pie,

one sausage, one cupcake, and one slice of watermelon.

That night he has stomach ache!

On Sunday the caterpillar eats one nice green leaf, and he feels much
better.

Now he isn’t hungry– and he isn’t a little caterpillar. He is a big fat caterpillar.
He builds a small house, called a cacoon.

He stays in the cocoon more than two weeks. Then he comes out………
and…...

………..he is a beautiful butterfly

WHAT DOES RASCAL LIKE ?
WHAT FOOD DOES RASCAL HATE?
FISH

RICE
BISCUITS

MILK

SAUSAGES
 VEGETABLES

CHICKEN
 PIZZA

CHEESE

FRIED POTATOES
 APPLES

PASTA

CAKE