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Lesson Plan - Word Formation

This lesson plan aims to teach 9th grade upper-intermediate English students about word formation through analyzing a text from their textbook. The 50-minute lesson will begin with a warm-up activity to review a film, then students will work on labeling words as nouns or adjectives and giving examples of how words can be formed by adding suffixes or affixes. Next, students will read a story from their textbook and identify key moments and characters before working in pairs or groups to summarize the story using their own words and matching phrasal verbs to their meanings. The lesson incorporates various teaching techniques like discussion, brainstorming, and cooperative work.

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Raluca Pîrvu
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2K views4 pages

Lesson Plan - Word Formation

This lesson plan aims to teach 9th grade upper-intermediate English students about word formation through analyzing a text from their textbook. The 50-minute lesson will begin with a warm-up activity to review a film, then students will work on labeling words as nouns or adjectives and giving examples of how words can be formed by adding suffixes or affixes. Next, students will read a story from their textbook and identify key moments and characters before working in pairs or groups to summarize the story using their own words and matching phrasal verbs to their meanings. The lesson incorporates various teaching techniques like discussion, brainstorming, and cooperative work.

Uploaded by

Raluca Pîrvu
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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LESSON PLAN

NAME:

SCHOOL:

DATE: 30th

CLASS: 9

LEVEL: Upper-intermediate

TOPIC: Word formation

TYPE OF LESSON: Skill building

TIME: 50 minutes

TEXTBOOK: Gold upper intermediate

UNIT: 8 Land of Pharaons

MATERIALS: Textbook, whiteboard, worksheets/handouts

INTERACTION:

1. Teacher – Student (S-S)


2. Teacher – Students (T-Ss)
3. Student- Students (S-Ss)

TEACHING TECHNIQUES:

1. Conversation
2. Brainstorming
3. Discussion
4. Cooperative
5. Jigsaw

LESSON AIMS:

1. TO REMEMBER PREVIOUSLY STUDIED INFORMATION


ex. to define nouns, adjectives
to give examples of word formation and phrasal verbs
2. TO LABEL WORDS AS NOUNS OR ADJECTIVES CORRECTLY
ex. ability – noun
imaginary - adjective
3. TO CREATE NEW WORDS ADDING SUFFIXES (ENGINGS)/AFFIXES TO A
GIVEN WORD
ex. power – powerful , believe - unbelievable

4. TO UNDERSTAND THE TEXT IN ORDER TO SUMMERIZE IT AND TO


IDENTIFY SOME KEY MOMENTS AND CHARACTERS
5. TO MATCH PHRASAL VERBS TO THEIR MEANINGS

Lesson stage Aim Procedure Strategies Other


Timing Materials Interaction
Methods
WARM UP T writes the title Board, T – Ss
of the first text on Crayons
5 minutes the board
”Stargate-a
review”

T asks the Conversation T – Ss


students if they
have seen the film

T asks the Conversation T – Ss


students to read Textbooks
the review of the
film Stargate

T asks the Conversation T - Ss


students to say if
the review simply
describes the film
or recommends
seeing the film
Development A1 T writes the Board, T – Ss
5 minutes words ”nouns” Crayons
and ” adjectives”
on the board and Conversation
asks the students Brainstorming
to give examples
for each one and
to try to define
them

A2 T asks the Conversation T – Ss


students to label Textbooks
some words as
nouns or
adjectives

Presentation A1 T asks students to Conversation T – Ss


check if some Dictionary
words from the
text are correctly
written

T writes on the Board, T – Ss


board the title Crayons
”Word formation”
and asks students Conversation
to give some Brainstorming
examples

Teacher writes on Board, T – Ss


the table ways of Crayons
forming words
asking the Conversation
students to give Brainstorming
examples for each
of them

Teacher asks Textbook T – Ss


students to work S-S
in pairs and Conversation
indicate what Brainstorming
different endings
can indicate a
word is a noun or
an adjective

Prereading T asks students to Textbooks T – Ss


predict the correct
order of the Conversation
pictures related to Cooperative
the story they are
going to read
”How the Camel
got his hump”
Reading T asks the Textbooks T-Ss
students to read Conversation
the story again
and to identify
some key
moments and
characters
Production T asks students to Textbooks T-Ss
work in pairs, to Notebooks S-S
make notes of the S-Ss
main points of the Conversation
story and to tell Cooperative
the story in Jigsaw
another way

Teacher asks Textbooks T-Ss


students to work S-S
in pairs in order Conversation
to match some Cooperative
phrasal verbs to
their meanings

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